Authors : Ossai Elizabeth Ngozika

Volume/Issue : Volume 11 - 2026, Issue 2 - February

Google Scholar : https://tinyurl.com/56du7du5

Scribd : https://tinyurl.com/2sdpwpee

DOI : https://doi.org/10.38124/ijisrt/26feb192

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated gender-based differential item functioning (DIF) in a 50-item Economics Multiple Choice Test (EMT) administered to 1,005 SS2 students from 46 co-educational secondary schools in Nsukka Education Zone. The study examined whether test items functioned equivalently for male and female students, identified items displaying DIF, and classified the DIF type. Results revealed that 47 out of 50 items functioned fairly for both genders, indicating that male and female students of equal ability had equal chances of answering correctly (No DIF). However, three items 12, 27, and 36 exhibited uniform DIF, favoring either males or females consistently across all ability levels. No non-uniform DIF was observed. These findings suggest that the EMT is largely gender-fair and reliable for assessing Economics achievement in SS2 students, with recommendations to review the few biased items to enhance fairness.

Keywords : Differential Item Functioning, Gender Fairness, Economics Assessment, Item Response Theory, SS2 Students.

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