Browsing by Author "Daramola, D. S."
Now showing 1 - 19 of 19
Results Per Page
Sort Options
Item Access to tablet portable computers and undergraduates reading culture: The experience of a Nigerian University(University of Lasi, Romania, Department of Human and Social Studies, 2015-10) Bello, M.B.; Yusuf, A.,; Daramola, D. S.; Amali, I. O. O.This paper examines the use of tablet personal computers (PCs) and how they interfere with Nigerian undergraduates reading culture and love for educational books. The study adopts a descriptive research design. The University of Ilorin undergraduates constitute the population for this study while 200 level students of three faculties across the university constitute the target population. Stratified sampling technique was used to sample the needed respondents. A researchers’ designed questionnaire was use for data collection. The collected data was analysed using descriptive statistics. The findings revealed that access to tablet computer influence the undergraduate reading culture. Also, 55.7% of 200 level undergraduates read more electronic materials on their tablet computer than printed texts. Based on the findings of this study, it is recommended that students should be encouraged to visit the library and read textbooks since there is certain fundamental knowledge that might not be accessible on the netItem Analysis of functioning and non- functionong decoys in Multiple-choice Biology items(Published by Faculty of Science and Education, Federal University, Dutsinma., 2015-01) Olutola, A.T.; Owolabi, H. O.; Daramola, D. S.This study investigated the functioning and non-functioning decoys of Senior School Certificate Examination (SSCE) multiple-choice biology items. The survey research design was employed for the study. Sample for the study consisted of 1450 Senior Secondary Three (SSIII) students drawn from 20 randomly selected secondary schools in Ekiti State, Nigeria. The instruments used for the study were 2008 SSCE NECO and WAEC multiple-choice Biology test papers. Findings from the study showed that there were 229 (95%)functional options and 11 (5%) non-functional options in 2008 WAEC SSCE Biology multiple-choice test; NECO had 280 (93%) functional options and 20 (7%) non-functional options. WAEC and NECO SSCE in Biology had reliability coefficient of 0.91 and 0.93 respectively (p>0.05) and the concurrent validity of 0.90. Four (4) option items especially in Biology was recommended but if 5 options items should be used, more attention should be given to functionality of decoys, validity and reliability.Item Assessing teachers’ perspective of challenges militating against implementation of School Based Assessment in South West(Department of Science Education, Federal University of Technology Minna, 2016-03) Olutola, A. T.; Daramola, D. S.; Sheu, A. L.The study assessed teachers’ perspective of challenges militating against implementation of School Based Assessment (SBA) in South West, Nigeria. The study examines teachers’ assessment skills, supervision, in-service training and laxity on the implementation f school based assessment in Nigerian secondary schools. The survey design was adopted for the study. The population of the study consists of all the secondary school teachers in South West- Western States of Nigeria. Five hundred and seventy-six teachers were randomly drawn from secondary schools in South- Western States of Nigeria. A total number of thirty-two secondary schools were involved in the study. From each of the schools, eighteen teachers were randomly selected to take part in the study. A rating scale titled “Teachers Implementation of School Based Assessment Questionnaire” (TISBAQ) was used to collect data. A Cronbach’s Alpha reliability coefficient of 0.78 was obtained for the instrument. Analysis of data was carried out using mean, t-test and ANOVA statistics at 0.05 alpha level. The result revealed that the main challenge faced by teachers in South-Western States in implementing SBA is assessment skills with highest mean, followed by in-service training and supervision while the least challenge was recorded in teachers’ laxity. In addition, significant difference exists in the challenges faced by secondary school teachers in South Western Nigeria on the basis of gender, school location, teaching experience and qualification in implementing SBA. Based on these findings, it was recommended that the governments at all levels should periodically organize in-service training programme for secondary school teachers to broaden their knowledge in assessment skills and qualified teachers should be recruited, supervised, motivated and improved their welfare to get the best result in Nigerian secondary schools.Item Assessing teachers’ perspective of challenges