Browsing by Author "Ogunjimi, Mayowa Olurotimi"

Now showing 1 - 20 of 48
  • Item
    An Investigation of factors affecting students’ performance in Mathematics: A case study of Landmark University
    (College of Pure and Applied Sciences, Landmark University (LMU), Omu-Aran, Kwara State, Nigeria., 2024-10) Asiru, Tajudeen Motunrayo; Ogunjimi, Mayowa Olurotimi; Akinremi, Oluwadamilare Joseph; Aladeitan, Boluwaji Benedicta; Oluwayemi, Matthew Olanrewaju; Idumufinide, Tamara-Preye
    The research study adopts a descriptive survey design method to investigate the factors affecting students’ performance in Mathematics at Landmark University. Primary data was collected directly from the intended recipients via a questionnaire using Google survey link and interview technique which was conducted while the questionnaire was distributed to the student community in the selected Departments or Programmes, with the aim of reaching 240 respondents. The record examination scores for selected mathematics courses that cut across some major programmes and departments such as Mathematics, Physics, Chemistry, Biochemistry, Microbiology, Computers Science, Electrical and Information Engineering (EIE), Agric and Biosystem Engineering (ABE), Mechanical Engineering, Mechatronic and Civil Engineering were also considered and analysed using descriptive statistics, Correlation technique. The work shows some factors that affect students’ performance in mathematics at Landmark University and also established some correlation between some selected mathematics courses in the University.
  • Item
    Analysis of the dimensionality of Nigerian Senior School Certificate Examination June/July 2013/2014 Objective Tests in Government
    (Department of Science Education, Federal University of Technology, Minna, Nigeria, 2017-12) Adewuni, David Adebayo; Owolabi, Henry Olumuyiwa; Ogunjimi, Mayowa Olurotimi; Akinboboye, Joseph Taiwo; Bamidele, Samuel Tunde
    This study examined and analyzed the dimensionality of the Nigerian Senior School Certificate Examination Multiple-choice Objective Tests in Government. Exploratory research design was adopted for the study. A representative sample of 1,348 out of 3,034 Senior Secondary School Three (SSS III) students from 49 schools participated in the study through multi-stage sampling technique. The June/July series of NECO Senior School Certificate Examination June/July Multiple-choice Objective Tests in Government for the years 2013 and 2014 were adopted as instrument for the study. Data collected were analyzed using Principal Component Analysis and Proximity Matrix Method of the HCA Approach. The findings of this study revealed that 56 items representing 93.33% of the total of 60 items in NECO SSCE June/July Multiple-choice Objective Tests in Government for the two years were unidimensional and no significant difference was observed between the two tests. In conclusion, the two tests were unidimensional. The study recommended that efforts should be intensified toward improving the standard of the tests items, that all examining bodies using multiple-choice test instruments should be encouraged to use the Hierarchical Cluster Analysis Approach in test development process.
  • Item
    Assessing Perceived Human Capital Development and Productivity Initiatives among Nigeria University Lecturers
    (Association of Educational Researchers and Evaluators of Nigeria (ASSEREN), 2023-07) Ogunjimi, Mayowa Olurotimi; Lawal, Banjo Moshood; Oladele, Jumoke Iyabo
    This study assessed perceived human capital development and productivity initiatives among Nigerian university lecturers. Two research questions were raised and one hypothesis was formulated to guide the study. The researchers employed descriptive survey research design for the study. The population of the study comprised all university lecturers in Nigeria while the target population consisted of all lecturers in Federal universities across South-west and North-central zones of Nigeria. Simple random sampling was used to select South-west and North-central out of the six (6) geopolitical zones in Nigeria. The study sample consisted of 200 respondents that were selected from four Federal universities (University of Lagos, University of Ibadan, University of Ilorin and the Federal University of Technology, Minna) using simple random sampling. Human Capital Development and Productivity Initiatives Questionnaire of 4-point Likert type, developed by the researchers was used to collect information for the study. Reliability coefficients of the instrument, using Cronbach Alpha method of reliability, stood at 0.76 and 0.81 for Human Capital Development and Productivity Initiatives subscales respectively. The research questions were answered using descriptive statistics of percentage and mean, while the hypothesis was tested using Pearson Product Moment Correlation (PPMC). The findings showed that the level of human capital development among Nigerian university workers was high; the productivity initiatives of Nigerian university workers include attendance of workshops and seminars to improve productivity, publication of research articles with universities, and attendance of national conference; and that there was significant relationship between human capital development and productivity initiatives of Nigerian university workers. It was, therefore, recommended that school management should continue to be alive to the task of ensuring continuous development of their workers, and that university workers should be sensitized on the need to retain and build on the observed productivity initiatives.
