The Effectiveness of Classical Test And Item Response Theories in Secondary School Geography Achievement Test Construction in Oyo State

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dc.contributor.authorAdedigba, S.O
dc.contributor.authorOlusakin, A.M
dc.contributor.authorOsarenren, N.A
dc.date.accessioned2021-09-24T11:15:31Z
dc.date.available2021-09-24T11:15:31Z
dc.date.issued2020-03
dc.descriptionScholarly articlesen_US
dc.description.abstractMeasurement theories are important to practice in educational measurement because they supply a background for addressing measurement problems. One of the most essential challenges is handling the Measurement Errors. A reliable theory can help in understanding the role of errors they play in measurement. Therefore, the purpose of this study was to investigate the effectiveness of Classical Test and Item Response Theories in Secondary School Geography Achievement Test construction, in Oyo State. The descriptive survey research design was used for this study. The population for the study comprised of all SS2 students offering geography in the three educational zones of the State. The sample for the study was 1200 students. Multi stage stratified sampling technique was used to get this sample. A 100 item GAT was the instrument for the study. The hypotheses were tested using paired sampled t- test. Results revealed that item statistics obtained from the two theoretical frameworks were comparable. However, item statistic obtained from IRT model showed more stability than those from CTT. Moreover, for item selection process, IRT model led to deletion of fewer items than CTT model. This result indicates that test developers and public examining bodies should incorporate IRT model into their test development processes because through IRT model test constructors would be able to generate more reliable items than in the CTT model which is being employed currently in schools. It was further recommended that CTT framework could be used as a complement to IRT.en_US
dc.identifier.citationAdedigba, S.O, Olusakin, A. M & Osarenren, N. A (2020) The Effectiveness of Classical Test And Item Response Theories in Secondary School Geography Achievement Test Construction in Oyo State. Journal of Applied Research in Education, 6(1), 47-61. March 2020. www.unilagjare.neten_US
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/9586
dc.language.isoenen_US
dc.publisherJournal of Applied Research in Educationen_US
dc.subjectItem analysisen_US
dc.subjectClassical test theoryen_US
dc.subjectItem response theoryen_US
dc.subjectItem statisticsen_US
dc.subjectItem parametersen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.titleThe Effectiveness of Classical Test And Item Response Theories in Secondary School Geography Achievement Test Construction in Oyo Stateen_US
dc.typeArticleen_US
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