Browsing by Author "Olutola, A. T."

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    Assessing teachers’ perspective of challenges militating against implementation of School Based Assessment in South West
    (Department of Science Education, Federal University of Technology Minna, 2016-03) Olutola, A. T.; Daramola, D. S.; Sheu, A. L.
    The study assessed teachers’ perspective of challenges militating against implementation of School Based Assessment (SBA) in South West, Nigeria. The study examines teachers’ assessment skills, supervision, in-service training and laxity on the implementation f school based assessment in Nigerian secondary schools. The survey design was adopted for the study. The population of the study consists of all the secondary school teachers in South West- Western States of Nigeria. Five hundred and seventy-six teachers were randomly drawn from secondary schools in South- Western States of Nigeria. A total number of thirty-two secondary schools were involved in the study. From each of the schools, eighteen teachers were randomly selected to take part in the study. A rating scale titled “Teachers Implementation of School Based Assessment Questionnaire” (TISBAQ) was used to collect data. A Cronbach’s Alpha reliability coefficient of 0.78 was obtained for the instrument. Analysis of data was carried out using mean, t-test and ANOVA statistics at 0.05 alpha level. The result revealed that the main challenge faced by teachers in South-Western States in implementing SBA is assessment skills with highest mean, followed by in-service training and supervision while the least challenge was recorded in teachers’ laxity. In addition, significant difference exists in the challenges faced by secondary school teachers in South Western Nigeria on the basis of gender, school location, teaching experience and qualification in implementing SBA. Based on these findings, it was recommended that the governments at all levels should periodically organize in-service training programme for secondary school teachers to broaden their knowledge in assessment skills and qualified teachers should be recruited, supervised, motivated and improved their welfare to get the best result in Nigerian secondary schools.
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    Assessing teachers’ perspective of challenges militating against implementation of School Based Assessment in South West
    (Department of Science Education, Federal University of Technology Minna, 2016-03) Olutola, A. T.; Daramola, D. S.; Sheu, A. L.
    The study assessed teachers’ perspective of challenges militating against implementation of School Based Assessment (SBA) in South West, Nigeria. The study examines teachers’ assessment skills, supervision, in-service training and laxity on the implementation f school based assessment in Nigerian secondary schools. The survey design was adopted for the study. The population of the study consists of all the secondary school teachers in South West- Western States of Nigeria. Five hundred and seventy-six teachers were randomly drawn from secondary schools in South- Western States of Nigeria. A total number of thirty-two secondary schools were involved in the study. From each of the schools, eighteen teachers were randomly selected to take part in the study. A rating scale titled “Teachers Implementation of School Based Assessment Questionnaire” (TISBAQ) was used to collect data. A Cronbach’s Alpha reliability coefficient of 0.78 was obtained for the instrument. Analysis of data was carried out using mean, t-test and ANOVA statistics at 0.05 alpha level. The result revealed that the main challenge faced by teachers in South-Western States in implementing SBA is assessment skills with highest mean, followed by in-service training and supervision while the least challenge was recorded in teachers’ laxity. In addition, significant difference exists in the challenges faced by secondary school teachers in South Western Nigeria on the basis of gender, school location, teaching experience and qualification in implementing SBA. Based on these findings, it was recommended that the governments at all levels should periodically organize in-service training programme for secondary school teachers to broaden their knowledge in assessment skills and qualified teachers should be recruited, supervised, motivated and improved their welfare to get the best result in Nigerian secondary schools.
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    Assessing teachers’ perspective of challenges militating against implementation of School Based Assessment in South West
    (Department of Science Education, Federal University of Technology Minna., 2016-03) Olutola, A. T.; Daramola, D. S.; Sheu, A. L.
