Asim, A, E., Evans, G. U. & Idaka, I. E.
Udechukwu, Jonathan & Ogidi, Reuben C.
ANALYSIS OF MULTIPLE-CHOICE ITEM FORMATS AND SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN
MATHEMATICS IN AKWA IBOM STATE, NIGERIA
Abstract
Although multiple-choice item formats are the most widely used test items
by examination bodies, but have been observed to produce poor
achievements especially in secondary school mathematics. In order to
identify the multiple-choice item formats that could improve students'
achievements, this study examined the three types of multiple-choice item
formats and their effects on secondary school students' achievements in
mathematics. The descriptive survey design was deployed for the study
The research instruments were the three types of multiple-choice test item
formats namely, direct question type (DQT), incomplete statement type
(QT) and best answer type (BAT). Each of these formats comprised 50
multiple-choice mathematics achievement test items (MAT) based on the
JSS2 mathematics syllabus. A total of 654 JS3 students comprising 332
males and 322 females using multi-stage sampling procedure from 30
secondary schools. Of the 30 secondary schools, I9 were randomly
selected from urban and II from rural areas of Akwa Ibom State. 22
students were selected from each school. Data obtained were analysed
using one-way and two-way ANOVA. Hypotheses were tested at p<0.05
level of significance, and the results show that multiple-choice item
formats significantly influenced secondary school students' achievement
in mathematics. The study identified DOT as producing the utmost
achievement compared to 1QT and BAT irrespective of school location
and students' gender. Hence, it was recommended that, DOT format
should take preference when constructing multiple-choice mathematics
tests for junior secondary school students.
Keywords: Multiple-choice, Item formats, Achievement, Mathematics, Students
Asim, A, E., Evans, G. U. & Idaka, I. E. Udechukwu, Jonathan & Ogidi, Reuben C.
ANALYSIS OF MULTIPLE-CHOICE ITEM FORMATS AND SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN MATHEMATICS IN AKWA IBOM STATE, NIGERIA
Abstract Although multiple-choice item formats are the most widely used test items by examination bodies, but have been observed to produce poor achievements especially in secondary school mathematics. In order to identify the multiple-choice item formats that could improve students' achievements, this study examined the three types of multiple-choice item formats and their effects on secondary school students' achievements in mathematics. The descriptive survey design was deployed for the study The research instruments were the three types of multiple-choice test item formats namely, direct question type (DQT), incomplete statement type (QT) and best answer type (BAT). Each of these formats comprised 50 multiple-choice mathematics achievement test items (MAT) based on the JSS2 mathematics syllabus. A total of 654 JS3 students comprising 332 males and 322 females using multi-stage sampling procedure from 30 secondary schools. Of the 30 secondary schools, I9 were randomly selected from urban and II from rural areas of Akwa Ibom State. 22 students were selected from each school. Data obtained were analysed using one-way and two-way ANOVA. Hypotheses were tested at p<0.05 level of significance, and the results show that multiple-choice item formats significantly influenced secondary school students' achievement in mathematics. The study identified DOT as producing the utmost achievement compared to 1QT and BAT irrespective of school location and students' gender. Hence, it was recommended that, DOT format should take preference when constructing multiple-choice mathematics tests for junior secondary school students. Keywords: Multiple-choice, Item formats, Achievement, Mathematics, Students