What Makes Mid-Tertiary Mathematics Multiple Choice Test Items Difficult: Task Numbers or Cognitive Levels?

Authors

  • P.M.C. Ogomaka Faculty of Education Imo State University, Owerri-Nigeria
  • A.C. Akukwe Department Of Computer Education, Alvan Ikoku Federal College of Education, Owerri-Nigeria
  • M.C. Nosike Department of Educational Psychology Imo State University, Owerri-Nigeria

Abstract

The researchers ascertained the linear relationship between any two Multiple Choice Test (MCT) items’ facility indices (z), cognitive level (x) and “task numbers (y). A 50 itemed multiple choice test was administered on a random sample of 226 NCE students who offered a General Studies Education (GSE) mathematics course. The test has a reliability coefficient of 0.92. The sampled students’ responses were scored. The estimates of correlation coefficients: rzx = - 0.33, rzy = - 0.33 and rxy = 0.87 were obtained and found significant (p<0.05). From the results, cognitive level and task numbers could provide a bridge between Classical Test Theory (CTT) and Item Response Theory (IRT).

DOI: 10.5901/mjss.2013.v4n5p35

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Published

2013-09-20

Issue

Vol. 4 No. 5 (2013): Special Issue - July 2013

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

What Makes Mid-Tertiary Mathematics Multiple Choice Test Items Difficult: Task Numbers or Cognitive Levels?. (2013). Mediterranean Journal of Social Sciences, 4(5), 35. https://www.richtmann.org/journal/index.php/mjss/article/view/657