Browsing by Author "Abubakar, M."
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Item Differential Item Functioning Method as an Item Bias Indicator for English Language Mock Senior School Certificate Examination in Gombe State(Faculty of Education, Federal University of Kashere, Gombe State, Nigeria, 2024) Abubakar, M.; Ogunjimi, Mayowa Olurotimi; Dauda, M.; Abubakar, H.This study examined Differential Item Functioning (DIF) in the 2023 English Language Multiple-choice Mock Examination in Gombe State, Nigeria. The Objectives of this study were to detect differential Item Functioning of the 2023 English Language Multiple-choice Mock Senior School Certificate Examination in Gombe state through the following objectives: to find out the number of items that functioned differentially between Boys’ and Girls’ students of Mega schools in 2023. English Language Multiple-choice Mock Examination and to find out the number of items that functioned differentially between Boys’ and Girls’ students of urban schools in the 2023 English Language Multiple-choice Mock Examination. Using a sample of 756 students from 16 public senior secondary schools, the study employed binary logistic regression analysis to detect DIF. The results revealed that some items exhibited DIF across gender, school type, and location. Specifically, items exhibited DIF in mega schools, urban schools, and science-based schools. The findings highlight the importance of examining DIF in educational tests to ensure fairness and validity. The study recommends that test developers should regularly examine DIF in educational tests and review or replace items exhibiting DIF to prevent bias against certain groups of students.Item Meta-analysis of effect sizes of computer assisted instruction studies in science education(Journal of Science, Technology, Mathematics and Education (JOSTMED), 2018-03) Idris, U. S. B.; Abubakar, M.; Ezeamagu, M. U.; Ezeamagu, C. E.; Sulaiman, M. M.Computers have been in use in facilitating teaching and learning in Nigerian institutions of learning over the years. The study investigated the magnitude of the effects of Computer Assisted Instruction on secondary students’ performance in sciences through meta-analysis of the effect sizes of the studies done in Science Education Department, Federal University of Technology Minna. Descriptive survey design precisely using Meta-analysis was adopted in the study. The population of the study consisted of 545 projects conducted in science education department F.U.T. Minna for the years 2006-2015. 78 research reports were selected using purposeful sampling technique considering only CAI studies. The results revealed that the average effect size of Biology across the years was 0.46 (46%), Chemistry was 0.05 (5%), Geography was 0.48(48%), Mathematics was 0.40 (40%) and Physics was 0.57 (57%) across the years. The average effect size of the five basic science subjects was 0.52(52%) which is a large effect size. The study found out that there was no significant difference among the effect sizes based on nature of subjects and there was no significant difference among the effect sizes based on the years of the studies. It was recommended among others that use of CAI should be encouraged in schools as it enhances teaching and learning especially in science subjects. Effect sizes should always be reported in experimental studies to display the quantum of effects of treatments for decision makingItem Preventing insecurity in Nigerian school nvironment: Roles of head teachers and students(Insecurity and Education in Nigeria, 2016) Bibire, A.; Uyanne, Elizabeth; Oba, A.; Abubakar, M.