Validity and Reliability of the Affective Test Battery in Educational Assessments in Public Secondary Schools in Delta South Senatorial District

This study examined the validity and reliability of the Affective Test Battery in educational assessments in public secondary schools in Delta South Senatorial District. The purpose was to determine whether the test battery accurately measures students' affective learning outcomes and maintains internal consistency. The study adopted an instrumentation research design, focusing on the development and validation of the Affective Test Battery. The population consisted of all junior secondary school students in Delta South Senatorial District, totaling 39,356 students across 102 schools. A sample of 394 Junior Secondary School 2 (JSS2) students was selected using a proportionate stratified sampling technique, ensuring representation across the eight local government areas. The Affective Test Battery was developed comprised three sub-scales: Attitude Towards Education Rating Scale, Academic Self-Efficacy Rating Scale, and Assessment Anxiety Rating Scale. A four-point Likert scale was used for measurement. To assess validity, factor analysis using Principal Component Analysis (PCA) was conducted, while Cronbach’s alpha coefficient was used to determine reliability. Findings revealed that the Affective Test Battery demonstrated high content and construct validity, with a cumulative content validity measure of 74.34%. Additionally, the reliability analysis produced a Cronbach’s alpha coefficient of 0.88, indicating strong internal consistency. These results suggest that the test battery is a reliable and valid tool for assessing students’ affective learning outcomes in secondary schools. Based on these findings, the study concludes that the Affective Test Battery is suitable for evaluating students' affective characteristics in educational assessments. It is recommended that educators and policymakers integrate this instrument into school assessments to enhance comprehensive student evaluation in public secondary schools.