    The study assessed teachers’ perspective of challenges militating against implementation of School Based Assessment (SBA) in South West, Nigeria. The study examines teachers’ assessment skills, supervision, in-service training and laxity on the implementation f school based assessment in Nigerian secondary schools. The survey design was adopted for the study. The population of the study consists of all the secondary school teachers in South West- Western States of Nigeria. Five hundred and seventy-six teachers were randomly drawn from secondary schools in South- Western States of Nigeria. A total number of thirty-two secondary schools were involved in the study. From each of the schools, eighteen teachers were randomly selected to take part in the study. A rating scale titled “Teachers Implementation of School Based Assessment Questionnaire” (TISBAQ) was used to collect data. A Cronbach’s Alpha reliability coefficient of 0.78 was obtained for the instrument. Analysis of data was carried out using mean, t-test and ANOVA statistics at 0.05 alpha level. The result revealed that the main challenge faced by teachers in South-Western States in implementing SBA is assessment skills with highest mean, followed by in-service training and supervision while the least challenge was recorded in teachers’ laxity. In addition, significant difference exists in the challenges faced by secondary school teachers in South Western Nigeria on the basis of gender, school location, teaching experience and qualification in implementing SBA. Based on these findings, it was recommended that the governments at all levels should periodically organize in-service training programme for secondary school teachers to broaden their knowledge in assessment skills and qualified teachers should be recruited, supervised, motivated and improved their welfare to get the best result in Nigerian secondary schools.
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    Assessing teachers’ perspective of challenges militating against implementation of School Based Assessment in South West
    (Department of Science Education, Federal University of Technology Minna., 2016-03) Olutola, A. T.; Daramola, D. S.; Sheu, A. L.
    The study assessed teachers’ perspective of challenges militating against implementation of School Based Assessment (SBA) in South West, Nigeria. The study examines teachers’ assessment skills, supervision, in-service training and laxity on the implementation f school based assessment in Nigerian secondary schools. The survey design was adopted for the study. The population of the study consists of all the secondary school teachers in South West- Western States of Nigeria. Five hundred and seventy-six teachers were randomly drawn from secondary schools in South- Western States of Nigeria. A total number of thirty-two secondary schools were involved in the study. From each of the schools, eighteen teachers were randomly selected to take part in the study. A rating scale titled “Teachers Implementation of School Based Assessment Questionnaire” (TISBAQ) was used to collect data. A Cronbach’s Alpha reliability coefficient of 0.78 was obtained for the instrument. Analysis of data was carried out using mean, t-test and ANOVA statistics at 0.05 alpha level. The result revealed that the main challenge faced by teachers in South-Western States in implementing SBA is assessment skills with highest mean, followed by in-service training and supervision while the least challenge was recorded in teachers’ laxity. In addition, significant difference exists in the challenges faced by secondary school teachers in South Western Nigeria on the basis of gender, school location, teaching experience and qualification in implementing SBA. Based on these findings, it was recommended that the governments at all levels should periodically organize in-service training programme for secondary school teachers to broaden their knowledge in assessment skills and qualified teachers should be recruited, supervised, motivated and improved their welfare to get the best result in Nigerian secondary schools.
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    Basic school teachers’ assessment skills in Kwara central senatorial district
    (College of Education, Al-Hikmah University, Ilorin, Nigeria., 2016-06) Daramola, D. S.; Olutola, A. T.; Owolabi, H. O.
    The study investigated the profile, competence and level of strengths and weaknesses of School- Based Assessment (SBA) skills of Basic school teachers in Kwara State. Also relationship between variables such as gender, age, teaching qualification, teaching experienced and SBA skills of basic school teachers were found out. Survey design was adopted for this study. The population of the study consists of all the basic school teachers in Kwara Central Senatorial District while the target population comprised all the Upper basic school teachers in Kwara Central Senatorial District. Three hundred and sixty-four teachers were randomly drawn from the total of 3,410 Upper basic teachers in Kwara Central Senatorial District. The teachers were drawn from 30 schools out of a total of 84 Upper Basic Schools in the district. A Cronbach’s Alpha reliability coefficient of 0.65 was obtained. