Construction and Validation of Computer Science Achievement Test for Pupils in University Demonstration Primary Schools in Nigeria

Construction and Validation of Computer Science Achievement Test for Pupils in University Demonstration Primary Schools in Nigeria

Construction and Validation of Computer Science Achievement Test for Pupils in University Demonstration Primary Schools in Nigeria

By

 Margaret E. Denedo

Department of Educational Evaluation and Counselling Psychology

Faculty of Education, University of Benin

 

Andrew I. Joe (Ph.D)

Department of Educational Psychology, Guidance and Counselling

Faculty of Education, University of Port Harcourt

 

Ijeoma M. Opara (Ph.D)

Department of Educational Psychology, Guidance and Counselling

Faculty of Education, University of Port Harcourt

Nigeria

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Abstract

The study constructed and validated a Computer Science Achievement Test for primary school pupils’ ability in University Demonstration Primary Schools in Edo and River State, Nigeria using the Rasch model. The study adopted the descriptive research design. Three research questions and one hypothesis guided this study. The population for this study comprises of 449 primary school pupils from University Demonstration Primary Schools. The sample size consisted of 443 primary school pupils selected via purposive sampling technique. The instrument for data collection was Computer Science Achievement Test (CSAT) which consisted of 80 multiple choice items at the initial draft, 53 items at the second draft, 52 items at the final draft. Content validity was done by developing a Test blue print and the face validity estimated by Test experts, Computer Science teacher, English Language teacher, and two external examiners. The instrument has person and item reliability of 0.81 and 0.98 respectively. Data were analyzed using the Rasch model of the IRT with Winstep 4.8.2. The findings revealed the CSAT has a moderate difficulty level. The instrument was also able to separate person into two abilities levels and item into seven difficulty levels. It was recommended among others that the present CSAT should be adopted in Computer Science promotion examinations.

Keywords: Corona virus, new normal, lockdown, computer science, and bedrock.

 

 

 

Introduction

Computer Science which is the study of computers and its components though a new subject in the field of science yet it has dominated every other fields of human endeavourur. Computer Science took its root from Mathematics; hence facts and figures of Mathematics are important aspect of Computer Science and the subject is gaining more grounds in our world through computer software with the application of Mathematics. For instance, to build an aircraft, the equations used to program its acceleration, takeoff, and landing are all Mathematical based . Computer Science is seen as the bedrock of technological advancement in this present dispensation. In other words, Computer Science is the mother of technology. Without Computer Science, there would not have being Technology, and Information Communication Technology (ICT). Hence Mazerolle (2021), reported that Computer Science is the bedrock of this modern world as technological evolution is making waves.

Due to the importance of Computer Science in our world, some persons have agitated that college students irrespective of their course of study to take a Computer Science course because students of this generation know how pervasive Computer Science is and they need to learn as much as they can. The subject is also a fertile ground for critical thinking among students (Sedgewick, 2019). It is apparent to exposed children to Computer Science Education and standardized Computer Science examinations at an early age so as to develop their minds for critical thinking. Introduction of Computer Science education at the elementary level is making great waves in European countries than in African countries. As reported in Richardson, Black, Simon, and Warschauer (2021) black students are more likely not to be exposed to Computer Science Education than the white students. This simple means the number of elementary school children in Africa as a whole offering Computer Science is low compare to their counterparts in developed countries of the world. Constructing and validating a Computer Science Achievement Test to measure the ability of primary school children in should be encouraged because there is no field of human endeavour that has not been influenced by the principles of Computer Science.

Despite the importance of Computer Science in our society today, the few primary schools in Nigeria that offer the subject assess Computer Science pupils via teacher-made test especially in their promotion examinations. This study is not against the use of teacher-made test at the primary school level but this type test should be complimented with standardized test because we are in the digital era. In this “New normal” that is the outbreak of Corona Virus, the application of the principals of Computer Science is evidence in the teaching and learning process as it has given birth to different electronic learning platforms one of such is the Carvas Management Learning System adopted by some educational institutions to complete their academic season during the lockdown period and these electronic learning platforms are still in used. For instance, the Edo University in Edo State combines the physical and the virtual learning environment.

