Parameterization of Teacher-made Physics Achievement Test Using Deterministic-Input-Noisy-and-Gate (DINA) Model

Traditional methods of test parameterization have been found defective in terms of assuming one score and not providing information on skills mastery profile of the examinees, in addition to non-estimation of the fourth parameter- slipping parameter of test items. Cognitive diagnostic modeling (CDM), specifically deterministic-input-noisy-and-gate (DINA) model is a robust procedure for measuring the skills mastery profile of the examinees, when there is no attribute hierarchy. DINA model also estimates four item parameters: discriminating, difficult, guessing and slipping which hitherto are not implemented as a whole in traditional techniques including the item response theory (IRT). Physics was chosen because it is commingled with civilization. Also, secondary school Physics teachers predominantly use teacher-made tests in their internal examinations in Nigeria.  Such instrument cannot be used to precipitate the true ability levels of the students for purposes of promotion. The data collected plus the harmonized Q-matrix were analyzed using CDM package in r software version 3.4.3 via R-Studio version 1.0.153. The results showed that: (i) eighteen items in the test fit the DINA model while thirty-two items had misfit. (ii) nine attributes were mastered by the examinees while three attributes were not mastered. It was recommended that schools’ item banks should be created by the governments for uploading psychometrically robust test items for teachers’ use. Keywords: Physics, teacher-made test, DINA model and parameterization

Home Education Environment and Motivation as Correlates of Students’ Academic Achievement in Physics in Nsukka Education Zone, Enugu State, Nigeria

In Nigeria, the growing rate of low enrollment and poor academic achievement of secondary school students in physics has become a source of concern to stakeholders in education. The study assessed home education environment and motivation as correlates of students’ academic achievement in physics using correlational survey research design. A sample size of 333 SS2 physics students participated in the study. Home Education Environment and Motivation Questionnaire (HEEMQ) and Students’ Physics Academic Achievement Spreadsheet (SPAAS) were used for data collection. Results reveal that 40% and 33% of the variation in students’ academic achievement in physics is attributed to home education environment and motivation respectively. Home education environment and motivation significantly predicted students’ academic achievement in physics. However, parents should create a favourable and conducive homeenvironment that can motivate their children to develop positive attitude towards learning physics and as well enhance their academic achievement in the subject. Keywords: Home education environment, Motivation, Academic achievement, Physics, Correlate, Students DOI: 10.7176/JEP/12-23-06 Publication date:August 31st 202