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All Journal Brillo Journal Eureka: Journal of Educational Research
Ibrahim, Bashir Mohammed
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Education Mathematics Social Sciences Other

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Test construction and validation procedures of senior secondary schools’ mathematics teachers of Kano Central Senatorial District, Nigeria Ibrahim, Bashir Mohammed; Sani, Mohammad Ibrahim
Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i1.45

Abstract

The purpose of this study was to assess competence in test construction and validation procedures of senior secondary schools’ mathematics teachers of Kano Central Senatorial District, Kano State, Nigeria. The study adopted survey design. The population of the study was 864 mathematics teachers. A sample of 110 mathematics teachers was drawn using Research advisor table for determining the sample size with 0.05 degree of accuracy at 95% confidence level. Simple random sampling technique was used for the study. The instrument for data collection was Mathematics Test Construction and Validation Questionnaire (MTCVQ). Cronbach alpha was used to determine the reliability coefficient of 0.76. The data collected were analysed using descriptive and inferential statistics. Mean and standard deviation were used to answer the research questions, while Independent sample t-test and Analysis of Variance were used to test the hypotheses. Findings revealed that, test construction procedure of mathematics teachers based on professional training (t=5.800, p-value=0.000), years of working experience (F=3.045, p-value=0.032) and validation procedure of mathematics teachers based on school type (t= -2.381, p-value=0.019) was significant. It further revealed that, validation procedures did not differ significantly based on educational qualifications (F=1.617, p-value=0.190). It was recommended among others that both trained and untrained mathematics teachers should put these basic and fundamental test construction and validation procedures mentioned in this study which formed the items in the questionnaire into practice.
Relative Effectiveness of Teachers’ Questioning Strategies in Enhancing Students’ Mathematics Achievement in Gwale Local Government Area of Kano-Nigeria Ibrahim, Bashir Mohammed
Brillo Journal Vol 4 No 1 (2024): Innovative Strategies to Enhance Mathematics Learning Effectively
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v4i1.59

Abstract

This study investigated the relative effectiveness of teachers’ questioning strategies in enhancing students’ Mathematics achievement in Gwale Local Government Area of Kano State, Nigeria. The study employed a quasi-experimental design. The population for this study consisted of 8,785 JSS II students. A sample of 135 JSS II students from three intact classes was purposively selected. A simple random sampling technique was used for the study. The instrument used for the pretest and posttest was the Mathematics Achievement Test (MAT), with a reliability coefficient of 0.78 calculated using Pearson’s correlation coefficient (r). The collected data were analyzed using descriptive statistics, such as mean and standard deviation, to answer the research questions, and inferential statistics, including paired sample t-tests and analysis of variance (ANOVA), to test the hypotheses at a 0.05 level of significance. The findings revealed that divergent and convergent questioning strategies had a significant effect on enhancing students’ Mathematics achievement. Additionally, the study found a significant difference between the divergent, convergent, and conventional methods. The researcher recommended that divergent and convergent questioning strategies be included in the Mathematics curriculum for teacher education programs.
Development of standardized mathematics achievement test instruments for measuring senior secondary school students’ learning outcomes Ibrahim, Bashir Mohammed; Sani, Mohammad Ibrahim; Abdallah, Ibrahim Maryam
Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i2.56

Abstract

This study developed a Standardized Mathematics Achievement Test (SMAT) instrument for measuring senior secondary school students’ learning outcomes in Dala education directorate, Kano State, Nigeria. The study adopted an instrumentation design. Three research questions were raised to guide the study. The population of the study comprised all 6,462 SS 3 students of the Dala education directorate. The sample size of the study was 132 SS 3 students drawn from the target population in 7 schools with a total number of 248 students using purposive sampling. Fifty multiple-choice items of the SMAT was developed by the researchers. The content validity of the SMAT was determined using a table of specifications. The reliability of the instrument was calculated using Kuder-Richardson formula 20 (KR-20). The result indicated that the content validity as presented in the table of specification of the SMAT items covered the six main sections of the Mathematics scheme. The result indicated that the internal consistency index of the SMAT was found to be a highly reliable instrument with a reliability coefficient of 0.79. The result also indicated that the difficulty index (DifI) of the SMAT items is moderately difficult, and the discriminatory power indicated that the test items distinguish between intelligent and weaker students. The study recommended that mathematics teachers and researchers should always determine the difficulty and discrimination indices of the test items before using such instruments as a tool for measuring students’ learning outcomes.
Co-Authors Abdallah, Ibrahim Maryam Sani, Mohammad Ibrahim