What makes mid-tertiary mathematics multiple choice test items difficult: Task numbers or cognitive levels?
Resource type
Journal Article
Authors/contributors
- Ogomaka, P.M.C. (Author)
- Akukwe, A.C. (Author)
- Nosike, M.C. (Author)
Title
What makes mid-tertiary mathematics multiple choice test items difficult: Task numbers or cognitive levels?
Abstract
The researchers ascertained the linear relationship between any two Multiple Choice Test (MCT) items' facility indices (z), cognitive level (x) and "task numbers (y). A 50 itemed multiple choice test was administered on a random sample of 226 NCE students who offered a General Studies Education (GSE) mathematics course. The test has a reliability coefficient of 0.92. The sampled students' responses were scored. The estimates of correlation coefficients: rzx = - 0.33, rzy = - 0.33 and rxy = 0.87 were obtained and found significant (p<0.05). From the results, cognitive level and task numbers could provide a bridge between Classical Test Theory (CTT) and Item Response Theory (IRT).
Date
2013
Language
English
Loc. in Archive
Ogomaka, P.M.C., Akukwe, A.C., Nosike, M.C., 2013. What makes mid-tertiary mathematics multiple choice test items difficult: Task numbers or cognitive levels? Mediterranean Journal of Social Sciences 4, 3542. doi:10.5901/mjss.2013.v4n5p35
Citation
Ogomaka, P. M. C., Akukwe, A. C., & Nosike, M. C. (2013). What makes mid-tertiary mathematics multiple choice test items difficult: Task numbers or cognitive levels? (Ogomaka, P.M.C., Akukwe, A.C., Nosike, M.C., 2013. What makes mid-tertiary mathematics multiple choice test items difficult: Task numbers or cognitive levels? Mediterranean Journal of Social Sciences 4, 3542. doi:10.5901/mjss.2013.v4n5p35). https://doi.org/10.5901/mjss.2013.v4n5p35
Country
Link to this record