In the light of Covid-19 pandemic, Computer Science has become a tool for remote learning as many educational institutions all over the world engaged their students in virtual learning via Zoom Webinars, Canvas Learning Managementt System (CLMS) and other virtual classroom learning platforms. Some private schools also used Skype and WhatsApp to engage their students on a daily basis, students and pupils hooked up to a live stream instruction from their class or subject teachers. Examples of such private Institutions are Igbinedion University Okada, Edo University Iyamho, Benson Idahosa University Benin City, Igbinedion Educational Centre Benin City, Word of Faith Group of Schools Benin City, , University of Benin Staff School Benin City, Faith Academy Benin City, Word of Faith Group of Schools Warri, Eagle Height International School Warri, Unity International School Warri, Bloom Field International School Lagos, Dr. Soyemi Memoria School Lagos, Foresight International School Lagos and many others (Ehondor, Oluwagbenga, Mere, & Okafor, 2020). In addition, some educational centres such as Centre for Petroleum and Geology and Institute for Petroleum Studies in University of Port Harcourt were able to complete their 2019/2020 academic session via virtual learning as students of these centres received their lectures and did their examinations virtually via Canvas Learning Management System (Koko, 2021). One way to improve the assessment of Computer Science in Nigeria, primary school pupils should be made to write standardized Computer Science Achievement tests for their promotion examinations.

Achievement test also called Attainment test has played important roles in the appraisal of primary school pupils’ academic performance as it provides important information required in maximizing educational outcomes (Nyamson, 2018). It measures what the groups are learning, quality of instruction, quality of learning, assessing deficits in what has been learned and remedial interventions for students with deficiencies. Achievement tests as defined by Opara (2016), are tests developed to determine if skills taught after the training programme have been attained. This implies that, achievement tests are designed to measure the accomplishments of an individual’s ability after a period of learning. Achievement test measures the present mastery of general and specific abilities in an individual. Achievement test also tends to measure what and how an individual has learnt. Scores from achievement test shows the academic status of the individual learner in different subject areas (Kashyap, 2019). In other word, the capability of the learner in his subject area is determined with the help of an achievement test.  Achievement test is used to determine an individual’s level of understanding in a certain subject area, they are also designed to measure pupils’/students’ ability after training. Hence Opara (2014) posited that they are mostly used in the classroom.

The use of modern test theories such as the One parameter, Two parameter and the Three parameter logistic models in constructing and validating achievement test has been found to be more reliable than the Classical Test Theory. Magno (2009) who demonstrated the difference between Classical Test Theory and Item Response Theory, reported that item scores did not vary across the participants using IRT but with CTT there was inconsistencies in the item scores. The difficulty indices of the two different tests used in the study was also said to be more stable with IRT than with CTT. Also, the IRT reliability coefficient of the sample were more consistent than that of the CTT. The error measures were low with IRT than with CTT. Similarly Polland, Dixon, Dieppe, and Marie (2009) reported that when IRT and CTT were used in analysing the research instrument, 21 items were identified to be unfit by IRT while 17 items were identified to be unfit by CTT. That is, CTT was only able to identify few unfit items and these other unfit items that were not captured by CTT could affect the performance of the participants if not removed or modified. This could lead to misinterpretation of test results. IRT and CTT were  also used to evaluate Patient-Reported Outcome Measures, it was found that IRT provided more explicit information about the improvement of the instrument than the CTT (Petrillo, Cano, McLeod, & Coon, 2014).

Some of the studies reviewed revealed that the test items of the test constructed are reliable with a reliability coefficient of 0.85. The test is said to have a moderate difficulty level. The item and person’s reliability are said to be high, and also the participants ability is fair and it is spread across the items. Meaning the items of the test are not too difficult nor too easy for the ability levels of the participants (Aliyu, 2020). In another test developed and validated by Viapiana, Filho, Fonseca, Giacomoru, and Milnitskyst (2016) the result shown that the test has a moderate difficulty index, that is the is neither too difficult nor too easy for the examinees. The study of Rachmatullah et al. (2020) also yielded an even distribution of item difficultyand also reliable with a coefficient of 0.83. Opara and Magnus-Arewa (2017) who constructed and validated a Mathematics Achievement Test for Primary six school pupils, their findings revealed that the Mathematical Achievement Test yielded a moderate difficulty level

Comparing the performances of examinees, Odinko and Arikpo (2015), reported that the male pupils performed better that their female counterparts in Basic Sscience examination when they use computers, in other words there was a statistical significant difference in their performances. This indicate, the male primary pupils can use the computer better than the female pupils. Similarly Wushishi, Yusha, and Usman (2013), result revealed that male and female pupils differ significantly in their performance in Mathematics when exposed to Computer-Aided instruction in favour of the male pupils. This indicate the male pupils are better when it comes to computer usage. But Lashley (2017) result shown that both male and female pupils performed better in Mathematics when exposed to Computer-Aided instruction.

