Development and Content Validation of Multiple-Choice Basic Science Test (MCBST) for Junior Secondary Schools in IMO State
DOI:
https://doi.org/10.68050/JAMS.2026.326Keywords:
Test development, content validity, Basic Science, multiple-choice test, instrumentation researchAbstract
This study focused on the development and content validation of a Multiple-Choice Basic Science Test (MCBST) for Junior Secondary School students in Imo State, Nigeria. The study adopted an instrumentation research design. The population comprised Junior Secondary School One (JSS I) students in public secondary schools, while a sample of 500 students was selected using simple random sampling. The instrument developed for the study was a Multiple-Choice Basic Science Test constructed based on a table of specifications to ensure adequate coverage of content areas and cognitive levels. Content validity was established through expert judgment involving specialists in Science Education and Measurement and Evaluation. Based on their evaluations, items were modified, retained, or discarded. Fifty items were eliminated, resulting in a 100-item trial version. Findings revealed that the test items adequately represented the Basic Science curriculum and were appropriate for assessing students’ cognitive achievement. The instrument demonstrated satisfactory content validity and acceptable internal consistency (KR-20 = 0.84). It was concluded that the MCBST is a valid and reliable instrument for assessing Basic Science achievement. The study recommended that teachers adopt systematic procedures in test construction and validation to improve the quality of classroom assessments.
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