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PSYCHOMETRIC
ANALYSIS OF WAEC AND NECO PRACTICAL PHYSICS TESTS USING PARTIAL CREDIT MODEL
ABSTRACT
The purpose
of the study was to analyse the psychometric qualities of practical physics
questions of West African Examination Council and National Examinations Council
using the Partial Credit Model (PCM). The objectives of the study were
specifically to evaluate the Standard Error of Measurement (SEM), the fit
statistics and item difficulty estimates of WAEC and NECO practical physics
items and also to test for significance difference of NECO, WAEC and NECO-WAEC
psychometric qualities in various years. The apparent difference in the public
image of WAEC and NECO examinations, the neglect of psychometric analsyis of
polytomously scored physics items and the absolute importance of psychomotor
assessments in physics, motivated the researcher to carry out this study. The
design of the study was instrumentation research design and the area of the
study was Enugu State of Nigeria. The population of the study was all SS III
physics students of 2012/2013 academic session in Enugu State. A sample of 668
physics students was drawn through multi stage sampling procedure. The
instrument for the study consisted of four different tests viz; two practical
physics questions of NECO 2011 and 2012 (PPQN, 1 and 2) and two practical
physics questions of WAEC 2011 and 2012 (PPQW, 1 and 2). Eight research
questions and nine hypotheses guided the study. The research questions were
answered using the descriptive statistics of Winstep software maximum
likelihood ratio. The hypotheses were tested at 0.05 level of significance
using the SPSS independent sample t-test statistics, and the chi square
goodness of fit test using WINSTEP PCM analysis and SPSS. The major findings of
the study indicated that: The standard error of measurement (SEM) of items of
WAEC and NECO practical physics in 2011 and 2012 were very low- below 0.18 for
all items. The fit statistic indicated that nearly all the items of both exams
NECO and WAEC were valid and thus sufficiently demonstrated unidimensionality;
The item difficulty estimates (b) for both examinations for the two years
studied showed that all the items have difficulty estimates that range between
-1.53 to +1.94 which show that their difficulty are moderate for all items. All
the four different tests that constituted the instrument had very high
proportion of their item fit to PCM with all the four parts having 0.92
proportion of fit. Other findings of the study include; There was significant
difference in NECO 2011and NECO 2012, SEM. There was no significant difference
between WAEC 2011 and WAEC 2012; NECO 2011 and WAEC 2011; NECO 2012 and WAEC
2012, SEM; NECO 2011 and NECO 2012; WAEC 2011 and WAEC 2012; NECO 2011 and WAEC
2011; NECO 2012and WAEC 2012 fit (validity) analysis; and in the difficulty
estimates of NECO 2011 and NECO 2012; WAEC 2011 and WAEC 2012; NECO 2011 and
WAEC 2011; NECO 2012 and WAEC 2012 tests. Based on the close resemblance of the
psychometric qualities of these two examination bodies as revealed by these
findings it is recommended that the confidence and recognition accorded to
these two examination bodies by the public and educational institutions
continues to be the same.
CHAPTER ONE
INTRODUCTION
Background
of the Study
Societal
development and breakthrough in any nation are predicated on education sector
of such a nation. New researches prove the long held expectation that human
capital formation (the population education) plays a significant role in
country’s economic development. Quality education leads not only to higher
individual output but is also a necessary precondition for long term economic
growth. Rigorous analysis of data provides policy makers with proof that
education is a necessary precondition for long term economic development.
It is for
the above reason that Nigeria in her National Policy in Education adopted
education as an instrument “par excellence” for effecting national development
and harnessing the potentials of the citizens (Federal Republic of Nigeria, FRN
2008). Akindogu and Bamjoko (2010) pointed out that the country’s vision is for
a complete transformation of all aspects of the nations life over time and that
education should be able to effect inter and intra generational transmission of
our cherished heritages and life inventions and should reposition Nigeria
global status in science and technology in all spheres of life.
While
commenting on the role of education in national development, Blogspot (2009)
noted that education is a milestone for all types of development and provides
all knowledge to do any work in a systematic way. According to this author,
with education any country can develop her economy and society, develop the
personality of youths of the nation; make the citizens more productive by
providing large number of skills to make them self reliant.
The major
challenge for education in the twenty first century for our country Nigeria
according to Maduagwu (2008) is designing an educational system that will be
stable and global in outlook, and maintaining high standard of education.
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