  • 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 Olurotimi
    The 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
    Assessing the Management of Motivational Needs and Career Aspirations of In-Service Teacher Trainees of Lagos State Junior Secondary Schools
    (Faculty of Education, University of Benin, Benin-City, Nigeria, 2018-11) Ogunjimi, Mayowa Olurotimi; Olujuwon, Tola; Udofia, Imoh Godwin
    Motivation is understood as a concept of management practice used to enhance productivity at work place. Therefore, this study examines the motivational needs and career aspirations of in-service teachers of Lagos State junior secondary schools. The study is a descriptive survey research design. the population of the study consists of all in-service teachers of Lagos State junior secondary schools that are undertaking sandwich degree programmes while a sample of 240 in-service teachers was selected purposively across each of the six educational districts in the State. A self-constructed questionnaire titled "In-Service Teachers' Motivational Needs and Career Aspirations Questionnaire" (ITMNCAQ) was used for data collection. The Cronbach Alpha reliability value of the instrument is 0.73. The data collected were analyzed using mean and standard deviation to answer the research questions while the Pearson Product Moment Correlation Coefficient was used to test the stated hypothesis. The findings of the study revealed that counselling by people around and family members is the most significant motivational needs of in-service teachers while the highly rated career aspiration is finding stable economic security in teaching. A significant relationship was established between motivational needs and career aspirations of in-service teachers. It was recommended that in-service teachers motivational needs in the teaching profession should influence the way schools prepare and plan their curricula. The school management should increase the number of developmental programmes and develop career counselling strategies to enhance in-service teachers self-efficacy in several aspects of the teaching profession.
  • Item
    Assessment of Academic Performance of Public and Private Primary Schools in Lagos State, Nigeria
    (Common Ground Publishing LLC, Illinois, USA, 2012) Lapite, Akolade Olubunmi; Ogunjimi, Mayowa Olurotimi
    In recent time in Nigeria, privately owned primary schools have been on the increase against the government owned schools. The study therefore was carried out to compare the academic performance of private and public primary schools in Lagos State, Nigeria. A sample of 480 pupils were randomly selected from 24 primary schools in the six (6) education district zones in Lagos State. Achievement test adapted from past common entrance examination questions were administered to the selected samples. From the three hypotheses generated, it was found that the academic performance of private primary school pupils was significantly different from that of public schools. It was recommended that government should make public education to be of high standard by giving proper attention to the facilities and activities that will enhance academic performance of the pupils in public primary schools.
  • Item
    Assessment of Achievement Goals and Study Strategies of In-service Teachers of Degree Programmes in Nigeria
    (University of Nairobi’s Centre for Pedagogy and Andragogy (CEPA)., 2023-12-06) Ogunjimi, Mayowa Olurotimi; Lapite, Akolade Olubunmi; Ewumi, Abosede M.
    Students' study strategies and goal orientations direct their effort and performance, serving as a form of motivation to accomplish an academic task successfully. Hence, this study was designed to assess the achievement goals and study strategies of in-service teachers of degree programmes in the Southwestern part of Nigeria. Using descriptive research design, the study population consists of all the students of the sandwich degree programme of Federal Universities in Southwestern Nigeria. A sample size of six hundred students was selected across the five levels of the degree programme in three selected federal universities using proportionate stratified sampling techniques. Data were gathered with a self-constructed questionnaire titled “Study Strategies Achievement Goals Questionnaire (SSAGQ) which has a Cronbach Alpha reliability value of 0.83. The data were analyzed with descriptive and inferential statistical methods. The findings revealed that sandwich students had a higher tendency towards surface strategy than deep strategy and also had performance goals than learning goals. The result further revealed a positive relationship between students’ study strategies and their achievement goals. It was suggested that educational institutions should clearly articulate their learning agenda and seek ways to align it with their students’ learning agenda in a way that demands deep content knowledge for all students.
