• Moses Onyemaechi Ede, John J Agah, Chinedu Ifedi Okeke, Zudonu Onisoman Chuks, Basil C E Oguguo, Patricia Uzoamaka Agu, Catherine U Ene, Ngozi E Ekesionye, Ifeyinwa Awele Nji, Chikodili Eze, and Ifeyinwa F Manafa.
• A Postdoctoral Fellow, School of Education Studies, Faculty of Education, University of the Free State, South Africa.
• Medicine (Baltimore). 2021 Sep 10; 100 (36): e26876e26876.

BackgroundMost 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.MethodsWe 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.ResultsThe 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.ConclusionThe researchers concluded that cognitive behavioral active engagement training is efficacious in the improvement of test items construction skills among primary school teachers in Nigeria.Copyright © 2021 the Author(s). Published by Wolters Kluwer Health, Inc.

19 keywords...

hide…