Abstract
This study investigated the distractor efficiency of 150 multiple-choice questions (MCQs) from a comprehensive examination for pre-service teachers. Data from a total of eighty-five graduating Bachelor of Technology and Livelihood Education students majoring in Home Economics were used in the analysis. Using LERTAP 5.0 for distractor analysis, the results revealed that 28.4% (128/450) of distractors were non-functional, resulting in 62% (93/150) of items showing moderate distractor efficiency. A further analysis linked moderate distractor efficiency to a predominance of lower-order thinking skills questions. These findings highlight a need for improved distractor design and a greater emphasis on higher-order thinking skills in MCQ construction to enhance the validity and effectiveness of the examination in assessing pre-service teacher understanding.
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