Browsing by Author "Jimoh, Mohammed Idris"

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    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 Sheu
    The 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.
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    Assessment of the Integrated Curriculum Model for fostering 21st Century Entrepreneurial Skills and its Implications for Graduate Employability
    (2025-01-22) Oladele, Jumoke Iyabode; Daramola, Dorcas Sola; Jimoh, Mohammed Idris; Ogunjimi, Mayowa Olurotimi; Owolabi, Henry Olumuyiwa
    In the rapidly evolving landscape of the 21st century, fosters entrepreneurial skills among students and has become imperative to prepare them for the dynamic and uncertain future. This study explores the implications of the integrated curriculum for teacher training programmes in Nigeria. This study adopted the descriptivIn the rapidly evolving landscape of the 21st century, fosters entrepreneurial skills among students and has become imperative to prepare them for the dynamic and uncertain future. This study explores the implications of the integrated curriculum for teacher training programmes in Nigeria. This study adopted the descriptive research design of survey type. The population of the study consisted of university teacher trainees while the target population were final year students sampled purposively. The instrument for the study was a researcher-designed questionnaire subjected to the test of internal consistency to ensure that the instrument is valid while the instrument was subjected to the test of internal consistency to ensure it reliability. Three research questions were posed and answered using percentage while one generated hypothesis was tested using chi-square statistic. The finding of the study revealed that integrating entrepreneurial education into teacher training programmes holds significant promise for equipping students with the 21st-century skills necessary for success in an increasingly competitive and innovation-driven world. By adopting the integrated curriculum model theoretical knowledge, experiential learning, and industry collaboration, educators can play a pivotal role in nurturing entrepreneurial mindsets and capabilities in the next generation. However, further research is needed to understand the optimal approaches, challenges, and outcomes associated with this integration, thereby informing evidence-based practices and policies in educational settings.e research design of survey type. The population of the study consisted of university teacher trainees while the target population were final year students sampled purposively. The instrument for the study was a researcher-designed questionnaire subjected to the test of internal consistency to ensure that the instrument is valid while the instrument was subjected to the test of internal consistency to ensure it reliability. Three research questions were posed and answered using percentage while one generated hypothesis was tested using chi-square statistic. The finding of the study revealed that integrating entrepreneurial education into teacher training programmes holds significant promise for equipping students with the 21st-century skills necessary for success in an increasingly competitive and innovation-driven world. By adopting the integrated curriculum model theoretical knowledge, experiential learning, and industry collaboration, educators can play a pivotal role in nurturing entrepreneurial mindsets and capabilities in the next generation. However, further research is needed to understand the optimal approaches, challenges, and outcomes associated with this integration, thereby informing evidence-based practices and policies in educational settings.
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    Assessment of the Integrated Curriculum Model for fostering 21st Century Entrepreneurial Skills and its Implications for Graduate Employability
    (2025-01-18) Oladele, Jumoke Iyabode; Daramola, Dorcas Sola; Jimoh, Mohammed Idris; Ogunjimi, Mayowa Olurotimi; Owolabi, Henry Olumuyiwa
    In the rapidly evolving landscape of the 21st century, fosters entrepreneurial skills among students and has become imperative to prepare them for the dynamic and uncertain future. This study explores the implications of the integrated curriculum for teacher training programmes in Nigeria. This study adopted the descriptive research design of survey type. The population of the study consisted of university teacher trainees while the target population were final year students sampled purposively. The instrument for the study was a researcher-designed questionnaire subjected to the test of internal consistency to ensure that the instrument is valid while the instrument was subjected to the test of internal consistency to ensure it reliability. Three research questions were posed and answered using percentage while one generated hypothesis was tested using chi-square statistic. The finding of the study revealed that integrating entrepreneurial education into teacher training programmes holds significant promise for equipping students with the 21st-century skills necessary for success in an increasingly competitive and innovation-driven world. By adopting the integrated curriculum model theoretical knowledge, experiential learning, and industry collaboration, educators can play a pivotal role in nurturing entrepreneurial mindsets and capabilities in the next generation. However, further research is needed to understand the optimal approaches, challenges, and outcomes associated with this integration, thereby informing evidence-based practices and policies in educational settings.
