Year: 2025 | Month: March | Volume: 12 | Issue: 3 | Pages: 352-360
DOI: https://doi.org/10.52403/ijrr.20250343
Scientific Authenticity of Multiple-Choice Questions (MCQ) for Knowledge Test of Kinesiology and Biomechanics for Undergraduate Students of Physical Education and Sports Sciences
Syed Murtaza Hussain Andrabi1, Dhananjoy Shaw2, Rabiya Husain1
1PhD Scholar, Department of Physical Education and Sports Sciences, University of Delhi, Delhi, India
2Professor, Indira Gandhi Institute of Physical Education and Sports Sciences, University of Delhi, Delhi, India
Corresponding Author: Rabiya Husain
ABSTRACT
The study evaluates the scientific authenticity of multiple-choice questions (MCQ) in kinesiology and biomechanics by analysing their difficulty index, discrimination index, and internal consistency to determine their effectiveness in student assessment. Eighty-one physical education students enrolled in a kinesiology and biomechanics subject in graduation programme at the University of Delhi. Over 20 weeks, students attended lectures followed by multiple-choice question (MCQ) tests, with responses recorded for analysis. Students were divided into high-scoring (n=21) and low-scoring (n=21) groups, and the discrimination index (D) was calculated using the formula D = p_h - p_l. The Split-Half and Odd-Even reliability methods were used to assess internal consistency. The item analysis revealed that 60% of the MCQs were too easy (p > 0.70), 37% were acceptable (p = 0.30–0.70), and 3% were too difficult (p < 0.30). The discrimination index showed that 49% of the items were excellent (D > 0.35), 23% were good (0.25–0.34), 14% were acceptable (0.15–0.24), and 14% required revision (D < 0.15). Cronbach’s Alpha (0.809) confirmed strong internal consistency. Split-half reliability analysis showed a moderate correlation (0.605) between Part A and Part B, but when correlated with the total test score, Part A and Part B had high correlations of 0.892 and 0.900, respectively. Odd-even reliability analysis indicated a 0.780 correlation between odd- and even-numbered questions, increasing to 0.944 and 0.942 when correlated with the total score, reinforcing the test’s reliability. The results indicate that MCQ for kinesiology and biomechanics are a valid and reliable tool for assessing knowledge in kinesiology and biomechanics, demonstrating strong discrimination and internal consistency. The high split-half and odd-even reliability correlations with the total test score validate the assessment’s accuracy. While a more balanced difficulty distribution is needed, the findings highlight the importance of systematic MCQ validation for effective student evaluation.
Keywords: Biomechanics, item analysis, kinesiology, MCQ, reliability.
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