The aim of this study is to  construct and validate a Computer Science Achievement Test (CSAT) for Pupils in University Demonstration Primary Schools in Edo and Rivers State. While its specific objectives are to determine the person and item reliability of the CSAT, to determine the difficulty index of each item of the CSAT and to determine the extent to which participants of the CSAT differ in their performances based on their gender.

Research Questions

The following research question guided the study:

  1. What is the person and item reliability of the CSAT?
  2. What is the difficulty index of each item of the CSAT?
  3. To what extent do the participants in the CSAT differ in their performances based on their gender?

Hypothesis

The following hypothesis guided the study

  1. The Male and female participants of the CSAT do not differ significantly in their performances

 

Methodology

In consonant with the aim of this study, the descriptive research design was used. Descriptive research design is a type of research method that tends to describes, explains and interprets present phenomenon or behaviours (Iweka, 2017). The population of the study is made up of 449 primary five pupils from three University Demonstration primary schools in Edo and Rivers States chosen via purposive sampling technique. The three University Demonstration primary schools are University Staff School (USS) University of Benin, University Demonstration Primary School (UDPS) University of Port Harcourt, and Ambrose Alli University Primary School (AAUPS). A sample size of 443 primary five pupils were chosen via purposive sampling technique as this study adopted the entire population but at the time of administering the test, six pupils were absent from school hence the 443 pupils been used as the sample size. The instrument used for data collection is Computer Science Achievement Test (CSA T) with 52 multiple choice items with four options. Data were analyzed using One parameter logistic model of the IRT and Descriptive statistics while independent t-test was used to test the hypothesis. The content validity of the CSAT was estimated using a Test Blue Print and face validity was done by test experts, subject experts, English experts and external examiners.

Result

Research Question 1: What is the person and item reliability of the CSAT?

Table 1: Reliability estimates of Person and Item measure of the CSAT

Person

443 INPUT

443 MEASURED

            INFIT

             OUTFIT

 

     Total

    Count

     Measure

     SE

MNSQ

ZSTD

   MNSQ 

     ZSTD

Mean

33.6

52

0.77

0.34

   1

    0

 1.01

    0

P.SD

 7.2

0

0.79

0.05

  0.11

0.8

 0.21

0.9

Real RMSE

0.34

TrueSD

0.71

Separation

  2.05

PersonReliability

 0.81

Item

52 INPUT

52 Measured

           INFIT

            OUTFIT

 

    Total

    Count

     Measured

       SE

MNSQ

   ZSTD

              MNSQ

      ZSTD

Mean

286.2

443

      0

0.12

1

    1

1.01

0.1

P.SD

72.9

 0.1

0.88

0.02

0.05

1.4

0.11

1.5

Real RMSE

0.12

TrueSD

0.87

Separation

7.45

Item Reliability

0.98

  1.  

Table 1 shows the reliability for person and item measure. The reliability for person measure is 0.81 this indicate a high reliability of person measure in the CSAT. The result also shows that person separation has a value of 2.05, this means that the test was able to separate the test takers into two ability levels (high and low ability). The Table also shows that the item measure has a reliability coefficient of 0.98 with item separation of 7.45. that is to say the test has 7 difficulty levels. These levels categorize as most easy items (13 and 3), very easy  items (29, 6, 15, 2, and 30), easy items (31, 40, 4, 52, 16, 8, 41, 18, 11 and 17), moderately difficult items (19, 12, 25, 44, 38, 14, 39, 28, 20, 26, 9, 42, 10, 22, 1, 50, 5, 7, 45, 21, and 24), difficult items (49, 46, 37, 35, 23, 43, 36, 27, 33, and 51), very difficult items (48, 32, and 34), and most difficult item (47).The result implied that both person and item reliability of the CSAT are high.

 

 

Research Question 2: What is the difficulty index for each item of the CSAT?

