DIFFERENTIAL ITEM FUNCTIONING OF A GEOMETRY DIAGNOSTIC TEST ACROSS ITEM QUALITY AND SCHOOL TYPE IN PLATEAU STAT E, NIGERIA
DOI:
https://doi.org/10.68653/fbqawd86Keywords:
Lower basic education, geometry diagnostic test, school type differential item functioning, item qualityAbstract
This paper established differential item functioning of a geometry diagnostic test across item quality and school type in Plateau. Instrumentation and and cross-sectional survey research designs were used. The population was made of all Lower Basic three pupils. A sample of 1350 pupils were drawn using Probability Proportionate Sampling (PPS) method. The instrument was a 30-Items Multiple Choice Geometry Diagnostic Test.The validity of the instrument was estimated through item fit.. Two research questions and one hypothesis guided the study. Data analyses were done using the Xcaliber software. Some results of the findings revealed that 96.6% of the items fit the 3PLM. 50% of the items were of moderately difficult, 80% items discriminated well and 96.67% of the items had good guessing indices. It was concluded that the items had quality and fair to pupils based on school type and recommended among others that mathematics teachers can make use of the instrument to identify pupils with geometry learning misconceptions.
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