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All Journal Journal of Education and Learning (EduLearn) Journal of Education For Sustainable Innovation
Khairani, Ahmad Zamri
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Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Assessing Item Reliability, Differential Item Functioning, and Wright Map Analysis of the GSP122 Test at a Public University in Nigeria Uba, Abubakar Rabiu; Khairani, Ahmad Zamri
Journal of Education For Sustainable Innovation Vol. 2 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v2i2.934

Abstract

This study examines the psychometric properties of the GSP122 test, an Information and Communication Technology (ICT) knowledge assessment administered at a public university in Nigeria. Despite its importance in evaluating students' ICT competencies, no prior attempt has been made to investigate the test's psychometric qualities. The research focuses on three key aspects: item reliability, Differential Item Functioning (DIF), and Wright Map analysis. The study employs Rasch analysis to evaluate these properties. A sample of 600 GSP122 test scripts was randomly selected from undergraduate students across various departments to ensure a representative assessment. Findings reveal that the test possesses strong item reliability, indicating consistency in measuring the intended construct. Furthermore, all items are found to be DIF-free, suggesting fairness across different subgroups of test-takers. The Wright Map analysis, however, indicates that the test doesn't accurately target the abilities of students at the extreme ends and bottom of the proficiency spectrum. Specifically, some items are identified as too difficult and too easy relative to the students' ability levels. These results provide valuable insights into the GSP122 test's strengths and areas for improvement. While the test demonstrates robustness in reliability and fairness, adjustments in item difficulty could enhance its effectiveness in assessing students across all proficiency levels. This comprehensive analysis contributes to the validation of the GSP122 test and offers a foundation for evidence-based refinements in ICT assessment practices within the Nigerian higher education context.
Identifying crucial indicators for successful homework completion: importance-performance analysis Abdul Rahman, Madina; Khairani, Ahmad Zamri
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.21800

Abstract

Successful homework completion necessitates engagement in self-regulated learning activities. The key challenge lies in fostering self-confidence among students to enable them to complete homework independently. Applying the importance-performance theory, the study uses a unique statistical tool to assess homework completion for practical recommendations. The objective is to offer practical recommendations benefiting students, parents, teachers, schools, and the Ministry of Education, aimed at enhancing homework completion due to its established benefits. Surveys encompassed 970 high school students in Penang’s northern state. Data underwent analysis via SmartPLS software, utilizing its importance performance functionality. Outcomes highlight the significance and performance of expectancy, value, homework management, homework effort constructs, and their indicator variables. These aspects were assessed within the importance-performance map analysis (IPMA). The homework effort construct notably exhibited the most pronounced influence on homework completion. Encouragingly, students are advised against copying mathematics homework and instead encouraged to complete it autonomously. Both homework effort and value constructs received a “keep up” endorsement, while homework management and expectancy constructs garnered an “education” recommendation. This approach yields a user-friendly visual tool to evaluate homework aspects. It effectively steers stakeholders in pinpointing pivotal areas for augmenting homework completion.
Co-Authors Abdul Rahman, Madina Uba, Abubakar Rabiu