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EFFECTS OF ADMINISTRATION PROCEDURES OF TEACHER MADE -TESTS ON THE PERFORMANCE OF TESTEES
Muhammed Alhaji Ibrahim
م2016 نوفمبر الخامس العدد –دراسات تربوية
) 104(
EFFECTS OF ADMINISTRATION PROCEDURES OF TEACHER MADE -TESTS ON THE PERFORMANCE OF TESTEES
(Applied on three levels of Education)
Muhammed Alhaji Ibrahim
ABSTRACT:
The study examined the effect of administration procedures of
Teacher-Made Tests on the performance of testees at three levels of
education. The study adopted the experimental approach. The population
of the study consisted of 900 subjects from the three levels of education:
450 subjects from tertiary institution level (Jigawa State College of
Education Gumel Nigeria), 300 subjects from Secondary School level
(May Excellent International College Hadejia Nigeria) and 150 subjects
from Primary School level (May Excellent International College Hadejia
Nigeria), all these sat for a pre-test. Three samples of 120, 120, and 100
testees were randomly selected from the three levels of education
respectively. All the selected subjects were chosen from those who scored
grades lying between (10-15) marks in the pre-tests, to ensure
homogeneity of the samples. The same pre-tests were used as post-tests to
verify the hypotheses of the study. Analysis of the data revealed the
following results:
EFFECTS OF ADMINISTRATION PROCEDURES OF TEACHER MADE -TESTS ON THE PERFORMANCE OF TESTEES
Muhammed Alhaji Ibrahim
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) 105(
1. There were significant differences between the performances of
testees in good and normal testing conditions at primary school
and tertiary institution levels in favour of experimental groups, but
the difference at the secondary school level was not significant.
2. There were significant differences between the performance of
testees supervised by friendly and unfriendly personalities at
primary, secondary and tertiary institution levels, favouring the
experimental groups.
Based on the findings the following recommendations were put
forward to ensure the precision of examinations as measuring tools:
1. Testing should be conducted in a fair and conducive environment;
test administrators should reduce their level of unfairness and
discouragement.
2. Anxiety caused by unfairness and humiliation by invigilators
should be avoided during test administration.
BACKGROUND OF THE STUDY:
Test administration procedures are developed for an exam program
in order to avoid measurement errors and to increase the likelihood of
fair, valid, and reliable assessment. Ebel (1965)1. Appropriate and
1 Ebel R. L., Measuring Educational Achievement, (USA: Prentice-Hall, Inc, 1965)
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Muhammed Alhaji Ibrahim
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) 106(
standardized administration procedures improve measurement by
increasing consistency and test security. Issues of primary concern in
testing students’ mastery of a given instruction are the accuracy with
which the tests measures and should consistently measure what it is
purported to measure Anikweze (2010)1. Ebel (1965), maintains that, the
consistency of a test is the situation where by a particular test is designed
to be administering under consistent procedures so that the test-taking
experience is as similar as possible across examinees2. The similarities of
experience among the testees increase the fairness of the test and the
likelihood of improving their performance. Chase I.C., (1974), stated that
testees are likely to perform better at any endeavour, including test taking,
when they approach the experience with a positive attitude3. But it is very
unfortunate that some teachers fail to help testees to develop positive
attitudes toward tests.
Bernedette, U. Cornelius, et-al (2012), carried out a research on
“Correlation of examination malpractice and academic performance of
primary school pupils in Cross Rivers State Nigeria”. The objectives of
1 Charles M. Anikweze “Measurement and Evaluation 2nd edition” (NIG: Constellation
Publishers, 2010). P.85
2 Ebel Op-CIt
3 Chase I.C., measurement for Educational evaluation(USA:Addison-Weseley publishing
Company,1974)
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Muhammed Alhaji Ibrahim
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) 107(
the study was to determine the extent to which examination malpractice
relate to pupil academic performance in primary science, specifically the
study seeks to examine the extent to which, the influence of self-efficacy
on pupils cheating behaviour relates to their academic performance in
primary science. A sample of 1818 pupils was selected out of the
population of 68201 pupils in 70 schools, using a proportionate stratified
random sampling technique in the three educational zones in Cross Rivers
State Nigeria. The findings revealed that, the influence of self-efficacy on
pupils cheating behaviour has a significant relationship with their
academic performance. It also reveals that, the influence of moral tone of
the invigilators on pupils cheating behaviour has significant relationship
with their academic performance1. Testees are not likely to perform at
their best, when they are excessively tense, Irwin G. (1990)2 investigated
on “Empirical findings and theoretical problems in the use of Anxiety”,
the findings reveal a negative correlation between level of ability and
level of test anxiety. Those who are capable tend to be least anxious when
facing tests, it also indicates a positive correlation between level of
anxiety and level of aspiration those who are most anxious when facing a
test tend to be those who have the greatest need or desire to do well on it.
