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

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.