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Statistical evaluation of student performance and response patterns in educational assessments in a university context

Journal on Mathematics Education · Vol. 17 No. 1 (2026) · hlm. 27–42

DOI
10.22342/jme.v17i1.pp27-42
ISSN
2407-0610, 2087-8885
Terbit
2026-01-21
Penerbit
Indonesian Mathematical Society
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

This study investigates undergraduate students’ performance on a university-level statistics assessment and evaluates the psychometric quality of the instrument using both Classical Test Theory (CTT) and Item Response Theory (IRT). The assessment was administered to 431 students enrolled in engineering and business programs and comprised 16 multiple-choice items selected from an 85-item bank. These items were aligned with four performance indicators related to inferential statistics and regression analysis and were further classified according to cognitive demand and representational format (graphical, tabular, and textual). Descriptive results indicate that the majority of students achieved acceptable levels of performance (scores ≥ 3 on a five-point scale). However, reliability analyses revealed low internal consistency (Cronbach’s α

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  • Universidad Autónoma de Guerrero
  • Universidad de la Costa
  • Universitat de Barcelona
  • Universidad de Panamá
  • Universidad de Los Lagos
  • University of Skills Training and Entrepreneurial Development
  • Universiti Putra Malaysia
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Rekan penulisOrganisasiArtikel bersama
Benilda María Cantillo-RudasUniversidad de Panamá6
Flor Monserrat Rodríguez-VásquezUniversidad Autónoma de Guerrero4
SudirmanAfiliasi tidak diketahui4
. SudirmanAfiliasi tidak diketahui3
Luis Roberto Pino-FanUniversidad de Los Lagos2
Camila Isabel Lemus-BarreraAfiliasi tidak diketahui2
Cristian David Correa-PoloAfiliasi tidak diketahui2
María Luisa Pabón-NavarroUniversidad del Atlántico2
Ebenezer BonyahUniversity of Skills Training and Entrepreneurial Development1
Muh PauzanUniversitas Wiralodra1
Riyan HidayatUniversiti Putra Malaysia1
SudirmanAfiliasi tidak diketahui1
Bambang Avip Priatna MartadiputraIndonesia University of Education1
Muhamad Galang IsnawanUniversitas Nahdlatul Wathan Mataram1
YumiatiAfiliasi tidak diketahui1
Siti FaizahAfiliasi tidak diketahui1
Raquel Fernández CézarUniversity of Castilla-La Mancha1
Mayra Alejandra Jiménez-ConsuegraAfiliasi tidak diketahui1
Aloisius Loka SonUniversity of Timor1
Sudirman SudirmanIndonesia Open University1
Javier García‐GarcíaUniversidad Autónoma de Guerrero1

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Sumber metadata: Crossref API (cadangan, berdasarkan ISSN) https://api.crossref.org/journals/2407-0610/works, pertama di-harvest 28 Okt 2026, terakhir terlihat 8 Nov 2026.
Metadata sebagai oai_dc, dikonversi dari Crossref 
<oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/"><dc:title>Statistical evaluation of student performance and response patterns in educational assessments in a university context</dc:title><dc:creator>Suárez-Durán, Mauricio</dc:creator><dc:creator>Pacheco, Alonso Barrera</dc:creator><dc:creator>Rodríguez-Nieto, Camilo Andrés</dc:creator><dc:creator>Moll, Vicenç Font</dc:creator><dc:description>&lt;jats:p&gt;This study investigates undergraduate students’ performance on a university-level statistics assessment and evaluates the psychometric quality of the instrument using both Classical Test Theory (CTT) and Item Response Theory (IRT). The assessment was administered to 431 students enrolled in engineering and business programs and comprised 16 multiple-choice items selected from an 85-item bank. These items were aligned with four performance indicators related to inferential statistics and regression analysis and were further classified according to cognitive demand and representational format (graphical, tabular, and textual). Descriptive results indicate that the majority of students achieved acceptable levels of performance (scores ≥ 3 on a five-point scale). However, reliability analyses revealed low internal consistency (Cronbach’s α &amp;lt; 0.60), including a negative alpha coefficient for one indicator, suggesting weaknesses in construct validity. IRT analyses further demonstrated that the item bank was disproportionately weighted toward low-difficulty items and that certain constructs—most notably those involving tabular representations—were negatively associated with overall test performance (0.47). In contrast, items requiring part–whole reasoning (0.73) and conceptual understanding (0.70) emerged as the strongest predictors of student success. Collectively, these findings indicate that university statistics assessments should extend beyond procedural computation to foreground conceptual interpretation, proportional reasoning, and meaningful connections across representations. The study underscores the need for improved assessment design that achieves an appropriate balance among item difficulty, discriminative capacity, and cognitive alignment. Future research should replicate these analyses across multiple cohorts and incorporate qualitative approaches to more deeply examine students’ statistical reasoning processes.&lt;/jats:p&gt;</dc:description><dc:publisher>Indonesian Mathematical Society</dc:publisher><dc:date>2026-01-21</dc:date><dc:type>info:eu-repo/semantics/article</dc:type><dc:format>application/pdf</dc:format><dc:identifier>https://doi.org/10.22342/jme.v17i1.pp27-42</dc:identifier><dc:identifier>10.22342/jme.v17i1.pp27-42</dc:identifier><dc:source>Journal on Mathematics Education; Vol 17 No 1 (2026); 27-42</dc:source><dc:source>2407-0610</dc:source><dc:source>2087-8885</dc:source><dc:relation>https://jme.ejournal.unsri.ac.id/index.php/jme/article/download/3953/390</dc:relation><dc:rights>https://creativecommons.org/licenses/by/4.0</dc:rights></oai_dc:dc>