1 Bernedette
2 Irwin G. sarason, “Empirical Findings and Theoretical problems in the use of Anxiety
Scales”, psychological bulletin, 1960. P.403-415
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Muhammed Alhaji Ibrahim
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) 108(
It is clearly evident that stress composes of different stressors that could
force testees to make a worse decision, sometimes those who are most
anxious when facing a test tend to be those who have the greatest need or
desire to do well on it. Anikweze (2010) suggests some tips that would
assist teachers to reduce the level of test anxiety for their students as
follow:
1. Teachers should inform the student in good time to prepare
well for a test. The feeling of readiness to meet the challenges
of testing can keep test anxiety at a manageable level
2. Teachers should encourage the students to acquire good study
habits and skills; they should insist on meaningful tasks and
practical rather than rote learning.
3. In setting test items, teachers should graduate the item
difficulties to move from simple tasks to very difficult ones.
This ensures that students, however weak, should be able to
taste some measure of success.
Ebel (1965) suggested that, teachers could aid their students in
pacing themselves, by writing the statement below on the blackboard near
the beginning of the test, and they should change the statements at least
after every 10-15 minutes, so that they could help testees to consider all
the questions.
EFFECTS OF ADMINISTRATION PROCEDURES OF TEACHER MADE -TESTS ON THE PERFORMANCE OF TESTEES
Muhammed Alhaji Ibrahim
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) 109(
Fig 1: Shows sample of the statement that could assist students to know their speed in
answering questions.1
No more than ---------------- Minute remain for you to work on this
test.
If you have not reach item----------------- you are working too
slowly
He maintains that typical guidelines related to the test administration
locations and sites should have good lighting and ventilation.
Interruptions’ and distractions, such as excessive noise, should be
prevented. Thorndike and Hagen (1969)2, stated that a test demand a
conducive environment for its administration. They maintain that the
desirable environment for testing is one in which examinee are;
a) Physically comfortable.
b) Free from interruptions and distractions.
c) Conveniently able to manipulate their test materials.
d) Sufficiently separated to minimized tendency to copy from one
another.
1 Ebel Op-Cit
2 Thorndike R.L and Hagen, E. Measurement and Evaluation in Education, (USA: John
Wiley and Sons Inc, 1969 )
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Muhammed Alhaji Ibrahim
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) 110(
Ohuce and Akeju., (1988)1, they have provided the following as aspects
to test administration, which need to be considered for smooth
conductivity of test administration;
1. Environment.
a) Lighting
b) Condition of the atmosphere
c) Noise
2. Working Facilities
3. Administration instructions
a) Test manuals
b) Test materials
c) Questions
d) Instructions of test paper
4. Timing
5. Other consideration
a) Testing assistants
b) Recording of proceedings
c) Sequence of test
d) Introductory talk
1 Ohuce, R.B and akeju U.S., Measurement and Evaluation in Education, (Onisha: Africa-
Fep Publishers ltd. 1988)
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) 111(
Similarly testing code of ethics for North Carolina provides that,
“When tests are properly administered and interpreted, test results provide
an independent, uniform source of valid and reliable information”1 they
maintain that, before administering any test steps should be taken in
advance to curb unforeseen obstacles, as testing code of ethics for North
Carolina pointed out that;
a. School administrators’ should develop local policy for the
implementation of fair and ethical testing practices and solving
questions concerning those practices.
b. They should ensure that, all students who should be tested are
tested
c. They should provide adequate data analyses to guide curriculum
implementation and improvement.
d. School shall design an area for the test administration that
provides an environment that minimizes distraction and
interruption for students
It is therefore agreed that procedures of test administration affect the
performance of students though often ignored by teachers; Jeffrey T.
