Construction and Validation of Agricultural Science Achievement Test for Senior Secondary Three (SS3) Students in Public Schools in Delta State

Abstract

The study examined the construction and validation of Agricultural Science Achievement Test (ASAT) for Senior Secondary Three (SS3) students in public secondary schools in Delta State. This study utilised an instrumentation research design. A total of 96 test items were created and validated using a sample of 399 students selected at random. The study was guided by four research questions. The data gathering instrument utilised was the ASAT. The participants' responses were utilised to address the study inquiries. Calculations were performed for item analysis, reliability coefficient and standard deviation. The ASAT was conducted on three separate occasions. The results of the administrations revealed that the minimum item difficulty indices rose from 0.36 to 0.40, while the maximum item difficulty indices decreased from 0.79 to 0.70. The minimum item discrimination indices increased from 0.22 to 0.32, whereas the maximum discrimination indices decreased from 0.66 to 0.44. The effectiveness of distracters increased from 0.12 to 0.17 in the first and second test administrations, but dropped to 0.11 in the third administration. On the other hand, the maximum distracter indices increased from 0.45 to 0.68. The reliability coefficients for the three test administrations were 0.92, 0.90 and 0.95, respectively, all of which fell within acceptable bounds. The study's findings indicated that the parameters of difficulty and discrimination indices, as well as the efficiency of distracters, were all within the acceptable range for a standardised test. Additionally, the reliability coefficient of the test items was high across all three test administrations. Therefore, it was recommended that educators and

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