COMPARATIVE ASSESSMENT OF MULTIPLE-CHOICE AND MULTIPLE TRUE-FALSE TESTS ITEMS ON UPPER BASIC STUDENTS’ ACHIEVEMENT IN CHRISTIAN RELIGIOUS STUDIES IN DELTA STATE

Kunuba, Agatha Chukwufumnanya (2023) COMPARATIVE ASSESSMENT OF MULTIPLE-CHOICE AND MULTIPLE TRUE-FALSE TESTS ITEMS ON UPPER BASIC STUDENTS’ ACHIEVEMENT IN CHRISTIAN RELIGIOUS STUDIES IN DELTA STATE. JOURNAL OF RESEARCH IN MATHEMATICS AND COMPUTER SCIENCE EDUCATION (JRMCSE), 1 (1). pp. 129-136.

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Abstract

This study was designed to assess the multiple-choice and multiple true-false test items on Upper Basic (UB) students in Christian Religious Studies (CRS) in Delta State. The study compared two teacher-made multiple choice and multiple true-false CRS test items. The purpose was to determine which testing mode would result to greater achievement in CRS. Two research questions and two hypotheses were formulated to guide the study. The population of the study comprised 2,207 Upper Basic students in Oshimili South LGA of Delta State. A sample of 200 UB2 students drawn from four of the public secondary schools in Oshimili South LGA formed the subjects of the study. The sample was obtained through simple random sampling technique. The students were randomly assigned to multiple-choice group and multiple true-false group. A comparative research design was used. 25 CRS Multiple-Choice (CRSMC) and 25 CRS multiple true-false (CRSMTF) items were developed, validated and used by the researcher in the study. A trial test was carried out in two of the schools within the Aniocha South LGA, to ascertain the reliability of the instrument. Kuder-Richardson 20 (K-R 20) was used to establish the reliability of the CRSMC and CRSMTF test items. The reliability coefficients were 0.85 and 0.72 respectively. The data generated from the study were analyzed using mean and standard deviation. Hypotheses were tested using ANOVA and Independent Samples T-test. The result of the study showed that students who were examined with multiple-choice achieved higher than students who were examined with multiple true-false items. Based on the findings of the study, it was recommended that multiple choice items with the application of the six levels of the cognitive domain (Remembering, Understanding, Applying, Analyzing, Evaluating and creating) is more adequate to test students at the Upper Basic level.

Item Type:	Article
Subjects:	B Philosophy. Psychology. Religion > BL Religion
Divisions:	Faculty of Arts > Faculty of Law > Faculty of Management and Social Sciences > Faculty of Education
Depositing User:	mrs chioma hannah
Date Deposited:	25 Mar 2025 14:24
Last Modified:	25 Mar 2025 14:24
URI:	http://eprints.gouni.edu.ng/id/eprint/4443

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