Construction and Validation of Physics Aptitude Test as an Assessment Tool for Senior Secondary School Students

Year 2018, , 461 - 473, 19.09.2018

Patrick Uzo Osadebe , Chukuka Prince Nwabeze

https://doi.org/10.21449/ijate.442406

Cited By: 2

Abstract

The purpose of the study was to construct and validate a Physics Aptitude Test (PAT) for senior secondary schools. The test was designed primarily as an assessment tool for senior secondary school students who have aptitude for Physics. Four research questions guided the study. It was an instrumentation study designed to produce an assessment tool for senior secondary school students. A sample of 200 students was randomly selected through stratified random sampling technique. The data collected were analysed to determine the validity of the test, item validity through item analysis and reliability of the Physics Aptitude Test. The findings revealed that the Physics Aptitude Test (PAT) has adequate face and content validities. It is made up of 50 items. The difficulty and Discrimination indices were appropriate because they are within the standard range of indices for the test. Difficulty indices range from 0.30 to 0.70, Discrimination indices range from .30 to 0.44. A reliability coefficient of 0.94 was obtained through Kuder Richardson formula 20 as a measure of internal consistency. Since the Physics Aptitude Test (PAT) was highly valid and reliable, it was recommended that it should always be used as an assessment tool for determining the aptitude of senior secondary school students in Physics.

Keywords

Construction, Validation, Physics, Aptitude Test

Construction and Validation of Physics Aptitude Test as an Assessment Tool for Senior Secondary School Students

Abstract

The purpose of the study was to construct and
validate a Physics Aptitude Test (PAT) for senior secondary schools. The test
was designed primarily as an assessment tool for senior secondary school
students who have aptitude for Physics. Four research questions guided the
study. It was an instrumentation study designed to produce an assessment tool
for senior secondary school students. A sample of 200 students was randomly
selected through stratified random sampling technique. The data collected were
analysed to determine the validity of the test, item validity through item
analysis and reliability of the Physics Aptitude Test. The findings revealed
that the Physics Aptitude Test (PAT) has adequate face and content validities.
It is made up of 50 items. The difficulty and Discrimination indices were
appropriate because they are within the standard range of indices for the test.
Difficulty indices range from 0.30 to 0.70, Discrimination indices range from
.30 to 0.44. A reliability coefficient of 0.94 was obtained through Kuder
Richardson formula 20 as a measure of internal consistency. Since the Physics
Aptitude Test (PAT) was highly valid and reliable, it was recommended that it
should always be used as an assessment tool for determining the
aptitude of senior secondary school students in Physics.

Keywords

Construction, Validation, Physics, Aptitude Test

References

• Agbola, F. (1990). Construction and Validation of Mathematics Achievement Test for J.S.S 3 Students. Unpublished M. Ed. Dissertation, University of Benin, Benin City, Nigeria.
• Akaezue, N.N. (2009). Construction and Validation of Physics Aptitude Test for Senior Secondary School Student in Delta State. Unpublished M.Ed. project, Delta State University, Abraka, Delta State.
• Akpoguma, J. (2008). Construction and Validation of Mathematics Achievement Test for Senior Secondary School Students in Delta State. Unpublished M.Ed. Project Delta State University, Abraka.
• Bannatyne, A. (1974). Diagnosis: A Note on the Recategorization of the Wisc Scaled Scores. Journal of Learning Disorders, 7, 272–273.
• Berk, R.A. (1982). Handbook for Detecting Test Bias. Baltimore: John Hopkins University Press.
• Brown, F.G. (1983). Principles of Education and Psychological Testing (3rd Edition). Oxford University Press.
• Cronbach, L. J. (1970). Essential of Psychological Testing: New York: Steal Press.
• Educational Testing Service (1992). The Origin of Educational Testing Service. Princeton, NJ: ETS. En.wikipedia.org/wiki/Educational-Testing-Service.
• Egbule, J. F. (2002). Principles of Psychological Testing. Owerri: Whyte and Whyte Publishers.
• Egbule, J.F. (1998). Construction and Validation of Differential Aptitude Test (DAT) for Educational and Vocational Counselling. An Unpublished Ph. D thesis, Delta State University Abraka.
• Gronlund, E. N. (1976). Measurement and Evaluation in Psychology and Education. New York: Macmillan Publishing Company.
• Irighweferhe, S. U. (2008). Construction, Validation and Standardization of Mathematics Achievement Test for Senior Sate Secondary School Student in Delta State of Nigeria. An Unpublished M.Ed project, Delta State University Abraka, Abraka, Delta State.
• Itsuokor, D. E. (1995). Essentials of Test and Measurement. Illorin: Woye and Sons (Nig) Ltd.
• Nworgu, B.G. (2003). Educational Measurement and Evaluation, Theory and Practices. Nsukka; University Trust Publishers.
• Ohuche, R.O. &Akeju, S.A. (1988). Continuous Assessment for every Learner. Onitsha: Africana FEP publishers.
• Okobia, D.O. (1990). Construction and Validation of Social Studies Achievement Test (SSAT) for SS Students in Selected Secondary Schools in Bendel State. An unpublished M. Ed project, University of Benin, Benin City, Nigeria.
• Onoyumolo, L.A. (2005). Construction, Validation of achievement test for Physics for SSS Student in Warri South L.G.A. of Delta State. An unpublished M. Ed project Delta State University, Abraka.
• Osadebe, P.U. (2001). Construction and Standardization of an Economics achievement test for senior secondary school students. Unpublished Doctoral thesis, University of Port Harcourt.
• Osiobe, G.A. (2012). Construction and Standardization of Geography Objective Test for Senior Secondary Schools in Delta State. Unpublished Ph.D thesis, Delta State University Abraka.
• Zhao, Y.Y. (2006). Motivation in Education. International Journal of Engineering Education, 22, 1281–1286.