Browsing by Author "Ogunjimi, M. O."

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    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.
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    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.