militating against implementation of School Based Assessment in South West(Department of Science Education, Federal University of Technology Minna, 2016-03) Olutola, A. T.; Daramola, D. S.; Sheu, A. L.The study assessed teachers’ perspective of challenges militating against implementation of School Based Assessment (SBA) in South West, Nigeria. The study examines teachers’ assessment skills, supervision, in-service training and laxity on the implementation f school based assessment in Nigerian secondary schools. The survey design was adopted for the study. The population of the study consists of all the secondary school teachers in South West- Western States of Nigeria. Five hundred and seventy-six teachers were randomly drawn from secondary schools in South- Western States of Nigeria. A total number of thirty-two secondary schools were involved in the study. From each of the schools, eighteen teachers were randomly selected to take part in the study. A rating scale titled “Teachers Implementation of School Based Assessment Questionnaire” (TISBAQ) was used to collect data. A Cronbach’s Alpha reliability coefficient of 0.78 was obtained for the instrument. Analysis of data was carried out using mean, t-test and ANOVA statistics at 0.05 alpha level. The result revealed that the main challenge faced by teachers in South-Western States in implementing SBA is assessment skills with highest mean, followed by in-service training and supervision while the least challenge was recorded in teachers’ laxity. In addition, significant difference exists in the challenges faced by secondary school teachers in South Western Nigeria on the basis of gender, school location, teaching experience and qualification in implementing SBA. Based on these findings, it was recommended that the governments at all levels should periodically organize in-service training programme for secondary school teachers to broaden their knowledge in assessment skills and qualified teachers should be recruited, supervised, motivated and improved their welfare to get the best result in Nigerian secondary schools.Item Assessing teachers’ perspective of challenges militating against implementation of School Based Assessment in South West(Department of Science Education, Federal University of Technology Minna., 2016-03) Olutola, A. T.; Daramola, D. S.; Sheu, A. L.The study assessed teachers’ perspective of challenges militating against implementation of School Based Assessment (SBA) in South West, Nigeria. The study examines teachers’ assessment skills, supervision, in-service training and laxity on the implementation f school based assessment in Nigerian secondary schools. The survey design was adopted for the study. The population of the study consists of all the secondary school teachers in South West- Western States of Nigeria. Five hundred and seventy-six teachers were randomly drawn from secondary schools in South- Western States of Nigeria. A total number of thirty-two secondary schools were involved in the study. From each of the schools, eighteen teachers were randomly selected to take part in the study. A rating scale titled “Teachers Implementation of School Based Assessment Questionnaire” (TISBAQ) was used to collect data. A Cronbach’s Alpha reliability coefficient of 0.78 was obtained for the instrument. Analysis of data was carried out using mean, t-test and ANOVA statistics at 0.05 alpha level. The result revealed that the main challenge faced by teachers in South-Western States in implementing SBA is assessment skills with highest mean, followed by in-service training and supervision while the least challenge was recorded in teachers’ laxity. In addition, significant difference exists in the challenges faced by secondary school teachers in South Western Nigeria on the basis of gender, school location, teaching experience and qualification in implementing SBA. Based on these findings, it was recommended that the governments at all levels should periodically organize in-service training programme for secondary school teachers to broaden their knowledge in assessment skills and qualified teachers should be recruited, supervised, motivated and improved their welfare to get the best result in Nigerian secondary schools.Item Assessing teachers’ perspective of challenges militating against implementation of School Based Assessment in South West(Department of Science Education, Federal University of Technology Minna., 2016-03) Olutola, A. T.; Daramola, D. S.; Sheu, A. L.The study assessed teachers’ perspective of challenges militating against implementation of School Based Assessment (SBA) in South West, Nigeria. The study examines teachers’ assessment skills, supervision, in-service training and laxity on the implementation f school based assessment in Nigerian secondary schools. The survey design was adopted for the study. The population of the study consists of all the secondary school teachers in South West- Western States of Nigeria. Five hundred and seventy-six teachers were randomly drawn from secondary schools in South- Western States of Nigeria. A total number of thirty-two secondary schools were involved in the study. From each of the schools, eighteen teachers were randomly selected to take part in the study. A rating scale titled “Teachers Implementation of School Based Assessment Questionnaire” (TISBAQ) was used to collect data. A Cronbach’s Alpha reliability coefficient of 0.78 was obtained for the instrument. Analysis of data was carried out using mean, t-test and ANOVA statistics at 0.05 alpha level. The result revealed that the main challenge faced by teachers in South-Western States in implementing SBA is assessment skills with highest mean, followed by in-service training and supervision while the least challenge was recorded in teachers’ laxity. In addition, significant difference exists in the challenges faced by secondary school teachers in South Western Nigeria on the basis of gender, school location, teaching experience and qualification in implementing SBA. Based on these findings, it was recommended that the governments at all levels should periodically organize in-service training programme for secondary school teachers to broaden their knowledge in assessment skills and qualified teachers should be recruited, supervised, motivated and improved their welfare to get the best result in Nigerian secondary schools.Item Attitude to and effect of Virtual learning on undergraduates’ academic performance in an Educational core course(Department of Educational Foundation, University of Ilorin, 2023-03) Daramola, D. S.The rapid advancement of technology has significantly transformed the landscape of education globally, with virtual learning emerging as a prominent mode of instruction. Influence of learners’ attitude to virtual learning and its effect on their academic performance on research method course is of paramount to education stake holders and the society at large. This will increase need for high quality research that solve problems and meets global publishing standards. This research aims to explore and understand the attitudes of Nigerian university undergraduates towards virtual learning and its potential impact on their academic performance. This is action research and an ex-post facto research design was adopted. The study population is undergraduates who had taken both Measurements and Evaluation and research techniques courses in faculty of Education in a Nigerian University in 2018/2019 and 2019/2020 academic session. A purposive sampling technique was used to choose a total of 2,931 students who had scores in both courses. A researcher designed questionnaire with reliability coefficient of 0.79 was used to elicit information from the respondent on their attitude, while Profoma was used to collect their scores in the two courses. Descriptive and inferential statistics were used to analyse the data collected. The results revealed that the undergraduates have positive attitude to virtual learning of EDU 316 and this in turn brings about good performance in the course. Also, importance of discipline- specific nuances in the effectiveness of virtual learning was revealed. Based on the findings of the study, it was recommended among others that more effort should be made to provide enabling environment for online learning through establishment of online learning facilities in all schools.Item Basic school teachers’ assessment skills in Kwara central senatorial district(College of Education, Al-Hikmah University, Ilorin, Nigeria., 2016-06) Daramola, D. S.; Olutola, A. T.; Owolabi, H. O.The study investigated the profile, competence and level of strengths and weaknesses of School- Based Assessment (SBA) skills of Basic school teachers in Kwara State. Also relationship between variables such as gender, age, teaching qualification, teaching experienced and SBA skills of basic school teachers were found out. Survey design was adopted for this study. The population of the study consists of all the basic school teachers in Kwara Central Senatorial District while the target population comprised all the Upper basic school teachers in Kwara Central Senatorial District. Three hundred and sixty-four teachers were randomly drawn from the total of 3,410 Upper basic teachers in Kwara Central Senatorial District. The teachers were drawn from 30 schools out of a total of 84 Upper Basic Schools in the district. A Cronbach’s Alpha reliability coefficient of 0.65 was obtained. Analysis of data were carried out using mean, t-test and ANOVA statistics