Browsing by Author "Daramola, Dorcas Sola"
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Item Assessing the Impact of School Environment on Academic Performance of Senior Secondary School Students in Economics(Department of Vocational Education, Faculty of Education, University of Uyo, Uyo, Nigeria, 2017-07) Daramola, Dorcas Sola; Olutola, Adekunle Thomas; Ogunjimi, Mayowa OlurotimiThe study assessed the impact of school environment on academic performance of senior secondary school students in Economics. The researchers adopted survey research design for the study. Two hundred and fifty (250) senior secondary school Economics students were randomly selected for the study. A researcher’s designed questionnaire titled “School Environment Questionnaire” (SEQ) with Cronbach’s Alpha reliability coefficient of 0.89 was used to collect data for the study. Also, the senior secondary school students’ second term scores were collected with profoma. The researcher used mean and standard deviation to answer research question one, while Pearson Product Moment Correlation statistics was used to test all the four hypotheses formulated at 0.05 level of significance. Finding revealed that there is no significant relationship between school environment and students’ academic performance in Economics in senior secondary school in Ilorin (p-value 0.981 > 0.05). Also, the findings revealed that there is no significant relationship between school facilities and students’ academic performance in economics in senior secondary school in Ilorin (p-value 0.796 > 0.05). In addition, there is no significant relationship between classroom condition and students’ academic performance in economics in senior secondary school in Ilorin (p-value 0.734 > 0.05) and there is no significant relationship between school location and students’ academic performance in economics in senior secondary school in Ilorin (p-value 0.923 > 0.05). Based on these findings, it was recommended that conducive learning environment should be created for the students so that they wouldl be able to perform academically. Moreover, schools should be provided with adequate teaching aids, as this will also enhance the academic performance of students in economics.Item Assessment of Items Prone to Guessing in SSCE Economics Multiple-Choice Tests among Students in Kwara State, Nigeria(Faculty of Education Eskisehir Osmangazi University, Turkey, 2020-04) Jimoh, Mohammed Idris; Daramola, Dorcas Sola; Oladele, Jumoke Iyabode; Adaramaja, Lukman SheuThe study investigated items that were prone to guessing in Senior School Certificate Examinations (SSCE) Economics multiple-choice tests among students in Kwara State, Nigeria. The 2016 West African Senior Secondary Certificate Examinations (WASSCE) and National Examinations Council (NECO) Economics multiple-choice test items were subjected to guessing parameters. This study adopted a descriptive survey research design, carried out in 25 randomly selected public Senior Secondary Schools in Kwara State. A multi-stage sampling technique was used to sample 768 Senior School III students. The instruments used for data collection were 2016 WASSCE and NECO multiple-choice Economics items. Guessing parameter was computed using WinGen IRT software package used to compute and answer research question 2 (What are those 2016 WASSCE and NECO Economics multiple-choice test items prone to guessing?). The hypothesis was tested using the chi-square statistic at 0.05 level of significance. One of the findings revealed that items prone to guessing in WASSCE and NECO were of the same rate. The finding also revealed that no significant difference existed in items guessed in WASSCE and NECO. One of the recommendations revealed that the classroom teachers and professional developers should avoid clauses such as “except”, all of the above”, “none of the above” and “not” to mention a few. This could reduce the guessing tendency in multiple-choice items.Item Differential Item Functioning of Mathematics Joint Mock Multiple-Choice Test Items in Kwara State, Nigeria(Misamis University, H.T. Feliciano Street, Ozamiz City, Philippines, 2020-08) Jimoh, Mohammed Idris; Daramola, Dorcas Sola; Oladele, Jumoke Iyabode; Adaramaja, Lukman Sheu; Ogunjimi, Mayowa O.Test in educational settings is one of the assessment techniques to measure and compare examinees' abilities. This study examined differential item functioning of mathematics joint mock multiple-choice test items conducted by the Kwara State Ministry of Education and Human Capital Development. The descriptive research design of the survey type was adopted in carrying out this study. The population comprised all senior secondary students, while the target consists of senior secondary II students in Kwara State. The sampling procedure used was multi-stage in stratified and simple random sampling techniques at