Development of an Online Mathematics Achievement Test on Sequences and Series for Grade 11 Students Using Real-time feedback system

Abstract

This study aimed to develop an online mathematics achievement test on sequences and series for Grade 11 students using a real-time feedback system. The target group consisted of 33 Grade 12 students who had previously studied the content, selected through purposive sampling. Additionally, 12 teachers, including mathematics and computer teachers from the same school, were selected as key informants using purposive sampling. The research instruments included a multiple-choice achievement test and a satisfaction questionnaire regarding the online mathematics test. Data were analyzed using mean, standard deviation, percentage, Index of Item-Objective Congruence (IOC), difficulty index (p), discrimination index (r), and reliability using the KR-20 formula. The results indicated that the average IOC was 0.63, exceeding the acceptable criterion of 0.50, indicating moderate content validity. A total of 42 items met the criteria, and 30 items with IOC values of 0.50 and above were selected for try-out to ensure coverage of learning objectives. The item analysis revealed that the selected items had appropriate difficulty levels ranging from 0.27 to 0.64. The overall reliability of the test was 0.80, indicating good reliability. However, the discrimination indices ranged from 0.67 to 1.00, which is considered abnormally high for educational assessments. This was due to the small sample size (n = 33), which caused high sensitivity in statistical calculations and may have led to overestimated discrimination values. After refinement, 20 high-quality items were selected for actual use. The satisfaction results showed that students reported the highest level of satisfaction (x ̅=4.55 ,S.D.=0.58 ) while teachers reported a high level of satisfaction (x ̅=4.31 ,S.D.=0.70 ) Overall, users were highly satisfied with
The system.