at 0.05 alpha level. The result revealed that the respondents have strength in are of test administration and feedback while they showed weaknesses in the areas of test interpretation, test construction, test scoring and remediation. In addition, significant difference exists in the SBA skills of the basic school teachers in Kwara State on the basis of gender, age, teaching qualification, teaching experience. Based on these findings it was recommended that basic shool teachers should pay particular attention to principles of test construction skill so as to broaden their assessment knowledge as this could give rise to quality and effective teaching.Item Comparative effects of practical and alternative to practical methods on students’ academic performance in Biology(Department of Vocational Education, University of Uyo., 2016-04) Olutola, A. T.; Daramola, D. S.; Bamidele, E. OThe study investigated the comparative effects of practical and alternative to practical methods on students’ academic performance in Biology in Ilorin, Nigeria. Two senior secondary schools (SSS) in Ilorin metropolis were randomly chosen and intact science class of SS3 in each of the chosen schools was selected for the study. Students in the first other school were taught and assessed using practical method while their counterparts in the other school were taught and assessed using alternative to practical method. The researchers’ designed Biology Practical Test I (BPT I) and Biology Practical Test 2 (BPT 2) with Cronbach’s alpha reliability coefficient of 0.73 (Pre-test) and 0.82 (Post-test) were used to obtained data for the study. The data collected were analysed using Analysis of COVARIANCE (ANCOVA). Findings revealed that there is a significant effect of practical methods on secondary school students’ performance in Biology. In addition, there is no significant effect of gender on students’ academic performance in Biology and there is no significant interactive effect of gender subject combinations and practical methods on students’ performance in Biology. Based on these findings, it was recommended that secondary school administrators and Biology teachers should allow male and female Biology students to participate actively during the weekly Biology practical lessons.Item 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.Item 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.Item 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.Item Equating of the senior secondary school WASSCE Economics Multiple-Choice papers (2011 and 2015)(Association of Educational Researchers and Evaluators of Nigeria. Available, 2016-07) Tomilola, A. R.; Owolabi, H. O.; Daramola, D. S.The non-stability of the percentages of failure and passes each year has necessitated the comparability of test scores from different test forms. Since the test scores as the major yardstick through which student achievement is determined. It is important that test scores be comparable from one test form and year to another. This study equated the Senior Secondary School WASSCE Economics Multiple-choice papers (2011 and 2015) as well as investigated (i) ability levels; (ii) difficulty level of 2011 and 2015 WASSCE Economics multiple-choice items (iii) result of the linking item and (iv) horizontal equating of 2011 and 2015 WASSCE Economics multiple-choice items. The Non-Equivalent Anchor Design of test score equating was used and the sample consisted of 650 senior secondary three students selected from 14 secondary schools in Kwara Central Senatorial District. The 2011 and 2015 multiple-choice Economics papers were adopted and used as instruments in this study. The data were analysed usingWINGEN and IRTEQ IRT software packages. The examinees who took 2011 and 2015 WASSCE Economics test items with mean ability of 3.16 and 2.93 respectively had the same ability (ii) 2011 and 2015 WASSCE items were found to be of moderate difficulty at 0.083 and 0.098 respectively (iii) the mean difficult of linking items was moderate at 0.41% difficulty coefficient and (v) it was revealed that a score of 4 in 2011 was found to be equivalent to a score of 2.33 for the MS in 2015, a score of 10 in 2011 is equivalent to a score of 7.54 for the MS in 2015, also a score of 23 in 2011 is equivalent to a score of 22.63 for the MS in 2015. Thus, IRT equating method should be employed in equating test scores since it is an improvement of the Classical Test Theory and also developed to overcome the limitations of classical test theory (CTT) traditional method of equating.Item Equating of the senior secondary school WASSCE Economics Multiple-Choice papers (2011 and 2015)(Association of Educational Researchers and Evaluators of Nigeria, 2016-03) Tomilola, A. R.; Owolabi, H. O.; Daramola, D. S.The