Table 2: Difficulty levels for all calibrated 52 items of the Computer Science Achievement Test

 Item      ID

         Total Score

        Total Count

    "b"

     S. E

     "a"

47

122

 

443

 

1.96

0.11

1

48

157

 

443

 

1.44

0.11

1

32

161

 

443

 

1.4

0.11

1

34

163

 

443

 

1.38

0.11

1

43

167

 

443

 

1.33

0.1

1

36

168

 

443

 

1.32

0.1

1

27

193

 

443

 

1.05

0.1

1

33

193

 

443

 

1.05

0.1

1

51

197

 

443

 

1.01

0.1

1

23

204

 

443

 

0.94

0.1

1

35

216

 

443

 

0.82

0.1

1

37

216

 

443

 

0.82

0.1

1

46

227

 

443

 

0.7

0.1

1

49

229

 

443

 

0.68

0.1

1

24

250

 

443

 

0.47

0.1

1

21

252

 

443

 

0.45

0.1

1

45

253

 

443

 

0.44

0.1

1

7

257

 

443

 

0.39

0.1

1

5

258

 

443

 

0.38

0.1

1

50

273

 

443

 

0.23

0.1

1

1

274

 

443

 

0.21

0.1

1

22

275

 

443

 

0.2

0.1

1

10

277

 

443

 

0.18

0.1

1

42

278

 

443

 

0.17

0.1

1

9

289

 

443

 

0.05

0.11

1

26

294

 

443

 

-0.01

0.11

1

20

298

 

443

 

-0.05

0.11

1

28

302

 

443

 

-0.1

0.11

1

39

307

 

443

 

-0.15

0.11

1

14

309

 

443

 

-0.18

0.11

1

38

318

 

443

 

-0.29

0.11

1

44

320

 

443

 

-0.31

0.11

1

25

328

 

443

 

-0.41

0.11

1

12

333

 

443

 

-0.48

0.11

1

19

333

 

443

 

-0.48

0.11

1

11

342

 

443

 

-0.6

0.12

1

18

344

 

443

 

-0.63

0.12

1

41

344

 

443

 

-0.63

0.12

1

8

345

 

443

 

-0.64

0.12

1

16

347

 

443

 

-0.67

0.12

1

52

347

 

443

 

-0.67

0.12

1

4

348

 

443

 

-0.68

0.12

1

17

361

 

443

 

-0.88

0.13

1

40

366

 

443

 

-0.97

0.13

1

31

368

 

443

 

-1

0.13

1

30

369

 

443

 

-1.02

0.13

1

2

370

 

443

 

-1.03

0.13

1

15

370

 

443

 

-1.03

0.13

1

6

476

 

443

 

-1.14

0.14

1

29

381

 

443

 

-1.24

0.14

1

3

398

 

443

 

-1.62

0.16

1

13

413

 

443

 

-2.08

0.19

1

 

Table 2 shows the difficulty levels of all 52 calibrated items of the Computer Science Achievement Test. The difficulty levels of all calibrated items ranges from -2.08 to 1.96; this means that the 52 has a difficulty index that falls within the acceptable range of -3 to +3 where the mean item difficulty is scaled at 0 (Ojerinde, Popoola, Ojo, & Onyeneho, 2012). The result also shows that 9 items (47, 48, 32, 34, 43, 36, 27, 33, and 51) have logit values ranging from 1.00 to 1.96 indicating they are difficult items and they forms 17% of the test item. 16 items (23, 35, 37, 46, 49, 24, 21, 45, 7, 5, 50, 1, 22, 10, 42, and 9) have logit values ranging from 0.05 to 0.94 indicating they are fairly difficult and they form 31% of the test items. 19 items (26, 20, 28, 39, 14, 38, 44, 25, 12, 19, 11, 18, 41, 8, 16 52, 4, 17, and 40) have logit values ranging from -0.01 to -0.97 indicating they are fairly easy and they form 37% of the test items. While 8 items (31, 30, 2, 15, 6, 29, 3, and 13) have logit values ranging from -1.00 t0 -2.08 indicating they are easy items and they form 15% of the test items. With this result, it means that the CSAT has moderate item difficulty level which is appropriate for the range of ability levels of the pupils.

Research Question 3: To what extent do the participants in the CSAT differ in their performances based on their gender?

