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This paper addresses the effect of The TTMC diagnostic assessment Model in basic science technology and to see if it can make an important contribution to the student learning outcome in basic science and technology among Nigerian students at the junior secondary school (JSS) level. The paper addresses the importance of the diagnostic assessment in basic science and technology and a review of development in particular the TTMC diagnostic instrument and sees if it can make any contribution to students’ learning outcome among Nigerian students at the Junior Secondary School (JSS) level. The study is a quasi-experimenter research designed to determine the effect of TTMC diagnostic instruction on students’ performance in BST. It is quasi experiment study in which the effect of the treatment on interest, attitude and achievement was measure as students’ learning outcome. The sample of the study consisted of 108 JSS basic science students selected randomly from 3 junior secondary schools in Ondo state Nigeria. Among these students were 54 male and 54 females selected through stratified random sampling technique. The instrument for dada collection in the study were BST Two-tiers multiple choice TTMC achievement test of 20 items adopted from Tan and Trannguest 1990; Tin 2004 Wang 2004; and from Chin and Ho 2002; The test was administered to the subject as pre- test; before the treatment and as post-test immediately after the treatment and the retention test after 4 weeks of the post-test except for the control group which was not expose to any treatment. The scores were analysed using mean; standard deviation; analysis of variance ANOVA; ANCOVA and the multiple classification analysis.  DOI: 10.5901/ajis.2013.v2n2p201

Effects of Two-Tier Multiple Choice Diagnostic Assessment Items on Students’ Learning Outcome in Basic Science Technology (BST)