Browsing by Author "Oladele, Jumoke Iyabode"

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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 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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    Effects of drug abuse and violence among the adult learners in Ilorin Metropolis
    (Ife Centre for psychological Studies/ Services, Nigeria, 2019) Olawuni, Oluwademi Abiodun; Oladele, Jumoke Iyabode
    This study was conducted to assess the effects of drug abuse among the adult learners in Ilorin metropolis. Drug abuse is a primitive challenge among the adult learners in with serious effects on them and on society at large. The survey research design was adopted for the study while two hundred and eight respondents were purposively selected from all local governments that constitute Ilorin metropolis. Questionnaire were use and been complemented with Focus Group Discussion (FGD) to collect data, while descriptive statistical techniques were employed to analyze the quantitative data obtained. The results of the analyze clearly show that the level of drug abuse is rampart among the adult learners; and that there was a link between drug abuse and violence acts in Ilorin metropolis. Therefore, this paper recommended that empowerment programmes should be often organized for the adult learners to curb their evil acts and media houses should not stop the campaigning on radio and television in order to educate the adult learners and the society at large on the effects of drug abuse and its consequences on adults and society at large.
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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.
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    Students' Perception on Teaching Practice Assessment: Implications on Teacher Professional Performance in Nigeria
    (Anatolian Journal of Education, 2018-10) Balogun, Idayat Nike; Oladele, Jumoke Iyabode; Jamiu, Zainab Omowunmi
    Teaching practice is paramount in the training of student teachers as a form of exposure into the real world of Teaching. The study examined student teachers' perception on teaching practice assessment and its implications on professional practice. The population of the study was 1,393 university teacher trainees in 400 Level in a Nigerian university with a sample of 150 students using stratified random sampling technique. A researcher designed questionnaire was used for data collection while data collected for this study were analyzed using percentage to answer research questions while the hypotheses were tested using t-test and ANOVA at 0.5 significance level. Findings of this study revealed that teaching practice exercise and Supervisors Assessment had positive impact on student teachers. They differed in their perception on impact of teaching practice based on department but did not on the basis of gender. It was concluded from the findings that student teachers perceived teaching practice experience as being effective considering its positive impact on their professional training. It was therefore recommended among others that student teachers should be supervised by lecturers from departments other than their department in order to reduce familiarity during teaching practice assessment which sometimes affects their scores.