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VOL. 6, ISSUE 3 (2021)
Determination of differential item functioning by gender in the national business and technical examinations board (NABTEB) 2017 physics multiple choice examination in Delta state
Authors
Romy O Okoye, Benedicta I Fejokwu
Abstract
The purpose of the study was to investigate the differential item functioning (DIF) by gender in National Business and Technical Examinations Board (NABTEB) 2017 physics multiple choice test items examination in Nigeria. This was conducted by determining the items that functioned differentially for male and female examinees. A survey research design was employed. A sample of 3,425 examinee responses which comprised 2,310 males and 1,115 females was selected from two Local Government Areas of Delta State, Nigeria out of 14,284 of the total population of examinees in 2017. A 50-item multiple choice physics test item was used for data collection. To detect the items that functioned differentially for male and female examinees, Area Index (Raju) method which is one of the item response theory methods of DIF detection was applied. The results of the analysis revealed that male and female examinees functioned differentially in seventeen items (34%) and no difference in 33 items (66%). Out of the seventeen items, six items were in favour of male students while 11 items were in favour of the female students. Based on the result of the findings, it was then recommended among others that for bias-free items to be produced, examination bodies, test experts and developers should make certain that activities and connotations reflected in the test are relevant to the construct being measured and explore the use of Area Index method of DIF to detect the items that function differentially by gender.
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Pages:18-22
How to cite this article:
Romy O Okoye, Benedicta I Fejokwu "Determination of differential item functioning by gender in the national business and technical examinations board (NABTEB) 2017 physics multiple choice examination in Delta state ". International Journal of Advanced Education and Research, Vol 6, Issue 3, 2021, Pages 18-22
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