A Postdoctoral Fellow, School of Education Studies, Faculty of Education, University of the Free State, South Africa.
Department of Science Education, University of Nigeria, Nsukka, Nigeria.
Medicine (Baltimore). 2021 Sep 10;100(36):e26876. doi: 10.1097/MD.0000000000026876.
Most classroom teachers are weak in constructing test items for assessment of students. This study examined the effects of cognitive behavioral active engagement training on test items construction skills among primary school teachers in Nigeria.
We adopted a randomized pretest-posttest control group design. A total of 148 participants served as the study sample. One instrument was used for data collection. The participants were administered the instrument at 4 different times. Test construction guide was employed to implement the training. Data analysis was completed using analysis of covariance.
The researchers found that cognitive behavioral active engagement training had a significant effect on participants' test items construction scores as measured by test construction skills inventory at posttest, first and second follow-up stages.
The researchers concluded that cognitive behavioral active engagement training is efficacious in the improvement of test items construction skills among primary school teachers in Nigeria.
大多数课堂教师在构建用于评估学生的测试项目方面能力较弱。本研究考察了认知行为积极参与培训对尼日利亚小学教师构建测试项目技能的影响。
我们采用了随机前测-后测对照组设计。共有 148 名参与者作为研究样本。使用了一种工具进行数据收集。参与者在 4 个不同时间接受了该工具的测试。采用测试构建指南来实施培训。使用协方差分析完成数据分析。
研究人员发现，认知行为积极参与培训对参与者的测试项目构建技能有显著影响，这是通过测试构建技能量表在测试后、第一次和第二次随访阶段进行衡量的。
研究人员得出结论，认知行为积极参与培训在提高尼日利亚小学教师的测试项目构建技能方面是有效的。
