@article{Obon_Rey_2019, title={Analysis of Multiple-Choice Questions (MCQs): Item and Test Statistics from the 2nd Year Nursing Qualifying Exam in a University in Cavite, Philippines}, volume={7}, url={https://jurnal.unai.edu/index.php/isc/article/view/1128}, DOI={10.35974/isc.v7i1.1128}, abstractNote={<p>Multiple Choice Questions (MCQs) is used extensively as a test format in nursing education.<br>However, making MCQs still remains a challenge to educators. To avoid issues about its<br>quality, this should undergo item analysis. Thus, the study evaluated item and test quality<br>using difficulty index (DIF) and discrimination indices (DI), with distractor efficiency (DE);<br>determined the reliability using Kuder-Richardson 20 coefficients (KR20); and identified<br>which valid measure was developed. The study was conducted among 41 level two nursing<br>students in the College of Nursing. The qualifying examination comprised of 194 MCQs.<br>Data were entered in Microsoft Excel 2010 and SPSS22 and were analyzed. According to<br>DIF, out of 194 items, 115 (59.3%) had right difficulty and 79 (40.7%) were difficult.<br>Regarding DI, 17 (8.8%) MCQs were considered very good items to discriminate the low and<br>high performer students. While 21 (10.8%), 32 (16.5%), 24 (12.4%), and 100 (51.5%)<br>demonstrated good, fair quality, potentially poor, and potentially very poor items,<br>respectively. On the other hand, the number of items that had 100% distractor effectiveness is<br>57 (29.4%), as 65 (33.5%), 49 (25.3%), and 23 (11.9%) revealed 66.6%, 33.3% and 0%,<br>respectively. The reliability of the test using KR20 is 0.9, suggesting that the test is highly<br>reliable with considered good internal consistency. After careful analysis of each item, 55<br>(28.35%) items were retained without revisions. Further, the stem of the 24 (12.37%) items,<br>the distractors of the 66 (34.02%) items and both the stem and distractors of 46 (23.71%)<br>items were modified, and 3 (1.55%) items were removed. The researcher recommends doing<br>an analysis between upper and lower scorers and its relationship to DE. For future study, it<br>will be beneficial to explore other factors like student’s ability, quality of instructions, and<br>number of students in relation to quality of MCQs.</p>}, number={1}, journal={Abstract Proceedings International Scholars Conference}, author={Obon, April Marqueses and Rey, Kristel Anne M.}, year={2019}, month={Dec.}, pages={499-511} }