RELATIONSHIP BETWEEN STUDENTS’ SCORES ON PLAIN QUESTIONS AND WORDED PROBLEMS IN MATHEMATICS

Ossai Peter A.U.

Department of Guidance and Counseling

Delta State University, Abraka, Delta

E-mail: agbadobipeter@gmail.com

Abstract: This study examined the relationship between students’ scores on plain questions and scores on worded problems in Mathematics. The aim was to find out the extent to which students’ ability in solving problems involving plain question could predict students’ performances in worded problems in Mathematics. The study used a correlational design. Eighty senior secondary schools were drawn through purposive sampling technique from 16 selected public secondary schools from Bayelsa and Delta States. While 5 students were drawn from each of the sixteen schools selected from Bayelsa state, 5 students were chosen from each of the 9 schools drawn from Delta State. One research question and one hypothesis guided the study. With the assistance of some senior Mathematics teachers and colleagues from Measurement and Evaluation, the researcher constructed a ten-item Mathematics test involving arithmetic, algebra, statistics, trigonometry and geometry. The instrument had two sections, namely; A and B. Section A consisted of 5 plain questions and section B, 5 worded problems. The research question was answered through the use of co-efficient of determination while the hypothesis was tested at .05 level of significance using the Product Moment Correlation technique. The finding from the study showed that there was a significant relationship between students’ scores on plain questions and scores on worded problems in Mathematics. Forty-six percent of students’ ability to solve worded problems in Mathematics was predicted by their skill in handling plain questions in Mathematics. Students had a higher mean score in plain questions. It was recommended that while scoring Mathematics test items examiners and test constructors should take particular notice of responses from test-takers from different sub-groups. This is to guard against differential item functioning.

Keywords: Relationship, Mathematics Scores, Plain Questions, Worded Problems.