BIOLOGY TEACHERS’ TEST CONSTRUCTION COMPETENCE AND SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN CLASSROOM TESTS IN BIASE LOCAL GOVERNMENT AREA, CROSS RIVER STATE.

Abstract

This study investigated Biology teachers’ test construction competence and its relationship with secondary school students’ achievement in classroom tests in Biase Local Government Area of Cross River State, Nigeria. The study focused on two sub-variables: content clarity and test validity. A sample of 102 out of the one thousand and sixty-two Senior Secondary II (SSII) students was selected using stratified random sampling. Data were collected using a structured questionnaire, and mean and standard deviation were used to answer the research questions, while one-way analysis of variance (ANOVA) was employed to test the hypotheses at 0.05 level of significance. The findings revealed a significant relationship between both content clarity and test validity, and students’ academic achievement in Biology. The study concluded that when teachers demonstrate competence in constructing test items that are clear in content and valid in measuring the intended objectives, students are more likely to perform better academically. It recommended that Biology teachers receive regular training in test construction techniques to enhance the quality of classroom assessments and improve students’ academic outcomes.