non-stability of the percentages of failure and passes each year has necessitated the comparability of test scores from different test forms. Since the test scores as the major yardstick through which student achievement is determined. It is important that test scores be comparable from one test form and year to another. This study equated the Senior Secondary School WASSCE Economics Multiple-choice papers (2011 and 2015) as well as investigated (i) ability levels; (ii) difficulty level of 2011 and 2015 WASSCE Economics multiple-choice items (iii) result of the linking item and (iv) horizontal equating of 2011 and 2015 WASSCE Economics multiple-choice items. The Non-Equivalent Anchor Design of test score equating was used and the sample consisted of 650 senior secondary three students selected from 14 secondary schools in Kwara Central Senatorial District. The 2011 and 2015 multiple-choice Economics papers were adopted and used as instruments in this study. The data were analysed usingWINGEN and IRTEQ IRT software packages. The examinees who took 2011 and 2015 WASSCE Economics test items with mean ability of 3.16 and 2.93 respectively had the same ability (ii) 2011 and 2015 WASSCE items were found to be of moderate difficulty at 0.083 and 0.098 respectively (iii) the mean difficult of linking items was moderate at 0.41% difficulty coefficient and (v) it was revealed that a score of 4 in 2011 was found to be equivalent to a score of 2.33 for the MS in 2015, a score of 10 in 2011 is equivalent to a score of 7.54 for the MS in 2015, also a score of 23 in 2011 is equivalent to a score of 22.63 for the MS in 2015. Thus, IRT equating method should be employed in equating test scores since it is an improvement of the Classical Test Theory and also developed to overcome the limitations of classical test theory (CTT) traditional method of equating.Item Equipercentile Equating of WAEC, NECO, and NABTEB Senior School Certificate multiple choice test items in Economics(Faculty of Education, University of Port Harcourt, 2018-04) Daramola, D. S.; Owolabi, H. O.; Adekunle, T. O.This study investigated equipercentile equating of WAEC (West African Examination Council), NECO (National Examination Council) and NABTEB (National Business and Technical Examination Board) Senior School Certificate Multiple Choice Test Items in Economics. A Non-Equivalent Groups Anchor Test (NEAT) design of test score equating was adopted. Sample for the study consisted of 1,119 senior secondary three students drawn from 30 selected secondary schools in Kwara State through multi-stage sampling technique. The 2009 WAEC, NECO and NABTEB SSCE multiple-choice Economics papers were adapted and used for data collection. Coefficient of content validity of 0.67, 0.64 and 0.60 as well as reliability of 0.79, 0.67 and 0.70 were obtained respectively. Data collected were analysed using mean and percentiles. Findings of the study revealed that respondents’ performance on the common items of WAEC, NECO and NABTEB were not different (X ̅_WA = 10.98; X ̅_NE=11.30; X ̅_(NA=) 11.28) and respondents performed differently in unique items across the test forms X ̅_WA = 35.45 < X ̅_NE=36.40< X ̅_(NA=) 41.54). In addition, the finding showed that score of 54 in WAEC was equivalent to 57 and 60 in NECO and NABTEB respectively which corresponded to the percentile rank of 93. Based on these findings, the researchers recommended that equating method with lower coefficient of variation should be employed for equating scores by examining bodies in Nigeria and a regulatory body to standardize and monitor examinations conducted by the examining bodies should be established in Nigeria.Item Impact of Opon-imo on senior students’ academic performance in Osun State, Nigeria(Department of Educational Management University of Ilorin, Ilorin, Nigeria, 2005) Daramola, D. S.; Owolabi, H. O.; Jimoh, M. I.; Ogunjimi, M. O.; Olorunlero, I.; Olutola, A. T.In 2013, Osun State Government launched a tablet programme called "Open- Imo" (Tablet of Knowledge). This tablet provides Senior School students with the learning materials required to essentially prepare them for external examinations. The question then is after two academic sessions of implementation, have students improve academically? This study, therefore, investigated the impact of Opon-Imo on Senior School Students' academic performance in Osun State. Specifically, the study investigated the impact of Opon-Imo on senior school students' academic performance in English Language after the use of Opon-Imo. Also, the relationship between gender, senatorial district, subject combination and students' performance was investigated. Ex-post facto design was adopted for the study. Multi-stage sampling techniques that included stratified and purposive