Development and Validation of a Multiple-Choice Test in Algebra and Elementary Trigonometry (MTH 112)

Abstract

This study developed and validated a Multiple-Choice Test for Algebra and Elementary Trigonometry (MTH 112) For Federal Polytechnic Damaturu, Yobe State Nigeria. The population of the study was 300 MTH 112 Engineering Students. A sample of 81 was selected randomly using stratified random sampling. An evaluative research design was adopted. The instrument initially consisted of 77 multiple-choice items developed in line with the MTH 112 course content. The examination was administered to 81 students, while ten (10) experts in Mathematics Education and Psychometrics validated the instrument. Data were analyzed using the Content Validity Ratio (CVR), Kuder-Richardson Formula 20 (KR-20), Standard Error of Measurement (SEM) formula, item discrimination index, and item difficulty index. The findings revealed that 74 out of the 77 items met the acceptable content validity criterion, while three items were discarded, yielding a Scale Content Validity Index of 0.88. The KR-20 reliability coefficient was 0.984, indicating excellent internal consistency. The Standard Error of Measurement was 3.05, suggesting that the examination provides precise estimates of students' true scores with minimal measurement error. Furthermore, the examination recorded a mean discrimination index of 0.817, indicating excellent ability to discriminate between high- and low-performing students. The mean difficulty index was 0.448, showing that the examination possessed an appropriate moderate level of difficulty. The study concluded that the developed MTH 112 examination is a psychometrically sound instrument with high validity, excellent reliability, appropriate difficulty, and strong discriminatory power. The study recommended among others that the developed test be adopted for assessing students' achievement in Algebra and Elementary Trigonometry in Polytechnics to enhance the quality of educational assessment.