Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal DIROSAT: Journal of Education, Social Sciences & Humanities
Sheu Adaramaja Lukman
Department of Educational Foundations Federal University Gusau
Humanities Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Development and Application of Item Response Theory (IRT) in Calibrating Civic Education Test Items among Secondary School Students in Zamfara State, Nigeria Sule Muhammad; Sheu Adaramaja Lukman
DIROSAT: Journal of Education, Social Sciences & Humanities Vol. 4 No. 2 (2026): Innovation in Education and Social Sciences Research
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/dirosat.v4i2.232

Abstract

This study focused on the development and application of Item Response Theory (IRT) in calibrating Civic Education test items for secondary school students in Zamfara State, Nigeria. The objectives were to develop a valid test instrument, apply IRT to evaluate item psychometric properties, and assess the effectiveness of the calibrated items. A representative sample of 378 students was selected using stratified random sampling. The test instrument was constructed based on the secondary school Civic Education curriculum and reviewed by experts to ensure content validity. Calibration was performed using the two-parameter logistic IRT model, estimating item difficulty and discrimination while assessing overall reliability. Data analysis included descriptive statistics, t-tests to compare conventional and IRT-based test performance, multiple regression to examine relationships between item parameters and student scores, and item fit evaluation to determine validity. Results indicated that students performed significantly better on the IRT-calibrated test, with item difficulty and discrimination significantly predicting performance. The instrument demonstrated high reliability (α = 0.89) and acceptable fit statistics, confirming its effectiveness and validity in measuring Civic Education knowledge. These findings suggest that IRT-based assessment provides precise, reliable, and equitable evaluation of student ability, offering a valuable tool for educational measurement and instructional planning in Nigerian secondary schools.
Co-Authors Sule Muhammad