Browsing by Author "Cobbina, A."

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    Content validity of Continuous Assessment tests in Economics in senior secondary schools in Ilorin, Kwara State
    (Association of Educational Researchers and Evaluators of Nigeria, 2017-07) Daramola, D. S.; Olutola, A. T.; Owolabi, H. O.; Cobbina, A.
    This study investigated the content validity of continuous assessment in economics at senior secondary school level in Ilorin Kwara State. The study examined whether the content of Economic Continuous Assessment progressively represent the Economics syllabus where the relationship between variables such as grade level and content were obtained. Descriptive survey design was adopted for the study. Twenty public Senior Secondary Schools were randomly selected from 69 Senior Secondary Schools in Ilorin. Sources of data collection were records of Economics curriculum for Senior Secondary School 1, 2 and 3 and the Continuous Assessment test items administered to the classes. The content validation of the Economic Continuous assessment test items was assessed with the use of Percentage Difference Coefficient of content validity. Analysis of Variance (ANOVA) was used to analyse the hypothesis formulated. Findings revealed that the mean of the validity indices were .72, .51 and .48 for SSS1, SSS2 and SSS3 respectively. This implies that Economics Continuous Assessment test items do not progressively represent the Economics content. The finding revealed that a significant difference exists in the validity indices along the students’ grade level. Based on these findings, it was recommended that Secondary school Economics teachers should ensure that their continuous assessment items are related to the content in economics syllabus for all the classes, SS1-3. This could be achieved when table of specification or test blue print is used to plan the items so as to improve students’ performance both in internal and external economics examinations.
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    Effects of peer-assessment skills training on Upper Basic students’ Mathematics achievement in Ilorin, Nigeria
    (University of Port Harcourt. Available, 2017-03) Cobbina, A.; Daramola, D. S.; Owolabi, H. O.
    This study investigated the effects of peer-assessment skills training on upper basic students’ mathematics achievement in Ilorin, Nigeria. The study employed a mixed method design with two research questions and three hypotheses generated to guide the study. The target population for the study consisted of all public upper basic schools (JHS) in Ilorin, Nigeria. Simple random sampling technique was applied to select a sample size of 74 upper basic school students. Mathematics Performance Test and Peer Assessment questionnaire were the instruments used for data collection. Analysis of Covariance (ANCOVA) and thematic analysis of the qualitative data were used to test the hypotheses and the research questions respectively. The result of the findings showed that there is significant difference in peer assessment test among participants exposed to the training condition and that of the control groups. However, the study also revealed that there is no significant gender difference in peer assessment among experimental conditions. It is therefore recommended that in teaching mathematics, Peer assessment should be introduced in teaching students in schools and should be part of the curriculum of teaching Mathematics.
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    Effects of peer-assessment skills training on Upper Basic students’ Mathematics achievement in Ilorin, Nigeria
    (University of Port Harcourt., 2017-03) Cobbina, A.; Daramola, D. S.; Owolabi, H. O.
    This study investigated the effects of peer-assessment skills training on upper basic students’ mathematics achievement in Ilorin, Nigeria. The study employed a mixed method design with two research questions and three hypotheses generated to guide the study. The target population for the study consisted of all public upper basic schools (JHS) in Ilorin, Nigeria. Simple random sampling technique was applied to select a sample size of 74 upper basic school students. Mathematics Performance Test and Peer Assessment questionnaire were the instruments used for data collection. Analysis of Covariance (ANCOVA) and thematic analysis of the qualitative data were used to test the hypotheses and the research questions respectively. The result of the findings showed that there is significant difference in peer assessment test among participants exposed to the training condition and that of the control groups. However, the study also revealed that there is no significant gender difference in peer assessment among experimental conditions. It is therefore recommended that in teaching mathematics, Peer assessment should be introduced in teaching students in schools and should be part of the curriculum of teaching Mathematics.