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ASSESSMENT OF DIFFERENTIAL ITEM FUNCTIONING OF BASIC EDUCATION CERTIFICATE EXAMINATION MATHEMATICS MULTIPLE CHOICE ITEMS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Differential Item Functioning (DIF) analysis is an essential statistical technique used to evaluate the fairness and equity of educational assessments. This study focuses on assessing the presence of Differential Item Functioning in the Basic Education Certificate Examination (BECE) Mathematics multiple-choice items. The aim is to identify any potential bias that may exist in the assessment items based on student characteristics such as gender, ethnicity, or socioeconomic background.
The research employs a quantitative research design using data collected from a sample of BECE Mathematics test takers. The sample consists of students from diverse backgrounds and demographics to ensure a representative analysis. The study utilizes an established DIF detection methodology, such as the Mantel-Haenszel (MH) procedure or logistic regression, to identify items that exhibit differential functioning.
The analysis includes examining the DIF effect sizes and statistical significance for each item. Effect sizes provide an estimate of the magnitude of differential functioning, while statistical significance determines whether the observed differences are likely due to chance or not. Multiple-group comparisons are conducted to assess DIF across different student subgroups, such as gender, ethnicity, and socioeconomic status.
The findings of this study will contribute to the ongoing efforts towards fair and unbiased assessments in the education system. The identification of items exhibiting DIF will help policymakers, test developers, and educators improve the quality and validity of the BECE Mathematics examination. Furthermore, it will facilitate the development of targeted interventions to mitigate any potential bias and promote equal opportunities for all students.
The study acknowledges certain limitations, such as the reliance on existing test data and the potential for other unmeasured factors to influence DIF. Nonetheless, the research serves as a valuable step towards improving the fairness and equity of educational assessments, thereby fostering inclusive educational practices.
Keywords: Differential Item Functioning, Basic Education Certificate Examination, Mathematics, Multiple Choice Items, Fairness, Equity, Educational Assessments.
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