CHAPTER ONE

1.1   BACKGROUND TO THE STUDY

Evaluation is indispensable part of an different types are utilized for assessment and consequently evaluation. A variety of tests are utilized in education. A variety of tests utilized in education but the use multiple choice test (MCT) is trend all over the world even down to our country Nigeria.

        Test play significant role in giving feedback to stakeholders in educating various aspects. Therefore quality of tests has always been a hot issue since long; consequently literature on validity and characteristics of quality assessments programme (Stephen and Polly, 2006), so that to bring improvement in feedback.

        Multiples choice question (MCQ) has been one of the most frequent used items in assessment of students in schools.

        Wikipedia (2008), multiple choice question is a form of assessment in which respondent are asked to select the best answer (or answers) out of the choice from a list. The multiple choice format is most frequently used in educational testing, in market research and in elections. When a person chooses between multiple candidates, parties or policies multiple choice testing is particularly popular in Untied States. The items of multiple choice test are often colloquially referred to as “questions” but misnomer because many items are not phrase as questions. One of the examination bodies that use multiple choice question in National Examination Council (NECO) which organizes both Junior Secondary Certificate Examination (JSCE) and Senior Secondary Certificate Examination (SSCE).

        The National Policy of Education (NPE) in Nigeria recommends a two-tier secondary system in 1988, the Junior Secondary School (JSS) also regarded as Basic Education Certificate Examination and the Senior Secondary School (SSS) also referred as ordinary leaving certificate. The duration for each of the two levels is three years (FRN) 1988

The Junior Secondary Certificate Examination (JSCE) is a public examination in Nigeria conducted by each state of the federation (MOE) for final year students of the JSS at the end (that is the third year) of Junior Secondary Schooling. While each develops, administers, marks and award grades and certificates to all public schools under its jurisdiction. The National Examination Council (NECO) is responsible for conducting the (JSCE) to all JSS III students of the federal government colleges and other private secondary schools that elect to take the NECE conducted examination.

        Twenty two subjects are taken in the JSCE. A candidate is expected to sit for a minimum of ten subjects and a maximum of thirteen. A candidate is deemed to have passed the JSCE if he/she has passes in six subjects including English and mathematics (FRN, 1988).

        The grading system is as followed

A – Distinction

B – Credit

P – Pass

F – Fail (www.mynecoexams.com/ourexmaiantion.html)

        Item analysis is general term that refers to the specific methods used in education to evaluate test items. Item analysis is widely used to improve the equality through knowing about item statistics. Item statistics are not only used to improve test but also in item revision (Lange, 1967). Item analysis allows us to observe the characteristics of a particular item and can be used to ensure that question are of an appropriate standard for inclusion in a test. A comprehensive knowledge of the factors leading to construct a good test items can enable us to create more effective test besides standardizing the existing tests. Improvement in the test through item analysis can save a lot of time and energy on the part of the teachers and test developers. Typically, in anlaysis of a test, two values are computed, a difficult level and a discrimination index. In analysis based upon the performance of two groups on the item, typically referred to as U-L analysis, then a two by two contingency table may be used in the tabulation of the indices. Such approaches are suggested by Kelly (1939), Johnson (1957) and Curetion (1959).

        Susan Eaves and Bradley Exford (2009) regarded item analysis as one of the most important aspects of test construction and increasingly receiving attention, it is an approach incorporated into item response theory (IRT) which serves as an alternative to classical measurement theory (CMT) or classical test theory (CTI). Classical measurement theory considers a score to be direct result of a person’s true score plus error. It is this error that is of interest as previous measurement theory used item analysis to differentiate between types of error in order to gain clearer understanding of any existing differences.

1.2 STATEMENT OF PROBLEMS

        The essences of Junior Secondary Certificate Examination Multiple question is to evaluate students intellectual abilities to ascertain if they have learnt what they are expected to learn in the Junior Secondary Schools. The purpose of the examination is for certification, transition, and selection into senior secondary school and technical colleges in Nigeria.

        Due to the significance of this examination to educational advancement and development; it is expected for the examination to be standard, reliable, serve its goals/purpose and be consistent, but the reverse is the case.

        The multiple choice equation paper of Business studies is not standardized, in the sense that the evaluation departments or unit in the state ministry of education which shoulder the development and conduct of JSCE Business Studies multiple choice question paper do not have necessary experience, technical know-how, specialized or abundance specialized staff and tremendous resources to administer the examination.