  • Item
    Assessment of Lecturers’ Perceptions of Postgraduate Students’ Academic Motivation and Emotions in South-West, Nigeria
    (Faculty of Education, Eskisehir Osmangazi University, Eskisehir, Turkey., 2020) Ogunjimi, Mayowa Olurotimi; Lawal, Banjo Moshood
    This study assessed lecturers’ perceptions of postgraduate students’ academic motivation and emotions in South-west, Nigeria. The researchers employed a descriptive survey research design for the study. The population of the study comprised all university lecturers in South-west, Nigeria while the target population consisted of all lecturers taking postgraduate studies in Federal Universities across South-west, Nigeria. The study sample consisted of 100 respondents purposively selected from five Federal Universities (University of Lagos, University of Ibadan, Federal University of Agriculture, Abeokuta, Federal University of Technology, Akure, and Obafemi Awolowo University) in South-west. Lecturers’ Perception of Postgraduate Students Academic Motivation and Emotions Questionnaire of 4-point Likert type, developed by the researchers with Cronbach Alpha reliability coefficient value of 0.83 was used for data collection. The data collected were analysed using frequency, percentages, and multivariate analysis of variance. The findings showed that the perceived academic motivation of postgraduate students was average and emotion towards academic activities was stable. Also, the study showed a non-significant difference in male and female lecturers’ perceptions of postgraduate students’ academic motivation and emotion. It was, therefore, recommended that academic activities at the postgraduate level should be such that will raise the motivation level and stabilize the emotion of the students.
  • Item
    Assessment of Pre-Service Teachers Classroom Teaching Readiness in Ilorin Kwara State, Nigeria
    (University of Botswana, 2024-12-11) Ogunjimi, Mayowa Olurotimi; Atoba, Muideen; Raheem, Akeem Opeyemi
    In the realm of education, the efficacy of classroom teaching is inexorably linked to the preparedness and readiness of pre-service teachers. Hence, this study assess the classroom teaching readiness of pre-service teachers in Ilorin, Kwara State, Nigeria. Using a descriptive survey method, the study involved 309 final-year education students from three universities in Ilorin. A self-constructed questionnaire titled: “Questionnaire on Classroom Teaching Readiness of Pre-Service Teachers (QCTRPT)” was used to collect data. The instrument was validated by Teachers' Education programme experts, and the Cronbach Alpha reliability estimate yielded an index of 0.84. The data was analyzed using frequency count, percentage, mean, and standard deviation to answer the research questions while the research hypotheses were tested with t-test and Analysis of Variance. It was revealed that pre-service teachers had a high level of pedagogical content knowledge (51.1%), a high level of classroom management skills (75.1%), and a high knowledge level of instructional strategies (75.4%). Also, it was revealed that the classroom teaching readiness of pre-service teachers does not depend on gender and institutional type (p>0.05). Recommendations include the emphasis on sustaining the high level of classroom teaching readiness through active learning strategies in teachers education programme, structured mentorship programs, and reflective practices to further enhance teaching readiness.
  • Item
    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.
  • Item
    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.
  • Item
    Attitude and Competency Skills of Undergraduate Students towards ICT: A sine qua non of CBT as an innovation in testing
    (Department of Educational Foundations, Faculty of Education, University of Benin, Benin City, Nigeria, 2015-11) Sheu, Adaramaja Lukman; Owolabi, Henry Olumuyiwa; Ogunjimi, Mayowa Olurotimi
    Computer-Based Test (CBT) is being adopted for assessment by many institutions in Nigeria due to increase in students’ population, expansion of work demands on academic staff, and advances in Information and Communication Technology (ICT). The successful implementation of any innovation in education depends largely on the attitude and competency skills of educators, who eventually determine how they are used in the teaching and learning process. The purpose of this study therefore was to examine the attitude and competency skills of undergraduate students toward ICT, the basic skills of which are required in CBT. The study adopted descriptive survey design. The population of this study comprised all undergraduate students of University of Ilorin. One thousand and twelve (1,012) undergraduate students were randomly selected for the study. A questionnaire measuring students' ICT competence and attitude to ICT was used for data collection. The instrument had acceptable validity and had test-retest reliability coefficient of 0.82 and 0.84 for both student’s ICT competence and attitude to ICT respectively. Data collected were analyzed with percentages, mean, standard deviation, skewness, and kurtosis. The findings of the study revealed that undergraduate students have positive attitudes towards ICT; and moderate competence in ICT. Based on the findings, it was recommended that the university system should provide adequate opportunity for all students to learn relevant computer skills and develop more positive attitude to complement their existing competence and attitude.
