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ABSTRACT
The study compared Classical Test Theory and Item Response Theory based on item parameter estimate using Senior Secondary Certificate Examination WASSCE and NECO 2022 Mathematics Multiple Choice. Specifically, the study compared 2022 Mathematics multiple choice item difficulty and item discrimination levels in relation to the ability level of examinees in Senior School Certificate Examination (SSCE) with a view to providing empirical basis for informed decisions on the appropriateness of statistical and psychometric tests. In other to accomplish this, six (6) research questions were raised and two (2) hypothesis was tested.
Survey research design was adopted. The population consists of SSS3 students in public and private secondary schools in Akure South Local Government Area Education of Ondo State. There are total number of 53 secondary schools which includes sixteen (16) public and thirty seven (37) privates secondary schools in Akure South Local Government with total number of six thousand and forty four (6044) students who enrolled and sat for the West Africa Examination Council (WAEC) May\June and National Examination Council (NECO) June\July senior secondary school certificate (SSCE) Mathematics in 2022/2023 were involved in this research study. Specifically, the candidates who sat for the examination were 3169 and 2875 for WAEC and NECO respectively. . The examinations were already subjected to the process of validation and reliability before administered to examinees. The research questions were answered using ‘R’ studio computer software and the hypothesis was tested at 0.05 level of significance using t-test statistics.
The findings revealed that out of 50 multiple choice of WASSCE May/June 2022,only one item (2%) was bad for difficulty and three items (6%) were bad for discrimination while forty nine items (98%) were good for difficulty and forty seven items (94%) were good for discrimination and out of 60 multiple choice of NECO June/July 2022 only three items (5%) were bad for difficulty and four items (6.7%) were bad for discrimination while fifty seven items (95%) were good for difficulty and fifty six items (93.3%) were good for discrimination. .The researcher recommends that Items that came out as bad items should be removed from the test or re-constructed. This will enhance the qualities of items production and aid effective evaluation.