Table 3: Mean, Standard Deviation, and Independent t-test of the performances of male and female participants in the CSAT

Gender        N             M              MD          SD          DF            t             P-value             Result

Male             221         33.90                     7.381      439                     

                                                      0.57                                  0.833        0.220                Not sig

Female          222        33.33                      6.998    

Total             443    

 

 

 

Table 3 shows the extent to which male and female participants differ in their performances in the CSAT.  The result revealed that the male has a mean score of 33.90 and standard deviation of 7.381 while the female has a mean score of 33.33 and standard deviation of 6.998 with a mean contrast of 0.57. this indicates that male and female participants do not differ in their performance in the CSAT. A further test for significant was carried out to determine if there exist any statistically significant difference in the mean score of male and female participants. The result yields a t-value of 0.833 at degree of freedom of 439 with a p-value of 0.220 which is not statistically significant at a chosen alpha level of 0.05 (P > 0.05). Thus, the null hypothesis is upheld, this is to say there is no statistically significant difference in the mean score of male and female participants of the CSAT.

Discussion

The reliability coefficient and difficulty index of test items are vital parameters in determining the psychometric properties of a test.

The person and item reliability of the CSAT yielded a coefficient of 0.81 and 0.98 respectively; by this, both person and item reliabilities are high, which are appropriate for this study. The CSAT was also able to separate persons into two levels of abilities (high and low ability). That is, the CSAT was able to identify participants of the CSAT with high and low ability. In addition, the CSAT was also able to separate items of the CSAT into seven difficulty levels (most difficult, very difficult, difficult, moderately difficult, easy, very easy and most easy items). This finding correlates with that of  Rachmatullah et al. (2020); Bal-Incebacak and Ersoy (2017); and Aliyu (2020) who reported a high reliability coefficient of 0.83, 0.90 and 0.85 respectively. Similar result was also found in Kara and Celikler (2015) and Pandra, Sugiman, and Mardapi (2017) who reported a reliability coefficients of 0.76 and 0.78 respectively. The ability of a test to categorize examinees into different ability levels and also the items into different difficulty levels is also very paramount in test construction. The different ability levels exhibited by the examinees implies the test takes into cognizance the ability levels of the examinees, as it is expected in a normal classroom setting the learners should vary in their abilities. The 11 items that fell within the category of most easy, very easy, very difficult and most difficult items were not removed from the pool of items because their difficulty indices fell within the acceptable range of -3 to 3.

The result of this study also shows that items of the CSAT is perfect for the group been measured as it yielded a difficulty index that ranges from -2.08 to 1.96 and these values fell within the acceptable difficulty index of -3 to 3; meaning the CSAT has moderate difficulty level. This also means that the CSAT is not too easy nor too difficult for the participants. This study is in consonant with Opara and Magnus-Arewa (2017) who constructed and validated a Mathematics Achievement Test for Primary six school pupils, their findings revealed that the Mathematical Achievement Test yielded a moderate difficulty level. The result also confirms with the result of Viapiana et al (2016); Aliyu (2020) whose test yielded a moderate difficulty level. The result of this study also agrees with Rachmatullah et al (2020) whose investigations revealed that the difficulty levels of these tests are well spread across all the items, in addition the difficulty index fell within the acceptable range.

The result of the present study revealed also that the male and female participants of the CSAT do not differ significantly in their performance as they had a mean difference of 0.47 and P > 0.05. This implies, the present CST was not too difficult neither was it too easy for the males or female participants as they all perform equally. The result of the present CSAT contradicts the result of Wushishi et al (2013) and Odinko & Arikpo (2015) whom in their study reported that male and female pupils differ in their performances as the male out weighted the female counterparts in the Basic Science and Mathematics. Nevertheless, the present result concurs with the result of Lashley (2017) who reported that male and female primary school pupils do not differ in their performances in Mathematics using Computer-Aided Instruction. In other word male and female pupils performed equally in the test. This is not surprising, because females generally have been able to prove that they are not weaker vessels as tagged by the Holy Bible which is evidence in the successes recorded by some female folks in our society today. For instance, the late 24 years old Miss Tolulope Arotule who was the first Nigerian female Combat Helicopter Pilot, she was not only able to prove that is not a weaker vessel but was also able to surpass her male counterpart in the Nigerian Airforce.

 

Conclusion

This study constructed and validated an Achievement Test to measure the cognitive abilities of primary school pupils in Computer Science. The findings revealed that the Computer Science Achievement Test has high person and item reliability and with a moderate difficulty level. The male and female pupils performed equally in the present CSAT.

Recommendations

  1. The present Computer Science Achievement should be adopted as promotion examination in the University Demonstration Primary Schools used in this study.
  2. School administrators should ascertain the difficulty levels of Computer Science promotion Examination by consulting test experts.

 

 

References

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