Browsing by Author "Oladele, Jumoke Iyabo"

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    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.
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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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    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.