Prof. I. E. Idaka, Anele, Ezebunwo, Ekereke, Aidam Benjamin, Beshel, Ignatius Akwagiobe, Emmanuel King Ekong & 2Ogba, Uwaoma Flora Ph.D
AN ANALYSIS OF GENDER AND LOCATION BASED DIFFERENTIAL ITEM FUNCTIONING (DIF) IN AI-GENERATED MATHEMATICS QUESTIONS IN CALABAR MUNICIPALITY LOCAL GOVERNMENT
AREA OF CROSS RIVER STATE, NIGERIA”
The study examined gender and location-based differential item functioning (DIF) in AI-generated mathematics multiple-choice examination questions in the Calabar Municipality Local Government Area, Cross River State, Nigeria. Two objectives were developed that direct the study in accordance with the research questions. The study used a survey research design using a stratified random sampling approach to collect a sample of 400 secondary school students from the Calabar Municipality Local Government Area. Data for analysis was collected using AI-generated mathematics multiple-choice questions. Kuder-Richardson 20 was used to establish the reliability of the study and yielded a coefficient of .81. The research questions were subsequently tested using Bilog-MG 3. The findings revealed that there were ability disparities between male and female counterparts in AI-generated mathematics multiple-choice tests, and there were ability disparities between urban and rural counterparts in AI-generated mathematics multiple-choice questions. It was determined that there was an incidence of gender and school location “Differential Item Functioning (DIF)” in an AI-generated mathematics multiple choice test questions in Calabar Municipality Local Government. Based on the research findings, it was suggested, among other things, that schools and governments embrace AI and validate AI-generated test questions for classroom usage.
Keywords: Gender, School Location, Differential Item Functioning (DIF), Artificial Intelligence (AI).
Prof. I. E. Idaka, Anele, Ezebunwo, Ekereke, Aidam Benjamin, Beshel, Ignatius Akwagiobe, Emmanuel King Ekong & 2Ogba, Uwaoma Flora Ph.D
AN ANALYSIS OF GENDER AND LOCATION BASED DIFFERENTIAL ITEM FUNCTIONING (DIF) IN AI-GENERATED MATHEMATICS QUESTIONS IN CALABAR MUNICIPALITY LOCAL GOVERNMENT AREA OF CROSS RIVER STATE, NIGERIA”
The study examined gender and location-based differential item functioning (DIF) in AI-generated mathematics multiple-choice examination questions in the Calabar Municipality Local Government Area, Cross River State, Nigeria. Two objectives were developed that direct the study in accordance with the research questions. The study used a survey research design using a stratified random sampling approach to collect a sample of 400 secondary school students from the Calabar Municipality Local Government Area. Data for analysis was collected using AI-generated mathematics multiple-choice questions. Kuder-Richardson 20 was used to establish the reliability of the study and yielded a coefficient of .81. The research questions were subsequently tested using Bilog-MG 3. The findings revealed that there were ability disparities between male and female counterparts in AI-generated mathematics multiple-choice tests, and there were ability disparities between urban and rural counterparts in AI-generated mathematics multiple-choice questions. It was determined that there was an incidence of gender and school location “Differential Item Functioning (DIF)” in an AI-generated mathematics multiple choice test questions in Calabar Municipality Local Government. Based on the research findings, it was suggested, among other things, that schools and governments embrace AI and validate AI-generated test questions for classroom usage. Keywords: Gender, School Location, Differential Item Functioning (DIF), Artificial Intelligence (AI).