were used to sample 440 Senior Secondary 3 students. Students' second term scores in the English Language before and after Opon-imo were given to them were collected and standardized. Descriptive and inferential statistics were used to analyze the collected data. Findings revealed the below-average academic performance of senior school students in English Language and negative significant impact of mobile tablet on senior School student's academic performance in the English Language. Also, the use of mobile tablets did not significantly have an impact on students' academic performance in the English Language based on gender and senatorial district, but it does base on subject combination. Based on these findings, it was recommended among others that students should be properly monitored to ensure that the tablet is appropriately utilized so as to achieve the intended objectives.Item Lecturers’ assessment of the effectiveness of computer based test in the training of pre-service teachers in Nigeria(Faculty of Education, University of Benin City, Nigeria, 2015-05) Bello, M.B.; Yusuf, A; Amali, I.O.O; Daramola, D. S.The purpose of the study was to find out the lecturers’ assessment of the effectiveness of Computer Based Test in the training of pre-service teachers in Nigeria. This is a descriptive research of a survey type using questionnaire. The sample for this study included randomly selected lecturers 201 out of 314 lecturers from two purposively sampled universities. A researcher-designed questionnaire for lecturers was used to collect the data. Mean was employed to answer the research questions using 2.5 as the basis to determine the strength or otherwise of the statement while the hypotheses were tested using chi-square at 0.05 level of significance. Among the findings, it was found that the use of computer-based test was considered effective and adequate for assessing pre-service teachers in cognitive and psychomotor domains. Lecturers from University of Ilorin and University of Lagos differed significantly in their assessment of effectiveness of CBT in the training of pre-service teacher in Nigeria. However, lecturers did not defer in their assessment of the effectiveness of CBT in the training of pre-service teachers in Nigeria based on gender and status. It was recommended that pre-service teachers should be taught using ICT to improve their computer skills. Other alternative to multiple- choice response CBT questions should be used for assessment. This would help in the development of cognitive, affective and psychomotor domains.Item Observance of academic integrity in research data gathering by lecturers in two selected Nigerian Universities(Association of Educational Researchers and Evaluators of Nigeria (ASSEREN), 2018-07) Daramola, D. S.; Bello, M. B.; Yusuf, A.; Amali, I. O. O.In this study, a descriptive survey designed was adopted, data was collected with researchers developed questionnaire. Data obtained were analysed with percentage and chi-square statistics. The study revealed that the level of the lecturers’ observance of academic integrity on data gathering was low, no significant difference was found in the lecturers’ level of observance of academic integrity on data gathering based on years of teaching experience and qualification while differences exist based on status in favour of the professors and Readers. It was recommended among others that Lecturers should endeavour to strictly observe academic integrity on data gatheringItem Paradigm shift in assessment: From Assessment of Learning to Assessment for Learning in Nigerian Schools’ System(Faculty of Science and Education, Federal University, Dutsinma, 2016-06) Olutola, A. T.; Daramola, D. S.; Ogunjimi, M. O.Assessment is an indispensable tool in the school system for determining students’ academic performance. The paper examines paradigm shift in assessment from assessment of learning to assessment for learning in the Nigerian schools’ system. Paradigm shift in the field of educational evaluation and assessment in Nigerian educational system is to ensure that assessment achieves its basic purpose and objective, which is to improve students’ learning. The paper reviews the concepts, types and shift in assessment. The paper recommends that school administrators, teachers and other educational stakeholders should not rely on the data derived from assessment of learning which basically categorises students into brilliant and dull individuals but maintain balance in the two forms of assessment so as to achieve quality and basic purpose of assessment in Nigerian schools and to conform with the best practices by school teachers worldwide. The effective use of assessment for learning must be mandatory for all teachers in Nigerian schools.