Year: 2026 | Month: April | Volume: 13 | Issue: 4 | Pages: 608-614
DOI: https://doi.org/10.52403/ijrr.20260463
Item Difficulty and Discriminatory Index of Objective Type Test Items Related to Introduction and Instrumentation in Sports Biomechanics for Master Degree in Physical Education
Anil Kumar Baghel1, Ajit Kumar2, Dhananjoy Shaw3
1Research Scholar, Department of Physical Education and Sports Sciences, University of Delhi, India,
2Research Scholar, Department of Physical Education and Sports Sciences, University of Delhi, India,
3Retd. Professor, Indira Gandhi Institute of Physical Education and Sports Sciences, University of Delhi, India
Corresponding Author: Dhananjoy Shaw
ABSTRACT
Background: Item analysis ensures valid and reliable test construction in educational measurement. In postgraduate physical education particularly in sports biomechanics it is important to maintain the right balance between how challenging an assessment is and how well it distinguishes between different levels of student understanding.
Objective: This study assessed item difficulty and discrimination indices of objective test items in sports biomechanics for M.P.Ed. students, validating their scientific soundness and educational relevance.
Methods: Thirty-three (N=33) M.P.Ed. students (Batch 2024–26) enrolled in the “Fundamentals of Sports Biomechanics” course at IGIPESS, University of Delhi, participated in the study. A 17‑item knowledge test, comprising multiple choice, fill in the blank, and matching type questions, was administered under standardized conditions. Item difficulty (p‑value) and discrimination index (D) were calculated, and reliability was assessed using the odd–even method with Pearson correlation.
Results: Analysis revealed that 47% of items were easy (p ≥ 0.70), 41% moderate (0.30 ≤ p < 0.70), and 12% difficult (p < 0.30). Discrimination indices showed that 29% of items were poor (<0.15), 29% acceptable (0.15–0.24), and 41% excellent (>0.34). Reliability testing demonstrated significant internal consistency (r = 0.599, p < 0.01), confirming the stability of the instrument.
Conclusion: The assessment demonstrated balanced item difficulty, strong discriminatory power, and acceptable reliability, establishing its validity as a tool for evaluating biomechanics knowledge at the postgraduate level. Systematic item analysis strengthens test construction and ensures alignment with curricular objectives, supporting evidence‑based teaching in physical education.
Keywords: Item Difficulty, Discrimination Index, Reliability, Sports Biomechanics, Knowledge Evaluation, Test Construction.
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