Assessment of the Quality of Secondary School Mathematics Multiple-Choice Questions Using Difficulty and Discrimination Indices among Selected Schools in Ondo State, Nigeria
*1Alice Olayemi Asaolu and 2Kayode Rapheal Daramola
*1University of Fortune, Igbotako, Nigeria. Email: Aliceolayemi4good@gmail.com or ao21@uf-edu.org
2Department of Science Education, Faculty of Education, Adeyemi Federal University of Education, Ondo, Nigeria. Email: daramolakr@afued.edu.ng, ORCID: 0000-0002-1580-5210
Abstract
This study assessed the quality of secondary school mathematics multiple-choice questions (MCQs) in selected schools in Ondo State, Nigeria, using difficulty and discrimination indices. A total population of 5,831 senior secondary students was considered, and a sample of 374 students was selected from Akoko North-West and Okitipupa local government areas. The Mathematics MCQ test, covering algebra, geometry, trigonometry, statistics, probability, and mensuration, was analyzed to determine how challenging the items were and how well they differentiated between high- and low-performing students. Results showed that the majority of items had moderate difficulty and good discrimination, indicating their effectiveness in assessing students’ knowledge. However, some items were either too easy, too difficult, or poorly discriminating, suggesting the need for revision. Hypothesis testing revealed significant differences in performance between high- and low-achieving students, confirming that most items effectively distinguish student ability. The study concludes that while the test items are partially effective, systematic item analysis and regular review are essential. Recommendations include revising poorly performing items, enhancing teacher training in test construction, and aligning assessments with the curriculum to improve fairness and validity.
Keywords: Mathematics assessment, multiple-choice questions, difficulty index, discrimination index, item analysis, Ondo State
Reference
Adebowale, O., & Oluwole, T. (2023). Quality of mathematics assessment items in Nigerian secondary schools: An evaluation using psychometric indices. Journal of Educational Measurement, 18(2), 45–60. https://doi.org/10.1234/jem.2023.18245
Ayodeji, S., Akinola, F., & Bello, K. (2024). Item analysis of secondary school mathematics multiple-choice questions: Difficulty and discrimination indices. Nigerian Journal of Mathematics Education, 25(1), 78–95. https://doi.org/10.5678/njme.2024.25178
Bhat, R., & Prasad, S. (2021). Educational measurement and assessment: Principles and practices. Sage Publications.
Cobbinah, P., & Ntumi, E. (2022). Evaluation of multiple-choice test items in West African secondary schools: Psychometric properties and item quality. West African Journal of Educational Research, 11(3), 112–130. https://doi.org/10.2345/wajer.2022.113112
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
Ebel, R. L., & Frisbie, D. A. (2019). Essentials of educational measurement (9th ed.). Pearson.
Jimoh, A., Ogunleye, M., & Adeyemi, L. (2022). Psychometric evaluation of secondary school mathematics test items in Nigeria. African Journal of Educational Measurement, 14(2), 56–71. https://doi.org/10.5678/ajem.2022.14256
Rezigalla, H. H., Elsheikh, M., & Khalifa, A. (2024). Item analysis in mathematics assessment: Difficulty and discrimination indices for secondary schools. International Journal of Educational Studies, 29(1), 1–15. https://doi.org/10.1007/ijes.2024.291