Influence of Teacher-Related Variables on Competencies in Multiple-Choice Test Construction
DOI:
https://doi.org/10.63561/fnas-jmse.v6i3.900Keywords:
Teachers` Competencies, Multiple-Choice Test Construction (MCT), Gender, Experience, QualificationAbstract
The study sought to determine the influence of teacher-related variables on their competencies in multiple-choice test (MCT) construction. A descriptive research design was adopted. The research was conducted in Rivers State, Nigeria. The research population comprised 7142 senior secondary school teachers during the 2021/2022 academic session. A sample size of 400 teachers was drawn for the study. Multi-stage sampling technique was used in the study. The instrument “Teachers` Competencies in Multiple Choice Test Construction (TCMCTC)” was employed to collect data. Three experts in Measurement and Evaluation validated the instrument. Cronbach alpha formula was used to estimate the internal consistency reliability index of .79 for the instrument. Five research questions and five hypotheses informed the study. Mean and standard deviations addressed the research questions while independent t-test and one-way ANOVA tested the hypotheses at 0.05 level of significance. The results showed that teachers` gender, years of teaching experience, qualification, school type and school location all independently and significantly influenced their competencies in the construction of MCT. Based on these findings, recommendations are made that in-service trainings, workshops, seminars and conferences be arranged to help private and public school teachers as well as urban and rural schools among others improve in their competencies of MCT construction.
References
Agu, N. N., Onyekuba, C., & Anyichie, A. C. (2013). Measuring teachers` competencies in constructing classroom-based tests in Nigerian secondary schools: Need for a test construction skill inventory. Educational Research and Reviews, 8(8), 431-439.
Ahmed, I., Abdullahi, I., & Bashir, M. A. (2022). Assessment of test construction knowledge of senior secondary school teachers in Ugondo local government area of Kano state, Nigeria. Asian Basic and Applied Research Journal, 6(2), 26-30.
Bika, J. M. & Buka, M. A. (2020). Assessment of secondary school science teachers` experience, profession and gender influence on knowledge of tests construction procedure in Hong local government, Adamawa state. International Journal of Engineering Technology Research and Management, 4(2), 115-121.
Cambel, R. E., & Hamman-Tukur, A. (2017). Teachers` characteristics and knowledge of test construction in day secondary schools in Maiduguri metropolis, Borno state, Nigeria. Research Journal`s Journal of Education, 5(4), 1-13.
Chen, G. (2019). Public school vs private school. A Public School Review. Retrieved from https://www.publicschoolreview.com/blog/public-school-vs-private-school
Davidson, C. (2011). Where did standardized testing come from anyway? Retrieved from: https://www.hastac.org/blogs/cathy-davidson/2011/09/02/where-did-standardized-testing-comeanyway
Egun, N. K. (2016). Teacher qualification and students` performance in biology: a study of school in Ethiope East Local Government Area of Delta State. masters` thesis, Delta State University, Abraka. Doi: http://dx.doi.org/10.13140/RG.2.2.17787.75040
Greenan, S. (2017). Multiple choice questions: benefits debates and best practices. Retrieved from https://blog.gutenberg-technology.com/en/multiple-choice-questions
Hamafyelto, R. S., Hamman-Tukur, A., & Hamafyelto, S. S. (2015). Assessing teacher competence in test construction and content validity of teacher made examination questions in commerce in Borno State, Nigeria. Journal of Education, 5(5), 123-128.
Iketaku, I. R. (2013). Measurement and Evaluation for Instruction and Learning. Enugu: Fidgina Global Books.
Indeed Editorial Team (2021). How to gain teaching work experience. Retrieved from https://www.indeed.com/career-advice/finding-a-job/teaching-work-experience
Inko-Tariah, D. C., & Okon, E. J. (2019). Knowledge of test construction procedures among lecturers in Ignatius Ajuru University of Education. Academic Research International, 10(1), 130-138.
Kola, A. J., & Sunday, O. S. (2015). A Review of teachers’ qualifications and its implication on
Laube, H., Massoni, K., Sprague, J., & Ferber, A. L. (2007). The impact of gender on the evaluation of teaching: What we know and what we can do. NWSA Journal, 19(3), 87-104 DOI: https://doi.org/10.1353/ff.2007.a224753
Lawrie G. A., Schultz, M., Bailey, C. H., & Dargaville, B. L. (2018), Personal journeys of teachers: An investigation of the development of teacher professional knowledge and skill by expert tertiary chemistry teachers. Chem. Education Research Practice, 13(3), 20-30. DOI: https://doi.org/10.1039/C8RP00187A
Lopes, A. P., Babo, L., Azevedo, J., & Torres, C. (2010). Multiple-choice tests-a tool in assessing knowledge. Proceeding of INTED2010 conference, 8-10 March 2010, Valencia, Spain
Nworgu, B. G. (2015). Educational measurement and evaluation: Theory and practice (2nd ed). Nsukka: University Trust Publishers.
Obilor, E.I. (2019). Essentials of measurement and evaluation. Sabcos printers and publishers, Port Harcourt.
Obilor, E.I., & Ugada, C. (2023). Problems in Measurement and Evaluation Practices in Ignatius Ajuru University
of Education: Implication for Students Assessment. Rivers State University, Faculty of Education Journal, 2(1), 83-95.
Ocheni, C. A. (2021). Test anxiety and academic stress as predictors of secondary school students` academic achievement in waves and projectile motions in Physics. (Masters` thesis), University of Nigeria, Nsukka
OECD (2012), Public and private schools: How management and funding relate to their socio-economic profile.
OECD Publishing. http://dx.doi.org/10.1787/9789264175006-en of Education and Practice, 6(1), 51-56. DOI: https://doi.org/10.1787/9789264175006-en
Orluwene, G.W. (2012). Fundamentals of testing and non-testing tools in educational psychology: Harey publications coy, Port Harcourt.
Osadebe, P. U. (2015). Construction of valid and reliable test for assessment of students. Journal DOI: https://doi.org/10.5430/wje.v4n2p58
Quansah, F., & Amoako, I. (2018). Attitude of senior high school (SHS) teachers towards test construction: Developing and validating a standardised instrument. Research on Humanities and Social Sciences, 8(1), 25-30.
Quansah, F., Amoako, I., & Ankomah, F. (2018). Teachers` test construction skills in senior high
Rivai, E., Ridwan, A., Supriyati, Y., & Rahmawati, Y. (2019). Influence of test construction knowledge, teaching material and attitude on sociological subject to quality of objective test in public and private vocational schools. International Journal of Instruction, 12(3), 497-512. https://doi.org/10.29333/iji.2019.12330a schools in Ghana: document analysis. International Journal of Assessment Tools in Education, 6(1), 1-8. DOI: https://doi.org/10.29333/iji.2019.12330a
Solheim, O. J., & Lundtrae, K. (2016). Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? A study based on Nordic results in PIRLS, PISA and PIAAC. Assessment in Education: Principles, Policy and Practice, 25(1), 107-126. DOI: https://doi.org/10.1080/0969594X.2016.1239612
students’ academic achievement in Nigerian schools. International Journal of Educational Research and Information Science, 2(2), 10-15.
Ubulom, W.J., Uzoeshi, K.C., Amini, C.M., & Vipene, J.B. (2019). Fundamentals of measurement and evaluation: Celwil Nigeria limited publishers, Port Harcourt.
Weimer, M. (2018). Advantages and disadvantages of different types of test questions. Retrieved
