ASSESSMENT OF ABILITY ESTIMATE AND MODEL FIT OF STUDENTS IN 2020 NECO MATHEMATICS IN BENUE STATE, NIGERIA
TABLE OF CONTENTS
Title Page i
Approval Page iii
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
The National Examination Council (NECO) serves as a vital means of assessing the academic performance and capabilities of students in Nigeria. The 2020 NECO Mathematics examination in Benue State plays a crucial role in evaluating students’ mathematical proficiency and providing insights into the effectiveness of the educational system. This study aims to assess the ability estimate and model fit of students who took the 2020 NECO Mathematics examination in Benue State.
The research utilizes a quantitative research design, employing statistical analysis techniques to evaluate students’ performance and the appropriateness of the examination model. The study sample consists of a representative group of students who participated in the examination. The ability estimate of each student is calculated based on their responses to the test items, employing Item Response Theory (IRT) models.
Furthermore, the study examines the model fit of the examination using various fit indices such as the χ2 (chi-square) statistic, root mean square error of approximation (RMSEA), comparative fit index (CFI), and Tucker-Lewis index (TLI). These fit indices provide insights into how well the examination model aligns with the observed data.
The findings of this study will contribute to the understanding of students’ mathematical abilities and the suitability of the examination model in assessing their performance. The assessment of ability estimates will provide valuable information about the students’ overall mathematical proficiency, while the evaluation of model fit will enable policymakers and educators to identify potential areas of improvement in the examination design and administration.
The research results will inform educational stakeholders, including policymakers, curriculum developers, and teachers, about the strengths and weaknesses of the mathematics examination in Benue State. It will provide evidence-based recommendations for enhancing the assessment process, refining the examination model, and implementing targeted interventions to improve students’ mathematical abilities.
Overall, this study aims to contribute to the ongoing efforts to enhance the quality of mathematics education in Benue State, Nigeria, by ensuring that the assessment methods used accurately reflect students’ abilities and promote their learning outcomes.
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