Development of Social Studies Aptitude Test for Testing Critical Thinking Skills: Implication for the Achievement of Education for Sustainable Development (ESD)
DOI:
https://doi.org/10.53103/cjess.v3i4.163Keywords:
Social Studies Aptitude Test, Critical Thinking Skills, Education for Sustainable Development (ESD), Item Response TheoryAbstract
This study developed a social studies aptitude test (SSAT) that captured and measured critical thinking skills for the achievement of education for sustainable development. Eight research questions guided the study. The instrumentation research design was adopted for the study. The population comprised 72,854 Upper Basic School students, with a total of 1,000 sample size selected using simple random and cluster sampling techniques. A 100-item multiple choice Social Studies Aptitude Test (SSAT) was developed by the researcher, which was used as instrument for the study. The data were collated, entered into a computer system and analysed using chi-square goodness of fit, frequency, percentage, Item Characteristics Curve and factor analysis. The findings revealed that most of the items in the SSAT have a good fit; that the test questions measured the skills of enquiry, intellectual, manipulative and societal values; that the test items are distributed according to Upper Basic Education curriculum; and that the Social Studies Aptitude Test is reliable, having obtained 0.89 index. The study also found that all the 100 items measured a single construct; that most of the items (94 out of 100) were either satisfactory (need no revision), good or moderate (needs little or no revision); that most of the items (89 out of 100) were either very easy or easy; and most of the items (73 out of 100) are not susceptible to guessing. Based on the findings, the study concluded that the Social Studies Aptitude Test items are valid and reliable. The study recommended amongst others, that the developed Social Studies Aptitude Test should be used by Social Studies teachers for the assessment of secondary school students, especially during mock examination, in preparation for external examinations. The study has contributed to knowledge by providing a test that measures the objectives of the revised upper basic education curriculum as well as the achievement of Education for Sustainable Development (ESD).
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Copyright (c) 2023 Morrison Omokiniovo Jessa, John Nwanibeze Odili, Patrick Uzor Osadebe
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