different selection stages and, therefore, sampled 1,062 examinees. The measuring device used for the data collection was the 2018/2019 academic session Joint Mock Mathematics Multiple-choice items that contained 50 items. To validate the measuring device, the Item Level Content Validity (I-CV) was calculated and obtained a coefficient of 0.91. Two research questions were prepared and answered using Mantel-Haenszel chi-square. The first finding revealed that 16 items were flagged DIF, 12 items were for reference (male), and four were for focal (female) group. The second finding also showed that out of 20 items that were flagged DIF, eight were for reference (urban schools) group, and 12 were for focal (rural schools). While carrying out this research, the researchers observed that the quality of the assessment device being used is another important factor that hinders students' performance in mathematics at the school and external examinations levels. It was recommended that in the construction of any test items, a test developer must ensure that irrelevant clues are avoided that may allow examinees to interpret tests differently.Item Effects of Convergent Learning and Divergent Learning Strategies on Students Academic Performance in Biology in Ilorin, Nigeria(Department of Publishing and Web Development, University of Education, Winneba, Ghana, 2017-12) Olutola, Adekunle Thomas; Ogunjimi, Mayowa Olurotimi; Daramola, Dorcas Sola; Sheu, Adaramaja LukmanThe study examined the effects of convergent learning and divergent learning strategies on students’ academic performance in Biology in Ilorin, Nigeria. Three senior secondary schools in Ilorin metropolis were randomly chosen and intact science class of senior secondary schools two in each of the chosen schools was selected for the study. Students’ in the first and second schools were taught and assessed using convergent learning and divergent learning strategies respectively. In addition, students’ in the third school were taught and assessed using conventional teaching method. The researchers’ designed Biology Performance Test 1 (BPT 1) and Biology Performance Test 2 (BPT 2) with Cronbach’s Alpha reliability coefficient of 0.85 (Pre-test) and 0.88 (Post-test) were used to obtain data for the study. The data collected were analysed using Analysis of Covariance (ANCOVA). Findings revealed that there is significant effect of convergent and divergent learning strategies on secondary school student’s performance in biology. In addition, there is no significant effect of convergent and divergent learning strategies on secondary school students’ performance in biology based on gender and there is no significant interactive effect of gender and learning strategies on secondary school students’ performance in biology. It was recommended that Biology teachers should make use of both the convergent and divergent learning strategies during their lessons and Biology students should be encouraged to serve as a tutor to teach their colleagues’, which is one of basis for divergent learning strategy.Item Impact of Opon-Imo on Senior Students' Academic Performance in Osun State, Nigeria.(Department of Educational Management, Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2015) Daramola, Dorcas Sola; Owolabi, Henry Olumuyiwa; Jimoh, Mohammed Idris; Ogunjimi, Mayowa Olurotimi; Olorunlero, Iyabode; Olutola, Adekunle ThomasIn 2013, Osun State Government launched a tablet programme called “Opon-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 academics sessions of implementation, has students improved academically? The 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 students’ academic performance in English Language after the use of Opon-imo. Also, relationship between gender, senatorial district, subject combination and students’ performance were investigated. Ex-post facto design was adopted for the study. Multi-stage sampling techniques that included stratified and purposive were used to sample 440 SS3 students. Students’ second term scores in English Language before and after Opon-imo was given to them were collected and standardized. Descriptive and inferential statistics were used to analyse the collected data. Findings revealed below academic performance of senior school students in English Language and negative significant impact of mobile tablet on senior school students’ academic performance in English Language. Also, the use of mobile tablet did not significantly have impact on students’ academic performance in 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 Level of Parental Involvement on Choice of Course and Academic Achievement of Undergraduate of Selected Faculties, University of Ilorin(Department of Human Kinetics Education, University of Ilorin, Ilorin, Nigeria, 2016) Daramola, Dorcas Sola; Ogunjimi, Mayowa Olurotimi; Olaniyan, Joseph OlatunjiIn