1 Testing Code of ethics for North Carolina, Authority: G.S. 115C-12(9)C.., 115C-81(b)(4);
Aug. 2000. Or
WWW.ncpublicschool.org/accountability/testing/.Downloaded 25.oct.2015
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) 112(
(1971) has concluded that “The administration and scoring of any test
may also introduce factors that have a detrimental effects on the validity
of the results”1. Edwards (1991) maintains that it is important to realize
the extent to which testing conditions may influence scores. He found that
the condition of the physical environment to be related to academic
achievement and the improvement in the condition of the physical
environment is associated with the improvement in overall achievement
scores. His study concluded that there is a predictable (8.49) percentage
point decline in achievement scores for students who attended schools in
poor condition as compared to those scores found for students at schools
in excellent condition. Thus factors must be controlled in any school
facility2.Hall, Tocco and Schwartz in Chase (1974)3 found that “stress
instruction provided scores that correlated with third final test more
highly than did scores made under relax instruction”. Similarly Gordon
1 Jeffrey T. Steedle, “Administration procedures and their possible relationship with
effort and performance on a college outcomes test”, American Educational Research
Association, Philadelphia, Pennsylvania, 2014, P.8
2 Edward., M.M. Building conditions, parental involvement and student achievement in
the D.C. public school system. District of Columbia public Schools: ERIC Document
Reproduction Service N0.ED338743,1991
3 Chase, I.C., Measurement for Educational Evaluation, (U.S.A: Addision-Weseley
Publishing Company, 1974)
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Muhammed Alhaji Ibrahim
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) 113(
and Durea in Chase (1974)1, found that “discouragement by the
administrators was associated with clear reduction in IQs for the
experimental group, compare to none discourage control group”. In the
area of environmental conditions of school and classes, a joint research
carried by Kedley, Traxler and Hilkert (cited in Chase 1974)2, they stated
that testing conditions may influence scores as they say “such a condition
as the use of desks or of chairs with desk arms”. For example, prove to be
significant in a group testing project with high school students. The
groups using desks tend to obtain higher scores. Similarly Henry 1991
(cited in Chase 1974)3 carries out research on environmental condition,
He found District of Columbia students in poor condition had
standardized achievement scores 6% below those at schools in fair
condition and 11% below those at excellent conditions. He concluded that
testing condition can also improve the test scores of students without
disabilities.
Many other more subtle testing conditions have been shown to effect
performance on ability as well as personality test. Whether the examiner
or proctor is a stranger, unfriendly or familiar and friendly personality to
1 Ibid
2 Ibid
3 Ibid
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Muhammed Alhaji Ibrahim
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the test takers may make a difference in test scores, (Sack, cited in
Anastasi 1990)1. As it has been established the examiners behaviour may
influence test results, controlled investigation have yielded significant
difference in intelligence in test performance as a result of a “Warm”
versus “Cold” interpersonal relation between examiner and examinees or
a right and aloof versus a natural manner on the part of the
examiner,(Exner and Masling cited in Anastasi 1990)2. They maintain
that “it is important to test administrators to realize the extent to which
testing conditions may influence scores. Even apparently minor aspects of
the testing situations may appreciably alter performance”.
OBJECTIVES OF THE STUDY:
The main objective of this study is to investigate the effects of test
administration procedures of teacher-made tests on the performance of
testees at three levels of education. This can be put forward in the
following points:-
1. Investigate whether good testing conditions affect
performance of testees at three levels of education.
1 Anastasi, A., Psychology Testing 6
th edition, (New York: Macmillan Publishing
Company 1990).
2 Ibid
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2. Find out whether normal testing conditions affect the
performance of testees at three levels of education.
3. Determine whether friendly invigilation has any effect on the
performance of testees at three levels of education
4. Find out whether unfriendly invigilation has any effect on
the performance of testees at three levels of education.
RESEARCH QUESTIONS:
The following research questions are derived from the objectives of the
study namely:
1. Do good testing conditions of a given test have any effect on the
performance of testees who sit for the tests at three levels of
education?
2. To what extent do normal testing conditions of a given test affect
the performance of testees who sit for the test?
3. Does friendly mode of invigilation affect the performance of
testees sitting for a test at three levels of education?
4. To what extent does unfriendly mode of invigilation of a test affect
the performance of testees at three levels of education?
RESEARCH HYPOTHESES:
The following null hypotheses are formulated based on the research
questions of the study.
EFFECTS OF ADMINISTRATION PROCEDURES OF TEACHER MADE -TESTS ON THE PERFORMANCE OF TESTEES
Muhammed Alhaji Ibrahim
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) 116(
1. There are no significant differences between the performances of
testees in good and normal testing conditions at three levels of
education.
2. There is no significant difference between the performances of
testees invigilated by a friendly and unfriendly personality at three
levels of education.
