CHEMISTRY TEACHERS’ KNOWLEDGE OF TEST CONSTRUCTION PROCEDURES: IMPLICATIONS ON STUDENTS’ ACADEMIC ACHIEVEMENT IN CHEMISTRY IN ANAMBRA STATE

Abstract

The study determined the chemistry teachers’ knowledge of test construction procedures
in chemistry objective test and its implications on students’ academic achievement in
chemistry in Awka Education Zone, Anambra State. Three research questions guided the
study. The study employed descriptive survey research design. The population of the
study consisted of all the 87 chemistry teachers in the 68 government-owned secondary
schools in Awka Education zone of Anambra State. The sample size for the study
comprised of 43 chemistry teachers selected using simple random sampling technique.
The instrument for data collection was questionnaire titled “Chemistry Teachers’
Knowledge of Test Construction Procedures in Chemistry Objective Test”
(CTKTCPCOT). The instrument was validated by two experts in the Faculty of
Education, Nnamdi Azikiwe University, Awka. The reliability of the instrument was
determined using Cronbach-alpha statistic which yielded reliability coefficients of 0.71,
0.73 and 0.75. Data collected was analyzed using mean scores. The findings of the study
revealed that gender differences, teaching experiences and professional qualifications of
chemistry teachers have a significant influence on their knowledge of test construction
procedures in chemistry objective test which affect students’ academic achievement in
chemistry. Based on the findings of the study, it was recommended among others that, the
state ministry of Education should organize conferences, seminars and workshops for in-
service training of chemistry teachers in order to update their knowledge on test
construction procedures in chemistry objective tests so as to enhance students’ academic
achievement in Chemistry.