order to adjust with the evolving socio-economic conditions of present day Nigeria, one has to make exhaustive career research and plan before making a career choice. Career choice is very central in a students’ academic pursues. This study adopted expost facto design. This is because the data were collected after the event had taken place. All the undergraduates of the selected faculties of University of Ilorin (Unilorin) constituted the population, while 300 level students constituted the target population. The sample size was drawn from three purposively selected Faculties (Social Sciences, Sciences and Law). A total of 322 undergraduates from three purposively selected Departments from these faculties, namely economics, law and physics participated in the study. A researcher developed questionnaire was used to elicit responses from the participants. Also, a profoma was developed to collect the respondents’ CGPA for 2014/2015 academic session. The reliability of the instrument was determined using test retest method and reliability coefficient of 0.78 was obtained. The data collected in this study were analyzed using descriptive and inferential statistics. Findings from the study revealed that a very good percentage of University of Ilorin Undergraduate had their parent chose their course of study for them and more of literate parents are involved, also parents were more involved in choosing courses for their male than the female children. A significant difference was found in the academic achievement of undergraduates of Unilorin whose course was chosen by their parents and those who chose course for themselves. It was recommended among others that Parents should allow their children freewill on their choice of course to enhance better academic achievement as this could have positive implication for national development.Item Option Functionality of English Language Tests for Candidates' Selection and Placement into Tertiary Institutions in Nigeria: A pilot study(Association for Educational Assessment in Africa (JEAA), 2017) Owolabi, Henry Olumuyiwa; Onuka, Adams; Ogunjimi, Mayowa Olurotimi; Mustapha, Yusuf; Sheu, Adaramaja Lukman; Daramola, Dorcas SolaEffectiveness of options supplied to an objective test item is reflected by the number of examinees selecting them. West African Examinations Council (WAEC), National Examinations Council (NECO) and National Business and Technical Examinations Board (NABTEB) conduct Senior School Certificate Examinations (SSCE) and its equivalents for the certification of school based and private candidates while the Joint Admissions and Matriculation Board (JAMB) conducts the Universities and Tertiary Institutions’ Matriculation Examination (UTME) for selection and placement of candidates into tertiary institutions across Nigeria. Although examination bodies ensure the functionality of items used by them, it has become necessary for researchers in psychometrics to carry out confirmatory tests to determine the extent to which options supplied in certification and placement tests are functioning. This pilot study was therefore designed to determine the functionality of options in the 2015 SSCE English Language multiple choice test items used by two examination bodies in Nigeria – WAEC and NECO. A total of nine hundred and sixty final year senior secondary school students presented for school certificate examinations in 2017 were sampled across the country. Item analysis statistics revealing percentage of examinees selecting each option to multiple choice items were computed. It was found that all options supplied by WAEC to 2015 SSCE English Language were either fairly or highly functional while 4.4% of those supplied by NECO were not functional. WAEC had larger proportion of highly functional options compared with NECO. Presence of nonfunctional options implies that sufficient attention has not been given to careful supply of options during the test development process. A need for further investigation was identified. It was thus recommended that a countrywide study in all the subjects examined at the school certificate level by each of the examination bodies should be conducted. More attention should also be given to issues of quality of options supplied to test items before they are administered to improve public examinations used for selection and placement of candidates into tertiary institutions.Item Paradigm Shift in Assessment: From Assessment of Learning to Assessment for Learning in Nigeria Schools' System(Faculty of Science and Education, Federal University, Dutsima, Katsina State, Nigeria, 2016-06) Olutola, Adekunle Thomas; Daramola, Dorcas Sola; Ogunjimi, Mayowa OlurotimiAssessment 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 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 solely on the data derived from assessment of learning which basically categories