METHODOLOGY
Research Design: The study adopted 2x3 experimental designs. It
involves the process of assigning subjects available for an experiment
to a treatment. In this study, the researcher manipulates independent
variables and therefore, measures the effect of the manipulation on the
dependent variables. The design has two groups: experimental and
control groups. The experimental group was further splitted into three
groups and exposed to different treatments, while control group was
not given any treatment. Both groups received a general pre-test for the
purpose of the selection of the sample under the study and a post-test
administration of the research instruments. Test administration
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Muhammed Alhaji Ibrahim
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) 117(
procedures are independent variables of the study while performance
of testees is the dependent variable.
According to Cohen, Marion and Marrison (2008), the 2x3
experimental designs can be graphically represented as follows
Table 2 represent the research design of the study
Group Pre-test Post-
test
(R) O1 X1 O4
(R) O2 X2 O5
(R) O3 X3 O6
(R) O7 - O8
Adopted from Cohen, Marion and Marrison (2008)
The first three rows represent the experimental groups, while the
forth is the control group. R denotes random assignment into groups.
O1, O2, O3, O7 are the pre-test observations, and O4, O5, O6, O8, the
post-test observation. X1 is the test administration procedure
intervention (treatment) for tertiary education, X2 is test
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م2016 نوفمبر الخامس العدد –دراسات تربوية
) 118(
administration procedure for secondary school, and X3 is test
administration procedure for primary school.
Population and Sample: The study population consisted of 900
testees from three levels of education: 450 testees at Tertiary
Institution who sat for pre- test, 300 testees at Secondary School who
sat for pre-test and 150 testees at Primary School who sat for pre-test
in Gumel and Hadejia Local Government Area of Jigawa State
Nigeria. Out of the total population of 900 testees under the study only
120, 120 and 100 testees were selected at tertiary institution, secondary
school and primary school levels respectively. These were chosen from
the subjects who scored between (10-15) marks in the pre-tests. The
samples are comprised of 340 testees randomly selected from the three
groups who received a pre-test that contains 20 multiple-choice items
with 4 alternatives at tertiary institution and secondary school levels
and 3 alternatives at primary school level. The samples were randomly
assigned into two groups of 30, 30, 25 testees in each group. One of
these groups was assigned as experimental while the other served as a
control group in each level of education. Participants were selected
from Jigawa State College of Education Gumel, May Excellent
Secondary School Hadejia and May Excellent Primary School Hadejia.
This was done in order to see the effect of mode of testing conditions
on performance at different levels of education, and at which level is
more effective. The target groups of the study were undergraduate
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) 119(
three students, Senior Secondary Class two (SS2) students and primary
grade five pupils. Stratified random sampling technique was employed
in the selection process. 120 students in tertiary institution, 120
students in secondary school and 100 pupils in primary school were
selected in mathematics through simple random sampling technique.
All subjects participated in the experiment.
Research Tools: Three instruments were used to gather data in the
study; these are Teacher-Made Tests for the three levels of education.
Three 20-item multiple-choice teacher-made tests were constructed by
the researcher for the three levels of education for the purpose of the
study and used as instruments of collecting data. The instrument at
tertiary institution level contains 20 multiple choice items with 4
alternative options prepared from Test and Measurement in faculty of
education. The subjects were asked to answer all the questions provided
in the instrument of the research. The instrument at secondary school
level contains 20 multiple choice items with 4 alternative options
prepared from the Mathematics compulsory subject for all secondary
school students across the federation of Nigeria, and testees were ask to
attain all the questions. While the instrument of testees at primary school
level contains 20 items with 3 alternative options prepared from
mathematics which is compulsory subject for all primary pupils. Testees
were asked to answer all the questions, and invigilators of the
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) 120(
examinations were guiding them in filling answer script so that, they
should not duplicate their answers.
Validity of the instrument: The instruments were subjected to face
and content validity. A measure of content validity, Table of
Specifications was developed to ensure items are based on the content/
syllabus of the subjects/course being constructed or designed before
giving them to the experts in Tests and Measurements, Educational
Psychology and Thesis Supervisor, at the Department of Education
Faculty of Education, Sule Lamido University, Kafin-Hausa, Jigawa
State, Nigeria. The specialists were able to review the items in the
Tests in terms of relevance to the subject matter, coverage of the
content areas, appropriateness of the language usage and clarity of
purpose. The experts judgements revealed that the instruments had
adequate content and face validity.