  • Item
    Attitude and Competency Skills of Undergraduate Students towards ICT: A sine qua non of CBT as an innovation in testing
    (Department of Educational Foundations, Faculty of Education, University of Benin, Benin-City, Nigeria, 2015-11) Sheu, Adaramaja Lukman; Owolabi, Henry Olumuyiwa; Ogunjimi, Mayowa Olurotimi
    Computer-Based Test (CBT) is being adopted for assessment by many institutions in Nigeria due to increase in students’ population, expansion work demands on academic staff, and advances in Information and Communication Technology (ICT). The successful implementation of any innovation in education depends largely on the attitude and the competency skills of educators, who eventually determine how they are used in the teaching and learning process. The purpose of this study therefore was to examine the attitude and competency skills of undergraduate students toward ICT, the basic skills of which required in CBT. The study adopted descriptive survey design. The population of this study comprised all undergraduate students of University of Ilorin. One thousand and twelve (1,012) undergraduate students were randomly selected for the study. A questionnaire measuring students ICT competence and attitude to ICT was used for data collection. The instrument had acceptable validity and had test-retest reliability coefficient of 0.82 and 0.84 for both student’s ICT competence and attitude to ICT respectively. Data collected were analyzed with percentages, mean, standard deviation, skewness and kurtosis. The findings of the study revealed that undergraduate students have positive attitudes towards ICT; and moderate competence in ICT. Based on the findings, it was recommended that the university system should provide adequate opportunity for all students to learn relevant computer skills and develop more positive attitude to complement their existing competence and attitude.
  • Item
    Benefits and Challenges of Blended Learning: Perspectives of Pre-Service Teachers of Primary Education in Ilorin, Nigeria
    (Faculty of Educational Sciences, Psychology and Social Work, AUREL VLAICU UNIVERSITY, ARAD, 2025-03-13) Ogunjimi, Mayowa Olurotimi; Atoba, Muideen Ayomide
    The study investigated the perceived benefits and challenges of blended learning among pre-service teachers of primary education in Ilorin, Nigeria. The study adopted descriptive survey research design. The target population consists of all preservice teachers of primary education in tertiary institutions in Ilorin, Nigeria, while the study sample consist of 400 pre-service teachers randomly selected across four tertiary institutions. Researcher self-constructed questionnaire titled: “Benefits and Challenges of Blended Learning Questionnaire” (BCBLQ) was used for data collection. The instrument was validated by two experts in Teacher Education and Educational Test and Measurement, while Cronbach Alpha reliability method used yielded an index of 0.83. Mean and standard deviation was used to answer the research questions, while Multivariate Analysis of Variance was used to test the hypothesis formulated. The findings revealed that blended learning is beneficial to teaching and learning as it promotes collaborative learning and improves learners’ engagement. It was also revealed that lack of suitable infrastructure and access to technology is among the constraints for the successful implementation of blended learning. It was recommended that school administrators should encourage the integration of blended learning to foster effective teaching and learning.
  • Item
    Cohorting Exercise and Socio-Economic Performance of Students in Tertiary Institutions
    (Triumph-Providential Publishers, 2011) Aletan, Sola; Ogunjimi, Mayowa Olurotimi
    The usefulness of cohorting exercise to students in tertiary institutions cannot be overstressed. The study aimed at determining the relationship between cohorting exercise and socio-academic performance of students in University of Lagos. Four research questions and four corresponding hypotheses were generated for the study. Descriptive survey research design was adopted for the study where 100 students and 20 cohort advisers across faculties in the University of Lagos were randomly selected. Two sets of questionnaires titled “Cohorting Exercise and Socio-academic Performance Questionnaire” and Perception of Students and Staff on Cohorting Exercise” were used in collecting information from the students and members of staff. The questionnaire had two section each. Section one elicited the bio-data of the repondents while section two measured the variables in the study. The data generated were analysed using t-test statistics for independent sample to test hypotheses one and two while Pearson Product Moment Correlation Coefficient was used to test hypotheses three and four. The result findings showed that cohorting exercise can make or mar socio-academic performance of students and that personal dispositions of cohort advisers could make or mar the entire cohorting exercise. It was also revealed that there was a positive and high relationship between cohorting exercise and socio-academic performance of students. It was recommended that cohort advisers should be adequately compensated by school authority so as to be motivated to do the work judiciously.
