Assessment of Mathematics multiple-choice items using item response theory model of junior secondary school three students in Akwa Ibom state, Nigeria


Victor Eyo Essien
Eme Orok lban Amanso
Uwaoma Flora Ogba
Iniobong Boniface Williams
Ruth Usene Solomon


Introduction: Assessment has been considered to be an integral part of the educational system, be it in primary, secondary or tertiary level of education. The quality of each of the items making up a test, the testing procedures and other psychometric attributes of the test are of great importance in the entire testing process to measure and ascertain learning outcomes.

Purpose: The study assessed the Mathematics Multiple choice items using Item Response Theory Model of junior secondary three students in Akwa Ibom State, Nigeria.

Methodology: The study adopted a survey research design, a multi-stage stage sampling technique was employed to select the scripts of the students utilizing systematic, stratified random sampling and purposive sampling techniques. Two objective and research questions were posed. The instrument used was the 2021            Basic Education Certificate Examination (BECE) Mathematics answer scripts of 3,456 JSS3 examinees obtained from 18 Local Government Areas in Akwa Ibom State, Nigeria.  The students' responses from the answer scripts were analyzed using Bilog-MG3 statistical software to examine the Item Difficulty and Discrimination estimates of the 60 BECE Mathematics test items.

Results: The findings revealed that 48 items, representing 80%, were classified as easy items, 7 items, representing 11.7%, were classified as average items, while only 5 items, representing 8.3%, were identified as difficult items. Additionally, only seven (7) items, representing 11.7%, were able to provide a perfect discriminating index among the high, average, and low-test takers.

Conclusion and Recommendations: The 2021 Basic Education Certificate Examination Mathematics test items difficulty were adjudged inappropriate, and it failed to accurately differentiate among test-takers' abilities. It was recommended that examination bodies, test developers, and teachers should utilize modern procedures in the item development and selection process.


How to Cite
Essien, V. E., Amanso, E. O. lban, Ogba, U. F., Williams, I. B., & Solomon, R. U. (2024). Assessment of Mathematics multiple-choice items using item response theory model of junior secondary school three students in Akwa Ibom state, Nigeria. Journal of Educational Research in Developing Areas, 5(1), 99-107.


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