students into brilliant and dull individuals but maintain balance in 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.Item Perceived Challenges encountered by Undergraduate Students in Conducting Research in Tertiary Institutions in Imo State(Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2013-12) Adaramaja, Sheu Lukman; Ogunjimi, Mayowa Olurotimi; Daramola, Dorcas SolaThe study investigated the perceived challenges encountered by the undergraduate students in conducting research in tertiary institutions in Imo State. Two hundred and fifty undergraduate students that were randomly selected from five (5) tertiary institutions in Imo State participated in the study. A validated researcher designed questionnaire was used for data collection in the study. Data collected were analyzed using mean and standard deviation. The result indicated that insufficient time allocated to research project and practical skills in designing, analyzing and interpreting research data are students challenges in conducting formal research. It also revealed that students’ conduct of research in tertiary institutions is to satisfy institutional requirement rather than knowledge extension and societal transformation. Hence, it was recommended that students should be equipped with reflective and action research skills for them to see the connection between emphasis in their degree programme and their research work in the field.Item Self-regulated Learning and Parental Involvement as Correlates of Senior Secondary School Students' Achievement in Mathematics in Ilorin, Nigeria(Association of Educational Researchers and Evaluators of Nigeria (ASSEREN), 2018) Olutola, Adekunle Thomas; Ogunjimi, Mayowa Olurotimi; Daramola, Dorcas Sola; Sheu, Adaramaja LukmanThe study investigated self-regulated learning and parental involvement as correlates of senior secondary school students’ achievement in Mathematics in Ilorin, Nigeria. The population comprised all senior secondary school students while the target population consisted of senior secondary school students two in Ilorin. The survey research was employed to carry out the study and simple random sampling technique was used to select two hundred (200) senior secondary school students in Ilorin. Two instruments were used namely Self-regulation Questionnaire (SRQ), Parental Involvement Questionnaire (PIQ) and Mathematics Achievement Test (MAT) with test-retest reliability co-efficient of 0.88, 0.86 and 0.87 were used to collect data from the study. The data collected were analysed using mean, percentages, Product Moment Correlation, Regression analysis and t-test statistics at 0.05 alpha level of significance. Findings revealed that, there is a significant relationship between self-regulated learning and parental involvement on senior secondary school students’ achievement in Mathematics. In addition, there is no significant difference between male and female students in self-regulated learning and Mathematics achievement while significant difference exist between male and female students in terms of parental involvement. Based on these findings, it was recommended that, parents should monitor and supervise their children’s academic activities in order to improve their achievement in Mathematics. Moreover, students should be encouraged by their teachers and parents to engage in self-regulated learning in all their study to enhance their performance especially in Mathematics.Item Simulated Evidence of Computer Adaptive Test Length: Implications for High Stakes Assessment in Nigeria(North American Business Press, 2021-05-14) Ogunjimi, Mayowa O.; Ayanwale, Musa A.; Oladele, Jumoke Iyabode; Daramola, Dorcas Sola; Jimoh, Mohammed Idris; Owolabi, Henry O.Like other African countries, high-stake testing in Nigeria has suffered significant setbacks due to the Covid-19 pandemic. Computerised Adaptive Tests (CAT) is a paradigm shift in the educational assessment that ensures accuracy in ability placements. A survey design was employed to describe the psychometric characteristics of a simulated 3-parameter logistic IRT model designs to support off-site assessments. This simulation protocol involved generating examinee and item pool data, specifying the item selection algorithm and specifying CAT administration rules for execution with SimulCAT. Findings revealed that the fixed-length test guarantees a higher testing precision with an observed systematic error less than zero, a CMAE ranging from 0.2 to 0.3 and RMSE being consistent around 0.2. Findings also revealed that the fixed-length test had a higher item exposure rate which can be handled by falling back on the item selection methods that rely less on the a-parameter. Also, item redundancy was lesser for the fixed-length test compared to the variable-length test. Conclusions are for the fixed-length test option for high-stakes assessment in Nigeria.