Items Analysis of Mathematics Basic Education Certificate Examination in Junior Secondary Schools Before and After Covid-19 Lockdown in Sokoto State
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Abstract
The study conducted an items analysis of the 2019 and 2021 Mathematics basic education certificate examinations (BECE) in junior secondary schools in Sokoto state. The objective of the study is to assess the a, b, and c- parameters of the 2019 and 2021 basic education certificate examinations Mathematics. Six (6) research questions were raised and answered. Ex-post- facto research design was adopted. The population of the study was 13,486 and 13,995 students registered and sat for the 2019 and 2021 BECE Mathematics respectively. Out of which 500 sample from each of the 2019 and 2021 BECE was determined via Item Response Theory for Patient Reported Outcome (IRT-PRO) models with 3PL recommendation. Multi-stage cluster sampling technique was used in this research. Item analysis was performed via the use of IRTPRO software, and conventional statistical analysis using descriptive statistical analysis. The findings revealed that the 2019 basic education certificate examinations Mathematics objective test items had adequate discrimination and difficulty indices. The test also showed that the majority of the items had passed the distracter indices criteria. The findings however revealed that the 2021 basic education certificate examinations Mathematics shows that both discrimination and difficulty indices were adequate. And also the majority of the item passed the distracter indices criteria. The study therefore recommended among others that: government and private schools proprietors should endeavour to sponsor teachers, especially in the examination offices for conferences, workshops and seminars.
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