International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 6 Issue 6 November-December 2024 Submit your research before last 3 days of December to publish your research paper in the issue of November-December.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 6 Issue 6
November-December 2024

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Pupil Performance in Multiple Choice Test Items and Their Corresponding Structured Items in Mathematics

Author(s) Francis Chirume, Mercy Kurebwa
Country Zimbabwe
Abstract This study delves into the intriguing relationship between student performance on Multiple Choice (MC) and structured test items in Grade 7 Mathematics in Zimbabwe’s Midlands province. The research aimed to determine if students demonstrate similar competency levels when assessed using these different formats. Data from eight schools classified into boarding, urban day, rural day, and resettlement groups, were analysed using descriptive statistical techniques. Contrary to the hypotheses suggesting that prior exposure to MC items might enhance performance on structured tests, the results consistently showed that students performed better on the MC component. This trend suggests that factors like strategic guessing and test-wiseness may artificially inflate MC scores. Additionally, disparities in performance were observed across school types, with boarding schools excelling and resettlement schools falling behind in both assessment formats, highlighting the impact of socioeconomic factors on educational outcomes. These findings raise concerns about the reliance on MC assessments as true indicators of mathematical competence, given their susceptibility to guessing strategies. The study recommends further research with a larger and more diverse sample to provide a robust evidence for educational policy and assessment practices in Zimbabwe and beyond.
Keywords Pupil performance, Multiple Choice test items, structured items, Test formats, Educational Assessment, Mathematics
Field Mathematics
Published In Volume 6, Issue 5, September-October 2024
Published On 2024-09-12
Cite This Pupil Performance in Multiple Choice Test Items and Their Corresponding Structured Items in Mathematics - Francis Chirume, Mercy Kurebwa - IJFMR Volume 6, Issue 5, September-October 2024. DOI 10.36948/ijfmr.2024.v06i05.26786
DOI https://doi.org/10.36948/ijfmr.2024.v06i05.26786
Short DOI https://doi.org/gwfgx4
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 6 Isu 6Cover Page Vol 6 Isu 5Cover Page Vol 6 Isu 4

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9898-5948-55 editor@ijfmr.com