Loretta Chibuzor AUDU, Georgina. N. OBAITAN and Joshua O. Adeleke
DEVELOPMENT AND VALIDATION OF OPPORTUNITY TO LEARN MATHEMATICS SCALE USING ITEM RESPONSE THEORY
This study is a correlation study aimed at applying Item Response Theory (IRT) to validate Opportunity To Learn Mathematics (OTLM) scale. Six (6) research questions were set to guide the study. Opportunity to learn was theoretically defined along five components. A survey approach was employed to collect responses on OTLM. The sample consists of one thousand, nine hundred (1900) students of SS3 from selected 36 secondary schools in Imo and Rivers states of Nigeria. The selection was done through a multi-stage cluster sampling techniques. A pool of one hundred and sixty-two (162) items was generated. The analysis of data was carried out using exploratory factor analysis (EFA), Confirmatory factor analysis (CFA) and Graded Response Model (GRM) of IRT. The reliability of the subscales was ascertained using Item-Total statistics and the estimated reliability coefficient of the subscales were as follows: Teacher effectiveness (0.91), Curriculum content/Learning experience (0.85), Instructional time (0.72), Facilities (0.78) and Learning materials (0.73). Graded response theory model (GRM) of IRT was employed for the IRT analysis and 82 items were selected and calibrated, items and scale properties were estimated and produced. None of the items has less than 0.5 discriminating index. Thus, OTLM scale is both valid and reliable and therefore recommended for use for measuring students’ mathematics learning opportunities in secondary schools.
Loretta Chibuzor AUDU, Georgina. N. OBAITAN and Joshua O. Adeleke
DEVELOPMENT AND VALIDATION OF OPPORTUNITY TO LEARN MATHEMATICS SCALE USING ITEM RESPONSE THEORY
This study is a correlation study aimed at applying Item Response Theory (IRT) to validate Opportunity To Learn Mathematics (OTLM) scale. Six (6) research questions were set to guide the study. Opportunity to learn was theoretically defined along five components. A survey approach was employed to collect responses on OTLM. The sample consists of one thousand, nine hundred (1900) students of SS3 from selected 36 secondary schools in Imo and Rivers states of Nigeria. The selection was done through a multi-stage cluster sampling techniques. A pool of one hundred and sixty-two (162) items was generated. The analysis of data was carried out using exploratory factor analysis (EFA), Confirmatory factor analysis (CFA) and Graded Response Model (GRM) of IRT. The reliability of the subscales was ascertained using Item-Total statistics and the estimated reliability coefficient of the subscales were as follows: Teacher effectiveness (0.91), Curriculum content/Learning experience (0.85), Instructional time (0.72), Facilities (0.78) and Learning materials (0.73). Graded response theory model (GRM) of IRT was employed for the IRT analysis and 82 items were selected and calibrated, items and scale properties were estimated and produced. None of the items has less than 0.5 discriminating index. Thus, OTLM scale is both valid and reliable and therefore recommended for use for measuring students’ mathematics learning opportunities in secondary schools.