        Furthermore, the multiple choice question sometime does not cover the stipulated syllabus that was meant for the setting of the multiple choice question (MCQ) for the examination which is not suppose to be so. The MCQ should have covered the stipulated syllabus of the business studies which will make the MCQ standard.

        The multiple choice question (MCQ) of Business Studies is supposed to meet transition purpose. That is to move from one level of the educational system to next and they are expected to be suitable, efficient and display high knowledge for the level they are transiting into, but the opposite is the case, you find students who study business studies at the JSS for example having challenges in subjects like commerce, Accounting, Economics but when the result of the student is examined; you will find out that the student had A in business studies.

        Since the multiple choice question could not meet the transition purpose for which it was originally meant for, then the multiple choice question is not reliable.

        Lack of consistency is another factor that made me to research on this particular topic. Multiple choice question lack consistency in the sense that the item writing of different year is not of the same standard. The one on one particular academic year may be more difficult or easier compared to another year and this lead to lack of comparability of students from difficult Academic Session.

        Since the multiple choice question (MCQ) lack consistency, standard, reliability, confidence, this study is designed to carryout the tem analysis of business studies multiple choice question paper of secondary school, in Delta State Junior School certificate Examination.

1.3 PURPOSE OF THE STUDY

        The general purpose of the study is to:

1. Examine whether the question (items) composing the business studies multiple choice paper test are performing in a manner that is psychometrically appropriate and defensible.
2. To find out the difficulty level and discrimination index of the test items.
3. To examine the item sequence effect on difficulty level.
4. To find out P. value of 0.55 i.e. 55% of participants choose the correct answer for the items.

1.4 RESEARCH QUESTION

        The following research questions where raised in the cause of this research work.

1. What is the difficulty level of the Business studies multiple choice items?
2. What is the discrimination index of the Business Studies multiple choice items?
3. How many items of the business studies paper (test) are having discrimination index above.
4. How many items of the Business studies paper (test) are having difficulty level between 0.30 DL 0.80.

1.5 SIGNIFICANCE OF THE STUDY

        The significance of the study will be of great value to the psychometricians, subject matter experts (SME) test developer, ministry of education, the teachers, the students and the general public at large.

        This study will enable the psychometricians to appreciate the qualities of the item and the test as a whole and provide information about the test.

        This study will enable practicing teachers and subject matter experts in the sense that utmost care should be taken while selecting items in a test so that accurate measurement of students behaviour is achieved. And the study will enable item developers to improve already existing tests instead of developing new items to avoid wastage of time.

        The study will enable Ministry of Education to develop a good and useful item bank for practical utility.

        The study will provide information to the students and the general public to have confidence in the test item of Business studies.

1.6 SCOPE OF THE STUDY

        In this study, the researcher had critically examined the item analysis of Business studies multiple choice question of the Delta State Junior Secondary Certificate Examination (JSCE). It covers three secondary schools, they are Abraka Grammar School, Erhimu Secondary School and Delta State University Secondary School, all in Abraka in Ethiope East Local Government Area, Delta State.

        The total population of the students is estimated to be 1,000 but sample of 500 students were selected at random for the primary data needed for the research work.

1.7 LIMITATION OF THE STUDY

        These were some setbacks on the course of carrying out this research work. The information in the study are very limited as a result of the below constraints.

1. Insufficient fund: The researchers intention was to cover or sample a many schools as possible but due to financial constrains, we therefore limit our research to three schools in Abraka alone.
2. Time factor: The researchers of project work, being a student had a very busy schedule and limited time, which was filled with struggle between other academic work, political activities, social and research work.
3. Gathering of Information: The research find it difficult to gather information.

1.8 DEFINITION OF TERMS

1. Item Analysis: Item analysis is a process which examines student responses to individual test items (questions) in order to assess the quality of those items and of the test as a whole.
2. Evaluation: Evaluation is a systematic determination of a subjects merit, worth and significance, using criteria governed by a set of standards.
3. Psychometrician: This is a person who practices the science of measurement.
4. Item Response Theory: This is a para for the design, analysis and scoring of tests, questionnaires and similar instruments measurement abilities, attitudes or other variables.

Classical Test Theory: is a body of theory and research regarding psychological testing the product/explains the difficulty of question, provides insight into the reliability of assessment scores, and helps us represent what examines know and can do.   

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