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Application of Item Response Theory in the Development and Validation of a Multiple-Choice Economics Test for Senior Secondary School Students

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Title: Application of Item Response Theory in the Development and Validation of a Multiple-Choice Economics Test for Senior Secondary School Students
Language: English
Authors: Ani Elizabeth Ngozika
Source: African Educational Research Journal. 2026 14(1):63-70.
Availability: Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html
Peer Reviewed: Y
Page Count: 8
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, Test Construction, Economics Education, High School Seniors, Multiple Choice Tests, Gender Differences, Test Reliability, Test Validity, Test Bias, Error of Measurement
Geographic Terms: Nigeria
ISSN: 2354-2160
Abstract: This study applied Item Response Theory (IRT) to develop and validate a multiple-choice Economics test for senior secondary school students. An instrumentation research design was adopted. A total of 1,005 SS2 Economics students were randomly selected from 46 government co-educational secondary schools in Nsukka Education Zone, Enugu State, Nigeria. A 50-item Multiple Choice Economics Test (MCET) was developed, validated by experts, and pilot-tested, yielding a reliability coefficient of 0.89 (KR-20). Data were analyzed using the three-parameter logistic (3PL) IRT model with BILOG-MG software. Results showed that 49 items demonstrated low standard errors of measurement, indicating high precision, while one item showed low reliability. Item fit analysis revealed that 21 items fit the 3PL model, whereas 29 items misfit. Differential Item Functioning (DIF) analysis indicated that most items functioned differently across gender. The findings demonstrate IRT's usefulness in identifying reliable, misfitting, and biased items, supporting evidence-based item revision. The study recommends adopting IRT principles in Economics test development to enhance reliability, validity, and fairness.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502670
Database: ERIC
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  Data: This study applied Item Response Theory (IRT) to develop and validate a multiple-choice Economics test for senior secondary school students. An instrumentation research design was adopted. A total of 1,005 SS2 Economics students were randomly selected from 46 government co-educational secondary schools in Nsukka Education Zone, Enugu State, Nigeria. A 50-item Multiple Choice Economics Test (MCET) was developed, validated by experts, and pilot-tested, yielding a reliability coefficient of 0.89 (KR-20). Data were analyzed using the three-parameter logistic (3PL) IRT model with BILOG-MG software. Results showed that 49 items demonstrated low standard errors of measurement, indicating high precision, while one item showed low reliability. Item fit analysis revealed that 21 items fit the 3PL model, whereas 29 items misfit. Differential Item Functioning (DIF) analysis indicated that most items functioned differently across gender. The findings demonstrate IRT's usefulness in identifying reliable, misfitting, and biased items, supporting evidence-based item revision. The study recommends adopting IRT principles in Economics test development to enhance reliability, validity, and fairness.
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  Data: EJ1502670
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 8
        StartPage: 63
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Economics Education
        Type: general
      – SubjectFull: High School Seniors
        Type: general
      – SubjectFull: Multiple Choice Tests
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Test Validity
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      – SubjectFull: Test Bias
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      – SubjectFull: Error of Measurement
        Type: general
      – SubjectFull: Nigeria
        Type: general
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      – TitleFull: Application of Item Response Theory in the Development and Validation of a Multiple-Choice Economics Test for Senior Secondary School Students
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              Y: 2026
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