Egbai, Julius Michael Ph.D; Eke Ogbu Eke Ph.D, 3Nwogwugwu, Esther Chidirim Ph.D; Ita Caroline Iserom Ph.D; Ovat, Sylva Victor Ph.D
Assessing Teacher Educators’ Perception of the Effectiveness of Multiple-Choice Questions on Students’ Achievement in General Studies (GST) Courses
This paper examines teacher educators’ perceptions of the effectiveness of Multiple-Choice Questions (MCQs) as assessment tools in General Studies (GST) courses at Alvan Ikoku Federal College of Education, Owerri. The study utilized a survey methodology with a total population of 107 academic staff, comprising 79 females and 28 males, using a census sampling approach. Data were collected through the Teacher Educators’ Assessment Perception on Effectiveness of MCQs in GST Courses (TAPEMGC) questionnaire, which demonstrated a reliability coefficient of 0.80 as determined by Cronbach's alpha. The data were analyzed using mean and standard deviation to address research questions, while a t-test was employed to test hypotheses at 0.05 level of significance. Findings revealed that teacher educators hold positive perceptions regarding the effectiveness of MCQs in GST courses, with both male and female lecturers recognizing MCQs as valuable assessment tools. Although slight variations in perceptions were noted across specific aspects of MCQs, the overall attitudes underscore their potential for enhancing assessment in teacher education. Recommendations include those educational institutions should develop training programmes specifically aimed at enhancing the construction of MCQs tailored to GST courses.
Keywords: Teacher educators, perceptions, effectiveness, multiple-choice questions, general studies
Egbai, Julius Michael Ph.D; Eke Ogbu Eke Ph.D, 3Nwogwugwu, Esther Chidirim Ph.D; Ita Caroline Iserom Ph.D; Ovat, Sylva Victor Ph.D
Assessing Teacher Educators’ Perception of the Effectiveness of Multiple-Choice Questions on Students’ Achievement in General Studies (GST) Courses
This paper examines teacher educators’ perceptions of the effectiveness of Multiple-Choice Questions (MCQs) as assessment tools in General Studies (GST) courses at Alvan Ikoku Federal College of Education, Owerri. The study utilized a survey methodology with a total population of 107 academic staff, comprising 79 females and 28 males, using a census sampling approach. Data were collected through the Teacher Educators’ Assessment Perception on Effectiveness of MCQs in GST Courses (TAPEMGC) questionnaire, which demonstrated a reliability coefficient of 0.80 as determined by Cronbach's alpha. The data were analyzed using mean and standard deviation to address research questions, while a t-test was employed to test hypotheses at 0.05 level of significance. Findings revealed that teacher educators hold positive perceptions regarding the effectiveness of MCQs in GST courses, with both male and female lecturers recognizing MCQs as valuable assessment tools. Although slight variations in perceptions were noted across specific aspects of MCQs, the overall attitudes underscore their potential for enhancing assessment in teacher education. Recommendations include those educational institutions should develop training programmes specifically aimed at enhancing the construction of MCQs tailored to GST courses. Keywords: Teacher educators, perceptions, effectiveness, multiple-choice questions, general studies