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Coefficients of reliability of the TWS

Coefficients of reliability of the TWS

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Article
Full-text available
The study developed a scale and generated items capable of measuring students' testwiseness, determined the construct validity and reliability of the scale. The study adopted a survey research design. A total of 750 senior secondary students (SSS) participated in the study. They comprised 380 male and 370 female students ranging from 10-23 years ol...

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Context 1
... the scree plot suggested two factors. Table 3 showed that the reliability of the final 24-item TWS was consistently greater than that of the initial 32 item scale in each of the three reliability measures, namely Cronbach alpha (r = 0.777), Guttmann's split-half (r = 0.765) and Spearman Brown's (r = 0.766) were all greater than the generally acceptable rule of 0.7 reliability. Hence, the Cronbach alpha, Guttmann's split-half and Spearman Brown's were all reliable. ...
Context 2
... the scree plot suggested two factors. Table 3 showed that the reliability of the final 24-item TWS was consistently greater than that of the initial 32 item scale in each of the three reliability measures, namely Cronbach alpha (r = 0.777), Guttmann's split-half (r = 0.765) and Spearman Brown's (r = 0.766) were all greater than the generally acceptable rule of 0.7 reliability. Hence, the Cronbach alpha, Guttmann's split-half and Spearman Brown's were all reliable. ...
Context 3
... the scree plot suggested two factors. Table 3 showed that the reliability of the final 24-item TWS was consistently greater than that of the initial 32 item scale in each of the three reliability measures, namely Cronbach alpha (r = 0.777), Guttmann's split-half (r = 0.765) and Spearman Brown's (r = 0.766) were all greater than the generally acceptable rule of 0.7 reliability. Hence, the Cronbach alpha, Guttmann's split-half and Spearman Brown's were all reliable. ...

Citations

... In addition, there was also a statistically significant difference between the specializations on the two variables in the area of the humanities specialization. Furthermore, the differences between the genders were only in the effectiveness of the creative self in the interests of males, while the link between them is very weak [31] carried out a study aimed at developing a scale for measuring students' test wiseness in senior secondary school examinations in Nigeria. The study sample consisted of 380 male and 370 female students, ranging from 10 to 23 years old. ...
Article
Full-text available
This study aimed to determine the level of students’ test wiseness during remote learning. The study sample included (391) students from Amman Arab University. A scale consisting of (28) items was deployed to the participants after assuring its validity and reliability. The results showed a high level of students’ test wiseness. Moreover, there were no statistically significant differences at ( α = 0.05 ) between the arithmetic means of the total degree of test wiseness attributed to the study variables, while there were statistically significant differences at ( α = 0.05 ) between the means of the dimension “Using of Time” on favor of male students. In addition, the findings elucidated that there were statistically significant differences at ( α = 0.05 ) between the arithmetic means of the dimension “Avoidance of Error” attributed to faculty in favor of the humanities faculties. Finally, the results showed statistically significant differences at ( α = 0.05 ) between the arithmetic means of the dimension “Deductive Thinking” attributed to the academic program in favor of master and bachelor students.