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    Differential Item Functioning of Kwara State Joint Mock Mathematics Multiple-Choice Test Items
    (Research Publication Office, Misamis University, Philippines, 2020-08) Jimoh, Mohammed Idris; Daramola, Dorcas Sola; Oladele, Jumoke Iyabo; Adaramaja, Lukmon; Ogunjimi, Mayowa Olurotimi
    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 examination levels. It was recommended that in the construction of any test items, a test developer must ensure that irrelevant clues that may allow examinees to interpret tests differently should be avoided.
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    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.
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    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 Thomas
    In 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.
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    Intervention Programs for Meeting the Social Needs of Internally Displaced Persons in Northwest, Nigeria
    (Misamis University, H.T. Feliciano Street, Ozamiz City, Philippines, 2020-08) Balogun, Abdulrasaq Olatunji; Okafor, Ifeoma Priscilia; Jimoh, Mohammed Idris; Abdulaziz, Isiaka
    The insecurity problem has been a repetitive phenomenon. This issue has led to the cruel annihilation of lives and property, and dislodgement of thousands of innocent souls. In the period of displacement, displaced persons extremely suffer from sociological and psychological trauma, which denies them equal educational and social opportunities like their non-displaced counterparts. This study surveyed intervention programs for meeting the social needs of Internally Displaced Persons (IDPs) in North-west, Nigeria. The study adopted a descriptive cross-sectional survey design. The study sample comprised 902 respondents randomly selected from five IDPs camps in North-west, Nigeria. A researchers' designed questionnaire titled, Intervention Programs for meeting the Social Needs Questionnaire (IPMSNQ) was used to collect data from the respondents. The data collected were analyzed using percentage, mean, and standard deviation. The study's findings revealed that the majority of IDPs living in camps lack social support services and the social intervention programs for meeting social needs, and even the available ones were considered inadequate. The study concluded that the majority of IDPs lacked intervention programs for meeting their social needs and where available, they were inadequate. One of the implications of these findings is that IDPs needed intervention programs for meeting their social needs. Thus, it is recommended that the government, in conjunction with non-governmental organizations, ensure the availability and adequacy of intervention programs to meet the social needs of Internally Displaced Persons to be fully integrated and adjusted to the changing environment.
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    Investigating unidimensionality of Mathematics Multiple-Choice Test Items used For Joint Mock Examination in Kwara State Public Schools
    (Universitas Ahmad Dahlan In collaboration with BKSTI (Badan Kerjasama Penyelenggara Pendidikan Tinggi Teknik Industri), 2021-12) Jimoh, Mohammed Idris; Akinboboye, Joseph Taiwo; Adaramaja, Lukman Sheu
    Mathematics is an essential subject for human existence on day-to-day activities. This is an indication that it if properly handed it could enhance national development. Therefore, in test items construction to examine students’ performance in the subject careful considerations must be given. The purpose of the study is to investigate of student of mathematics multiple-choice test items used for a joint mock examination in Kwara State public schools. The study adopted a descriptive research survey type. The population comprised students in Senior Secondary Schools while the target population consisted of Senior Secondary School II students. The multistage sampling technique that involved stratified, proportionate and simple random sampling was used at different stages of selections. The measuring device was the 2018/2019 Kwara State Joint Mock Mathematics Test. The test is a standardized test and thus the validity and reliability coefficients were not disclosed to the public. The statistical technique employed was factor analysis using. This study, therefore, concluded that only 41 (82%) of 50 multiple-choice items revealed evidence of unidimensionality. One of the recommendations was that those items that violated unidimensionality assumption should be revisited so that instrument could be 100% compliance to unidimensionality.
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    Simulated Evidence of Computer Adaptive Test Length: Implications for high stakes assessment in Nigeria
    (North American Business Press Inc., 2021-05-14) Ogunjimi, Mayowa Olurotimi; Ayanwale, Musa. A.; Oladele, Jumoke Iyabo; Daramola, Dorcas Sola; Jimoh, Mohammed Idris; Owolabi, Henry Olumuyiwa
    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 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 design 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.
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    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.