Comparative Effects of Guided and Unguided Multiple Choice Objective Questions Tests on Students’ Mathematics Academic Achievement According to Gender

Abstract

Students’ low or poor academic achievement in mathematics at all levels in Nigerian educational system is very worrisome. This study, therefore, investigated, using pretest-posttest quasi-experimental research design, the extent which Guided and Unguided Multiple Choice Objective Questions Tests (GMCOQT and UMCOQT) improved the academic achievement of students in Senior School Mathematics in Delta State Capital Territory, Nigeria. The sample comprised 640 Students from four co-education secondary schools, randomly assigned to control and experimental groups. Four research questions and four null hypotheses guided this study. Three instruments, Comparative Achievement Test (CAT) 1, 2, and 3 were used to collect data. Difference in Mean Academic Achievement was subjected to z-test statistic and was significant in favor of the experimental group. Implications and recommendations for future research were advanced.

DOI: 10.5901/jesr.2016.v6n2p193