The study is aimed at assessing differential item functioning by school ownership in 2020 WAEC SSCE (West African Senior School Certificate Examination) Economics multiple choice items.
To achieve the objectives of this study, four research questions were raised and two hypotheses were tested. The Survey Research Design was adopted. Multi-stage Sampling Procedure was used to select the sample for the study. The population of the study comprised 21440 students in SS3 in Benin metropolis who wrote the 2020 WAEC SSCE. The sample size for the study was two thousand one hundred and forty four (2144) SS3 students. The research instruments used for the study was 2020 WAEC SSCE Economics multiple choice questions. Logistic Regression Analysis was used to detect DIF while the hypotheses were tested using Chi-Square Statistical Analysis. All hypotheses were tested at 0.05 level of significance.
The findings showed that out of the fifty (50) items in WAEC 2020 Economics examination question paper, eight items function differentially by school ownership. From the results of the hypotheses of the 2020 WAEC SSCE Economics, the null hypotheses of no significant difference in the number of items functioning differentially by ownership was retained. Based on the findings, it was recommended that test experts and developers should explore the use of Logistic Regression Analysis to detect items with DIF.
Table of Contents
Abstract
Introduction
Statement of the Problem
Research Questions
Hypothesis
Methodology
Results
Discussion of Results
Conclusion
Recommendations
Research Objectives and Themes
The primary objective of this study is to empirically evaluate the presence of Differential Item Functioning (DIF) in the 2020 West African Senior School Certificate Examination (WAEC SSCE) Economics multiple-choice items, specifically examining whether school ownership (public vs. private) acts as a source of bias.
- Detection of DIF using Logistic Regression Analysis.
- Assessment of test fairness for diverse student populations.
- Comparative performance analysis between public and private school examinees.
- Validation of Economics test items against unintended construct-irrelevant variance.
Extract from the Book
Introduction
Assessment is the process of gathering and interpreting evidence to make judgments about student learning. In order for assessment to facilitate learning, students need to receive information about their performance and the existing discrepancy between the actual and the desired state, and effectively process that information.
Assessment can be both formative and summative process. Formative assessment is an assessment for learning. It is used at the beginning of an instructional period and during the process of instruction as teachers check for student understanding. Dylan (2011) stated that formative assessment enables students to learn through the process of feedback and opportunities to practice and improve. Summative assessment on the other hand, is assessment of learning. It is used towards and at the end of the instruction period.
Therefore, towards the end of secondary school education, students register for external examinations, which are conducted by different examination bodies of which West African Examinations Council (WAEC) is one. The West African Examinations Council (WAEC) is an examination body in Nigeria that conducts the Senior Secondary Certificate Examination and certifies the candidates based on their abilities. One of the functions of WAEC is to certify the candidates. This certification can be given after conducting examination for the testees to test their ability level.
Summary of Chapters
Abstract: Provides an overview of the study's aim to identify DIF in WAEC Economics items using logistic regression and summarizes the key finding that eight items functioned differentially.
Introduction: Explains the necessity of fair assessment in the Nigerian educational system, defined by WAEC standards, and introduces the concept of DIF as a potential source of test bias.
Statement of the Problem: Discusses the heterogeneous nature of the Nigerian society and the growing concern that test items may contain construct-irrelevant difficulty, leading to bias based on school ownership.
Research Questions: Outlines the two specific inquiries guiding the study: the quantity of items functioning differentially and the statistical significance of this difference.
Hypothesis: Formulates the null hypothesis concerning the lack of significant difference in item functioning between school types.
Methodology: Details the survey research design, sampling of 2144 students, and the application of Logistic Regression Analysis to the 50-item test.
Results: Presents the statistical data from the logistic regression, identifying the eight items that flagged for DIF, and evaluating them against the chi-square results.
Discussion of Results: Interprets the findings by comparing them with previous research and explaining that while DIF exists in Economics items, it does not reach significant levels globally.
Conclusion: Synthesizes the findings, confirming the existence of DIF in specific items while noting the lack of overarching significant difference in test performance across school ownership.
Recommendations: Suggests that test developers should perform rigorous verification for DIF and that examination bodies ensure all items are bias-free.
Keywords
Differential Item Functioning, Multiple Choice Item, Logistic Regression Analysis, West African Examinations Council, Economics, Test Fairness, Item Bias, School Ownership, Psychometrics, WAEC SSCE, Educational Assessment, Statistical Significance, Construct Validation.
Frequently Asked Questions
What is the core focus of this research study?
The research focuses on investigating Differential Item Functioning (DIF) in the 2020 WAEC SSCE Economics multiple-choice examination to determine if students are disadvantaged based on whether they attend public or private schools.
What are the primary themes addressed in the paper?
The paper addresses test validity, assessment fairness, item-level influence of student demographic grouping, and the application of statistical methods to identify bias in standardized examinations.
What is the main research objective?
The main objective is to determine empirically if the 2020 WAEC Economics items function differentially according to school ownership, thereby checking for potential test bias.
Which statistical methodology is employed?
The study utilizes Logistic Regression Analysis to detect DIF, and tests the null hypothesis using Chi-Square Statistical Analysis at a 0.05 level of significance.
What topics are covered in the main body of the work?
The main body covers the theory of testing, the role of WAEC, the definition of DIF, the methodology for sampling and data collection, and a detailed statistical analysis of 50 specific Economics items.
Which keywords characterize this research?
Key terms include Differential Item Functioning, Multiple Choice Item, Logistic Regression Analysis, WAEC, Economics, Test Fairness, and Item Bias.
How many items were found to function differentially?
The study identified that 8 out of the 50 items (16%) functioned differentially based on school ownership.
Was the null hypothesis rejected or retained?
The null hypothesis—which stated there is no significant difference in the number of items functioning differentially by school ownership—was retained, as the p-value of .079 was greater than the alpha value of 0.05.
- Arbeit zitieren
- Anonym (Autor:in), 2023, Assessment of differential item functioning by school location in western Africa, München, GRIN Verlag, https://www.grin.com/document/1408073