Reliability of the Instrument: Thereafter, a pre-test was carried out for
the purpose of sample selection, and to determine reliability of the
instruments. As a measure of reliability Kuder and Richardson method of
estimating reliability coefficients was employed in the study. The
investigator only considered the performance of testees at each level,
whose scores lie within the range (10-15) marks as average. Any testee
who’s score below 10 marks or above 15 marks in the pre- tests were
dropped out from the sample under the study in order to control the
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) 121(
extraneous variables, and get homogeneous samples, the tests
administered to the three groups provide a reliability coefficient of the
instrument administered. This procedure yielded three reliability
coefficients of: r = 0.91; p<0.05 for tertiary level, r = 0.98; p< 0.05 for
secondary level and r = 0.72 for primary school level and validity of 0.95,
0.99 and 0.85 respectively. These coefficients are good and appropriate
for research purposes at 0.05 level.
Data Collection: The researcher obtained permissions from the
authorities (The Head Master, Principal and Registrar) of the schools
and college. An outline of the treatment package is presented below.
Session One: Administration of the test at good testing conditions at
three levels of education, the mode of supervision being the same with
normal testing conditions.
Session Two: Administration of the test at normal testing conditions at
three levels of education, the mode of invigilation being the same with
good testing conditions.
Session Three: Administration of the tests supervised by a friendly
personality at three levels of education, the testing conditions being the
same normal conditions for experimental and control groups.
EFFECTS OF ADMINISTRATION PROCEDURES OF TEACHER MADE -TESTS ON THE PERFORMANCE OF TESTEES
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) 122(
Session Four: Administration of the tests supervised by unfriendly
personality at three levels of education, but the testing conditions being
the same for experimental and control groups
TREATMENT PACKAGE FOR EXPERIMENTAL GROUP ON
ADMINISTRATION PROCEDURES OF TEACHER-MADE TEST
(APTMT)
Preface
The activities of the first session commenced with the provision and
arrangement of all necessary materials that would make classroom to be
very good and conducive for effective testing, with respect to lighting,
seating, ventilation, distraction and interruption, while that of control
group commenced with arrangement of the class for normal and usual
testing procedures in all schools and colleges in Nigerian setting. The
activities of three and fourth sessions commenced with the introduction of
invigilators to two groups.
ADMINISTRATION PROCEDURES OF TEACHER-MADE TEST
ON THE PERFORMANCE OF TESTEES AT THREE LEVELS OF
EDUCATION
All the testees in the groups in each level were gathered in a classroom,
and the researcher was introduced to the testees by teachers who were
teaching the courses.
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SESSION 1: Experimental
Step 1: This session exposed testees to good testing conditions, with a
view to find out the effects on their academic performances
Step 2: The activities of this session commenced, by ensuring testees at
various levels of education that they were in classrooms that are free from
any interruption and distraction from outside so that, they can be able to
manipulate their skills and testing materials.
Step 3: A good daylight, electrical light and Fan/Air condition were
provided in the class.
Step 4: Each and every testee was given a desk with desk arm, and
sufficiently separated to minimize tendency of copying from one another.
Step 5: Appropriate and clearly administration instructions were given
before commencement of the tests.
Step 6: The test supervisors or invigilators were constantly alerting testees
of the time remaining for them to submit the scripts, so that they would
not waste time in answering questions that they seem difficult for answer.
Step 7: Testees were ordered to stop writing after test lasted for 30
minutes, and commanded to submit line by line, in order to restrain them
from copying from one another in the process of submitting. The scripts
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were given to the teacher who is teaching the course for marking and
recording.
SESSION 2: Control
Step 1: this session exposed testees to normal testing conditions, with a
view to find out the effects on their academic performances
Step 2: The activities of this session commenced, by ensuring testees at
various levels of education that they were in a classroom that is being
used by the schools and college in their normal administration procedure.
Step 3: The researcher and invigilators ensure that each and every testee,
at various levels of education is arranged in a normal and usual seating
arrangement procedures of examination.
Step 4: Appropriate and clearly administration instructions were given
before commencement of the tests.
Step 5: The test supervisors or invigilators were constantly alerting testees
that the time remaining for them to submit the scripts, so that they would
not waste time in answering questions that seem difficult for them.
Step 6: Testees were ordered to stop writing after test has lasted for 30
minutes, and were commanded to submit their scripts line by line, in
order to restrain them from copying from one another in the process of
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submitting. The scripts were given to the teacher who is teaching the
course for marking and recording.
SESSION 3: Experimental, in this session the testing conditions being
the same for both experimental and control groups, except for the
invigilation which here the independent variable.
Step 1: This session has exposed testees to a friendly invigilation or
supervision, with a view to find whether it has any impact in their
academic performance
Step 2: Familiarization between the invigilators and testees.
The activities of this session commenced with self-introduction by
friendly and familiar personalities who were the invigilators of the group
and pleasantries were exchanged among them.