  • Item
    Comparism of Study Skills, Exam Preparedness and Attitudes toward Mathematics among Pupils in Public and Private Schools in Oyo State, Nigeria
    (Institute of Africa Higher Education Research and Innovations in collaboration with Maryam Abacha American University of Niger (MAAUN), Maradi, Niger Republic, 2024-06) Ogunjimi, Mayowa Olurotimi; Sheu, Adaramaja Lukmon
    The study examined study skills, examination preparedness, and attitudes toward mathematics among pupils in Oyo State, Nigeria. A descriptive survey research design was adopted for the study. Three research questions and three hypotheses were formulated to guide the study. The target population of the study was all basic five pupils out of which 600 pupils constitute the sample size. A self-constructed questionnaire titled Study Skills, Examination Preparedness, and Attitudes Toward Mathematics Questionnaire (SSEPAMQ) was used for data collection. The instrument was content validated while the Cronbach Alpha reliability yielded an index of 0.84. Mean and standard deviation were used to provide answers to the research questions raised, while the hypotheses were tested using t-test. The findings revealed that there is a moderate level of study skills towards mathematics among pupils, a moderate level of examination preparedness, and positive attitudes towards mathematics in Oyo State, Nigeria. Also, there was a significant difference in study skills, examination preparedness, and attitudes towards mathematics between public and private primary school pupils in Oyo State. This implies that policymakers need to shape curricula, teacher training programmes, and resource distribution to ensure that students are equipped with the study skills necessary for effective teaching and learning mathematics. It was recommended among others that pupils should be encouraged to engage in active learning strategies so as to promote their study skills, while increase in problem-solving skills will reduce anxiety and increase their examination preparedness which will promote pupils’ positive attitude towards mathematics.
  • Item
    Differential Item Functioning Method as an Item Bias Indicator for English Language Mock Senior School Certificate Examination in Gombe State
    (Faculty of Education, Federal University of Kashere, Gombe State, Nigeria, 2024) Abubakar, M.; Ogunjimi, Mayowa Olurotimi; Dauda, M.; Abubakar, H.
    This study examined Differential Item Functioning (DIF) in the 2023 English Language Multiple-choice Mock Examination in Gombe State, Nigeria. The Objectives of this study were to detect differential Item Functioning of the 2023 English Language Multiple-choice Mock Senior School Certificate Examination in Gombe state through the following objectives: to find out the number of items that functioned differentially between Boys’ and Girls’ students of Mega schools in 2023. English Language Multiple-choice Mock Examination and to find out the number of items that functioned differentially between Boys’ and Girls’ students of urban schools in the 2023 English Language Multiple-choice Mock Examination. Using a sample of 756 students from 16 public senior secondary schools, the study employed binary logistic regression analysis to detect DIF. The results revealed that some items exhibited DIF across gender, school type, and location. Specifically, items exhibited DIF in mega schools, urban schools, and science-based schools. The findings highlight the importance of examining DIF in educational tests to ensure fairness and validity. The study recommends that test developers should regularly examine DIF in educational tests and review or replace items exhibiting DIF to prevent bias against certain groups of students.
  • Item
    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.
  • Item
    Effect of Guided Inquiry and Explicit-Instructional Strategies on Lower Basic Students Academic Performance in Mathematics
    (Universitas Pendidikan, Indonesia, 2023-03-01) Ogunjimi, Mayowa Olurotimi; Gbadeyanka, Taofeek A.
    This study investigated the effect of guided inquiry and explicit-instructional strategies on lower-basic students’ academic performance in mathematics. We employed a non-randomized pretest-posttest control group quasi-experimental design. The population comprised all primary school students in Oyo East Local Government Area, Nigeria while 132 students all in lower basic schools were sampled from six intact classes. The mathematics Performance Test (MPT) was used as a research instrument. The content validity was established with the use of experts’ judgment from two experts in mathematics education while the test-retest reliability estimates of the instrument yielded 0.78. Four research hypotheses were tested. The findings of the study revealed that there is a significant main effect in using a guided-inquiry instructional strategy on mathematics. There is a significant main effect of explicit instructional strategy on students’ mathematics academic performance. There is a significant interaction effect of guided inquiry and explicit instructional strategies, gender, and school type on lower basic students’ academic performance. Guided inquiry and explicit instructional strategies are good teaching strategies to reduce mathophobia among primary school students in mathematics.
  • 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 Lukman
    The 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.