ABSTRACT

Based on available data, the National Teachers’ Institute, (NTI) programme has not incorporated Multiple choice items in modules given to student teachers especially in Measurement and Evaluation.  Hence, Students are not tested based on the use of Multiple choice items because of non-available valid instrument.  The study therefore focused on development and validation of Measurement and Evaluation Multiple choice Achievement Tests for NTI NCE Students in South-South states, Nigeria. Instrumentation research design was employed for the study.  This was with the objective of establishing its item difficulty and discrimination, internal consistencies of MESANTS-NTI and its sub-tests, establishing its contents validity indices as well as describing the performance of students based on gender and school type.  Five research questions were answered and two hypotheses tested in the study. The total population for the study was 4.099 final year students of the NCE programme of the NTI. This 4,099 final year students comprised 1139 males, and 2960 females, 2189 Student-Teachers in centres located in the urban Areas and 1910 student in centres located in the rural Areas from 49 centres across the South-South states in the 2018/2019 academic session.  Which used a sample of 1848 student teachers.  The sample was drawn from 24 out of the 49 centres in six states of South-South, Nigeria using proportionate stratified simple random sampling.  The instrument used for data collection was MEASTNS - NTI based on the objective of six content Areas and six objectives Areas was made up of 60 items. Analysis based on classical test theory (CTT) were carried out in order to answer the research questions while t-test for independent means was used for testing the hypotheses at 0.05 level of significance.  The results indicated that MESATNS – NTI has psychometric properties as the 60 items were found to have item difficulty indices within 0.25 to 0.70, discrimination indices of 0.20 to 0. 60, reliability index of 0.83, the item content validity and average item content validity indices of 0.92 and 0.93 respectively.  The result also indicated that gender and School location influence students achievement in Measurement and Evaluation.  The study recommended among others that the developed Multiple choice Achievement tests for final year student-teachers in National Teacher’s Institute (NTI) be adopted by the lecturers.