Step 3: each testee was given a desk with desk arm, and is sufficiently
separated to minimized tendency of copying from one another.
Step 4: appropriate and clearly administration instructions were pleasantly
given before the commencement of the tests and both the invigilators and
testees were in good mood.
Step 5: The test invigilators in a friendly manner were constantly alerting
testees the time remaining for them to submit the scripts, so that they
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should not waste their time in answering questions that seem difficult for
them.
Step 6: Testees were ordered to stop writing after the test has lasted for 30
minutes, and a command was given to submit their scripts line by line, in
order to restrain copying from one another in the process of submitting.
The scripts were given to the teacher who is teaching the course for
marking and recording.
SESSION 4: Control, in this session the testing condition being the same
for both experimental and control groups, except for the invigilation
which here the independent variable.
Step 1: This session has exposed testees to unfriendly invigilation or
supervision, with a view to find whether it has any impact in their
academic performance
Step 2: Familiarization between the invigilators and testees.
The activities of this session commenced with self-introduction by
unfriendly and unfamiliar personalities who were the invigilators of the
groups
Step 3: each testee was given a desk with desk arm, and is sufficiently
separated to minimize tendency of copying from one another.
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Step 4: appropriate and clearly administration instructions were given in
unfriendly manner before the commencement of the tests, the invigilators
were not in a good mood, and they usually used word that students should
know, they were not there to have fun with them, but strictly prevent
them from any kind of examination misconduct.
Step 5: The test invigilators were constantly alerting testees the time
remaining for them to submit the answer script, so that they should not
waste their time in answering questions that seem difficult for them.
Step 6: Testees were ordered to stop writing after the test has lasted for 30
minutes, and a command was given to submit the scripts line by line, in
order to restrain copying from one another in the process of submitting.
The scripts were given to the teacher who is teaching the course for
marking and recording.
3.7 Conclusion
In conclusion testees were exposed to different modes of testing
conditions and supervision at three levels of education, in order to find
the effects of independent on the dependent variables.
RESULTS AND DISCUSSIONS:
Table 3 presents the t-test for two independent samples on difference
in performance of testees exposed to treatment in good and normal
testing conditions at the primary school level.
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Testing
conditions
N
Mean
SD
Df
Mean
diff
Standard
error
t-cal
t-critical
at
0.05 level
Good testing
condition
(Experimental)
Normal
testing
condition
(Control)
25
25
13.40
11.76
3.15
.68
24
1.64
0.82
2.00*
1.71
*Significant; df= 24; p< 0.05
Table 3 shows that, a calculated t-value of 2.00 as the difference in
testing condition performance of pupils due to exposure to two different
testing conditions. This implies that calculated t-value between the means
was significant since it is greater than the critical t value of 1.71 at 24
degrees of freedom at 0.05 level of significance. This indicates that the
given gain in performance is due to the difference in the testing
conditions since the other effective variables are being controlled. The
gain of performance in testing condition after being exposed to good
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) 129(
testing conditions is beyond the level which other testees, who were not
provided with a good and favourable testing condition, will not attain.
Consequently the null hypothesis was rejected and the alternative
hypothesis was retained at 0.05 level of significance. That is to say that
the confidence level is greater than 95%.
Table 4 presents the t-test for two independent samples on difference
in performance of testees exposed to two treatments under a friendly
and unfriendly supervision at the primary school level.
Supervision N Mean SD Df Mean diff
Standard
error t-cal
t-
critical
at
0.05
level
Friendly
supervision
Unfriendly
supervision
25
25
13.40
11.76
3.15
2.68
24
2.10
0.95
2.21*
1.71
*Significant; df= 24; p< 0.025, tabled t-value being 2.04
Table 4 shows that, a calculated t-value of 2.21 as the difference due to
exposure to two different modes of supervision. This implies that the
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calculated t-value between the means was significant since it is greater
than the critical t value of 1.71 at 24 degrees of freedom at 0.05 level of
significance. This indicates that the given gain in performance is due to
the mode of supervision since the other effective variables are being
controlled in supervision after being exposed to friendly supervision is
beyond the level which other testees, who were not provided or assigned
to a friendly supervisor. Consequently the null hypothesis was rejected
and the alternative hypothesis was retained at 0.05 level of significance.
That is to say that the confidence level is greater than 95%
Table 5 presents the t-test for two independent samples on difference
in performance of testees exposed to treatment in good and normal
testing conditions at the secondary school level.
