- : Ms Word, Ms Word Format
- : 60 Pages
- : ₦5,000
- : 1-5 Chapters
- Click to DOWNLOAD Materials
NON-PARAMETRIC METHOD OF DETECTING DIFFERENTIAL ITEM FUNCTIONING IN SENIOR SCHOOL CERTIFICATE EXAMINATION (SSCE) 2019 ECONOMICS MULTIPLE CHOICE ITEMS
Abstract:
Differential Item Functioning (DIF) refers to the situation where test items, despite having the same difficulty level, demonstrate differential performance across different groups of examinees. In educational assessment, detecting DIF is crucial for ensuring fairness and equity in test scores. This study focuses on the application of a non-parametric method for identifying DIF in the Senior School Certificate Examination (SSCE) 2019 Economics multiple-choice items.
The non-parametric method used in this study is based on the Mantel-Haenszel (MH) procedure, which compares the item difficulty parameters between two groups while controlling for the overall ability differences. The analysis is performed using the responses of a large sample of students who took the SSCE 2019 Economics examination.
In order to identify DIF, the non-parametric method involves three main steps: 1) selecting anchor items, which are items that are assumed to be free from DIF, 2) estimating the item difficulty parameters for each group using the anchor items, and 3) conducting the MH procedure to detect DIF by comparing the estimated difficulty parameters.
The results of the study reveal the presence of DIF in a subset of the Economics multiple-choice items in the SSCE 2019 examination. Specifically, certain items exhibited differential performance between different groups of examinees, suggesting potential bias in the test scores. The identification of DIF provides valuable insights into the fairness and validity of the examination results and highlights areas that require further investigation and improvement in the assessment process.
The non-parametric method employed in this study offers a robust and statistically sound approach for detecting DIF in multiple-choice items. By identifying DIF, educational policymakers and test developers can take appropriate measures to address potential biases and ensure fairness in the assessment process. Further research and refinement of the non-parametric method are recommended to enhance its effectiveness and applicability in detecting DIF in high-stakes examinations such as the SSCE.
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
NON-PARAMETRIC METHOD OF DETECTING DIFFERENTIAL ITEM FUNCTIONING IN SENIOR SCHOOL CERTIFICATE EXAMINATION (SSCE) 2019 ECONOMICS MULTIPLE CHOICE ITEMS. GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
