Assessment of model fit for 2016 and 2017 biology multiple choice test items of the national business and technical examination board

HANNAH JUDITH OSARUMWENSE; CHISOM PERPETUAL DURU

doi:10.31686/ijier.vol7.iss4.1319

Authors

HANNAH JUDITH OSARUMWENSE

University of Benin, Nigeria
CHISOM PERPETUAL DURU

University of Benin, Nigeria

DOI:

https://doi.org/10.31686/ijier.vol7.iss4.1319

Keywords:

Item Response Theory, Biology multiple choice test items, model fit and unidimensionality

Abstract

This study was based on the assessment of model fit for 2016 and 2017 Biology multiple choice test items of the National Business and Technical Examination Board. It aimed at empirically investigating the model fit of the 1, 2, and 3 Parameter Logistic Models (PLM) of the examinations using Item Response Theory. Three research questions were raised with two hypotheses formulated and tested. The expo-facto research design was adopted for this study. The population for the study was 5,115 and 4600 candidates in public and private schools in south-south geo-political zone in Nigeria for 2016 and 2017 respectively. A total of 2000 students were sampled using Simple random sampling technique. The instruments for data collection was the NABTEB 2016 and 2017 Biology multiple choice question papers. The instruments are said to be valid and reliable as they were developed by a standard examination body. The responses from the instruments were used for data analysis. The results obtained from the study revealed that the 1, 2 and 3 PLM fit the 2017 and 2016 NABTEB May/June Biology multiple choice test items. However, the 1PLM provided a better fit to the data than other models. Based on the findings of the study, it was recommended among others that the examining bodies should make sure that model fit the data well before they are used to make inferences regarding the data.

Author Biographies

HANNAH JUDITH OSARUMWENSE, University of Benin, Nigeria

Department of Educational Evaluation and Counselling Psychology
Faculty of Education
CHISOM PERPETUAL DURU, University of Benin, Nigeria

Master’s Student
Department of Educational Evaluation and Counselling Psychology
Faculty of Education

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