Testing conditions
N
Mean
SD
Df
Mean
diff
Stand
ard
error
t-cal
t-critical
at
0.05 level
Good testing condition
(Experimental)
Normal testing
condition
(Control)
30
30
11.53
11.30
2.72
2.88
29
0.23
0.72
0.32*
1.69
* Not significant; df= 29; p> 0.10, tabled t-value being 1.31
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Table 5 shows that, a calculated t-value of 0.32 as the difference in
performance of students due to exposure to two different testing
conditions. This implies that calculated t-value between the means was
not significant since it is less than the critical t value of 1.69 at 29 degrees
of freedom at 0.05 level of significance. This indicates that the good
testing conditions provided for the experimental group did not result in
gain in performance. Consequently the null hypothesis was retained and
the alternative hypothesis was rejected at 0.05 level of significance. That
is to say that the confidence level is less than 95%. (Actually < 90%).
Table 6 presents the t-test for two independent samples on difference
in performance of testees exposed to treatment under a friendly and
unfriendly supervision at the secondary school level.
Supervision
N
Mean
SD
Df
Mean
diff
Standard
error
t-cal
t-critical
at
0.05 level
Friendly
supervision
Unfriendly
supervision
30
30
12.67
10.70
2.76
2.84
29
1.97
0.72
2.74*
1.69
*Significant; df= 29; p< 0.01, the tabled t=value being 2.46
Table 6 shows that, a calculated t-value of 2.74 as the difference due to
the mode of supervision of students. This implies that calculated t-value
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) 132(
between the means was significant since it is greater than the critical t
value of 1.69 at 29 degrees of freedom at 0.05 level of significance. This
indicates that the given gain in performance is due mode of supervision
since the other effective variables are being controlled. The gain of
performance of testees in mode supervision after being exposed to
friendly supervision is beyond the level which other testees, who were not
provided or assigned a friendly supervisor, will not attain. Consequently
the null hypothesis was rejected and the alternative hypothesis was
retained at 0.01 level of significance. That is to say that the confidence
level is greater than 99%
Table 7 presents the t-test for two independent samples on difference
in performance of testees exposed to treatment in good and normal
testing conditions at the tertiary institution level.
Testing conditions
N
Mean
SD
Df
Mean
diff
Standard
error
t-cal
t-critical
at
0.05
level
Good testing
condition
(Experimental)
Normal testing
condition
(Control)
30
30
10.10
7.77
2.71
1.57
29
2.33
0.57
4.10*
1.69
*significant; df= 29; p< 0.005, tabled t-value being 3.66
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) 133(
Table 7 shows that, a calculated t-value of 4.10 as the difference in
performance of students due to exposure to two different testing
conditions. This implies that calculated t-value between the means was
significant since it is greater than the critical t value of 1.69 at 29 degrees
of freedom at 0.05 level of significance. This indicates that the resulting
gain in performance is due to the difference in the testing conditions,
since the other effective variables are being controlled. The gain in
performance after being exposed to good testing conditions is beyond the
level which other testees, who were not provided with good and
favourable testing conditions. Consequently the null hypothesis was
rejected and the alternative hypothesis was retained at 0.005 level of
significance. That is to say that the confidence level is greater than
99.5%.
Table 8 presents the t-test for two independent samples on difference
in performance of testees exposed to treatment under a friendly and
unfriendly supervision at the tertiary institution level.
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Supervision
N
Mean
SD
Df
Mean
diff
Standard
error
t-cal
t-critical
at
0.05 level
Friendly
supervision
Unfriendly
supervision
30
30
9.13
7.77
2.45
2.11
29
1.36
0.59
2.31*
1.69
*Significant; df= 29; p< 0.025, the tabled t=value being 2.04
Table 8 shows that, a calculated t-value of 2.31 as the difference in
performance due to the mode of supervision of students. This implies that
calculated t-value between the means was significant since it is greater
than the critical t value of 1.69 at 29 degrees of freedom at 0.205 level of
significance. This indicates that the resulting gain in performance is due
to the mode of supervision since the other effective variables are being
controlled. The gain in performance after being exposed to friendly
supervision is beyond the level which other testees, who were not
provided or assigned a friendly supervisors, will not attain. Consequently
EFFECTS OF ADMINISTRATION PROCEDURES OF TEACHER MADE -TESTS ON THE PERFORMANCE OF TESTEES
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) 135(
the null hypothesis was rejected and the alternative hypothesis was
retained at 0.025 level of significance. That is to say that the confidence
level is greater than 97.5.
