This study examined the impact of objective test formats on test reliability coefficients and academic performance in graphic-related economic concepts among senior secondary school students in Calabar Metropolis, Cross River State. Two research questions and hypotheses were stated to be tested. Ex-post facto design was adopted for the study with proportionate stratified random sampling technique to collect a sample of 370 respondents randomly selected from public schools in Calabar Metropolis, Cross River State. Three instruments of multiple-choice test format, true/false test format and matching test format were used for data collection and were developed using a test blue print. Data collected were subjected to analysis using One-Way Analysis of Variance Analysis (ANOVA) Repeated Measure Statistical Techniques. Results showed that there was no significant influence of objective test format on students’ academic performance in graphic-related economic concepts test. Also, there was no significant influence of influence of gender and objective test format on academic performance of students in graphic-related economic concepts test. Study concluded that objective test format and gender differences do not have any significant influence on the performance of students. The format of objective test (multiple-choice, matching and true-false) can be used to assess students’ performance as all three-format yielded similar reliability coefficient and performance between male and female students. The study recommends among others that classroom teachers should be trained through regular workshops in proper test development and construction skills.
Obambon et al. (Fri,) studied this question.