Distribution of Students' Ability Levels in an Economics Achievement Test: A Rasch Model Analysis

Abstract

This study analyzed the distribution of students’ abilities in an Economics Achievement Test using
Rasch-based measures. The study involved 317 Senior Secondary School Two students from the
Enugu Education Zone, selected through a multi-stage sampling technique. Data were collected
using the researcher-developed Economics Achievement Test (EAT), which was validated by
experts in Economics Education and Measurement and Evaluation. A pilot test was conducted to
establish the reliability of the instrument using the Kuder–Richardson Formula 20 (KR-20),
yielding a reliability coefficient of 0.78. Data were analyzed using the eRm package in RStudio to
estimate Rasch person ability measures. The findings revealed that 40.1% of the students were
classified as having moderate ability, 40.1% as having high ability, and 19.9% as having low
ability. The mean person ability was 1.55 logits with a standard deviation of 0.59 logits, indicating
moderate variation in students’ abilities. The study concludes that the Economics Achievement
Test was well targeted and capable of distinguishing students' abilities across the continuum. It is
recommended that targeted instructional support be provided for low-ability students, strategies
that sustain moderate-to-high achievement be maintained, and Rasch-based analysis be adopted in
the design, validation, and evaluation of achievement tests in Economics education.