Discussion of the findings
The findings of the first hypothesis shows that there is a significant
difference between the performance of testees in good and normal testing
conditions at primary school level. These findings support those of
Anastasi (1990) Minchen (2013) and Qaiser (2014). These scholars in
their studies reported that testing conditions may influence scores as they
say: “such a condition as the use of conducive environment, lighting,
sitting arrangement and use of desks or of chairs with desk arms”. They
also reported that poor day lighting cause discomfort, which reduces
testing performance and it is detrimental to the physical and mental health
of students. They concluded that, good day light and electrical light can
improve classroom conditions and promote students performance, and
reduce the rate of disconformities.
The finding of the second hypothesis shows that there is a significant
difference between the performance of testees invigilated by a friendly
and unfriendly personality at primary school level. The finding agrees
with that of Gordon and Durea, in (Chase, 1974) they found that
discouragement by the administrator was associated with clear reduction
in IQs for the experimental group, compared to none discourage control
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group. As it has been established the examiners or invigilators behaviour
may influence test results; Controlled investigations have yielded
significant differences in intelligence test performance as a result of a
“Warm” versus “Cold” interpersonal relation between the invigilators and
testees.
The findings of the third hypothesis indicate that there are no
significant differences between the performance of testees in a good
testing condition and normal testing condition at secondary school level.
This finding disagrees with those of Seyeder Zahra Mirrahimi and Nik
Lukhman 2013. These Scholars in their studies reported that poor day
lighting causes discomfort, which reduces testing performance and it is
detrimental to the physical and mental health of students. I have already
mentioned some of the factors that may have caused this result.
The finding of the fourth hypothesis shows that there is a significant
difference between the performance of testees invigilated by a friendly
and unfriendly personality at secondary school level. This findings agree
with Segool, Carlos and Goforth, which showed that worry is more
strongly related to impaired test (performance than emotionally in good
testing situation).
The findings of the fifth hypothesis show that there is a significant
difference between the performance of testees in a good testing condition
and normal testing condition at tertiary institution level. These findings
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) 137(
agree with those of Fisher , E.S and Brian J., they came up with a
conclusion saying that, physical and environmental conditions in which
the examination is taking place has to be conducive for the examinees to
facilitate the achievement of the testing outcomes. The hypothesis also is
in agreement with that of Minchen B. J, as he found that, there is strong
correlation between performance of students and improper seating
arrangement, they conclude that, students should be helped to develop
higher self-efficacy, and school should provide a climate devoid of
cheating to enable students to perform well.
The findings of the sixth hypothesis show that there is a significant
difference between the performance of testees invigilated by a friendly
and unfriendly personality at tertiary institution. The findings agree with
those of Exner, Masling cited in Anastasi (1960) as they established the
examiners behaviour may influence test result, controlled investigation
have yielded significant difference in intelligence test performance as a
result of “Warm” versus “Cold” interpersonal relation between examinees
and examiners or a right and a loop versus a natural manner on the part of
the examiner.
Recommendations
The followings recommendations, based on the findings of this study,
are put forward:
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1. Testing should be conducted in a fair and ethical manner; test
administrators should reduce their level of unfairness and
discouragement.
2. Test anxiety, stress and fatigue should be avoided during and after
testing process, because ‘’ those who are most capable tend to be
least anxious when facing a test”.
3. Anxiety caused by unfairness and humiliation by invigilators
should be avoided during and after test administration.
4. Schools should provide special training and Seminars for Teachers
on test administration and invigilation.
5. Testing should be conducted in a very good and conducive
environment that is free from any noise and interruption for
manipulative abilities of the testees.
6. As the study revealed that classroom physical environment plays a
crucial role in strengthening testees academic achievement
therefore, it is strongly recommended that classroom physical
environment should be well structured and physical facilities
should be provided to each school on priority basis.
Suggestions for further studies
As a result of this study, it is hereby suggested that further studies
should be carried in the following areas.
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1. Further research should be carried out on the Effect of
Administration Procedures of Teacher-Made Test on the
Performance of Testees at three levels of education with more
testees in other states.
2. Further research should be conducted on the effect of
administration procedures of Teacher-Made Test on the
performance of male and female students at three levels of
education.
3. More research should be carried on the Effect of Classroom
Physical Environment on the Academic Achievement Scores of
Testees at three levels of education.
4. More research should be carried on the Effect of Invigilators
Attitudes on the Academic Achievement of students at each level
of education.
5. A research should be carried on the effect of invigilators
personality on the performance of male and female students.
6. A separate research should be carried on the impact of temperature on
the scores of students at secondary school level, to support or repute the
result of the study concerning hypothesis no 3.
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