TABLE OF CONTENTS
Title page
Approval page
Certification
Dedication
Acknowledgements
Table of Contents
List of Tables
Abstract
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Research Hypotheses
CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework
Concept of Achievement Test
Qualities of a Test
Item Analysis
Differential Item Functioning (DIF)
Standard Error of Measurement (S.E.M)
Concept of Gender
Analysis of Fit
Schematic Representation of Conceptual Framework
Theoretical Framework
Classical Test Theory
Item Response Theory
Review of Empirical Studies
Summary of Literature Review
CHAPTER THREE: RESEARCH METHOD
Research Design
Area of the Study
Population of the Study
Sample and Sampling Technique
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR: RESULTS
Research Questions 1
Research Questions 2
Research Questions 3
Research Questions 4
Research Questions 5
Research Questions 6
Research Hypothesis I
Research Hypothesis II
Summary of the Findings
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION, IMPLICATIONS, RECOMMENDATIONS AND SUMMARY OF THE STUDY
Discussion of Findings
Conclusion
Educational Implications
Recommendations
Limitation of the Study
Suggestions for Further Studies
Summary of the Study
References
ABSTRACT
The study applied item response theory in the development and validation of multiple -choice test in Economics. Instrumentation research design was used for the study. A sample of 1005 Economics senior secondary school II students was randomly selected from 46 government co-education schools. To guide this study, six research questions were posed and two hypotheses were formulated. The Economics Multiple choice test items numbering 50 developed by the researcher were used for data collection. To ensure the validity of the instrument, the instrument was subjected to face and content validation by three experts, two from the department of science education and one from Economics department. The reliability index of 0.89 was obtained. The data generated from the study were analyzed using maximum likelihood estimation technique of BILOG-MG computer programming. The analysis of the data revealed that 50 test items of Economics survived therefore, the final instrument developed for assessing students’ ability in Economics contained 50 items with the appropriate indices. The result of the study showed that 49 items of the multiple choice question in Economics were reliable based on three parameter model (3pl) model. The findings also showed that thirty one (31) items of the Economics multiple-choice test in Economics were difficult. The findings further revealed that items functions differential in Economics among male and female students. Based on the findings, recommendations were made which include that the examination bodies and teachers should encourage and adopt IRT in developing test items used in measuring students ability in Economics.
CHAPTER ONE
INTRODUCTION
Background to the Study
Economics is one of the senior secondary school subjects that require assessment to ascertain students’ basic knowledge and skills and understanding of the concepts and the nature of economic problems in any society. Economics has been defined variously by many authorities. These different definitions arise because Economics studies human behavior and man behaves differently. Mankiw (2001) defined Economics as the study of how society manages its scarce resources. Egunjobi and Egwakhide (2010) opined that Economics is the study of human endeavors in respect of production, distribution, exchange and consumption. Economics, according to Orji (2002), is the science of scarcity and choice. This implies that when resources are limited in quantity relative to their uses, they are scarce, and the fact about scarcity forces the individual to make a choice among the alternatives. In Nigeria, Economics came into the secondary school curriculum in1966 (Obemeata, 1991). The objectives of studying Economics according to Asadu (2001) are:
· to enable students to acquire knowledge for the practical solution of the economic problem of Nigerian societies, developing countries and the world at large.
· to prepare and encourage students to be cautious and affective in the management of scarce resources........
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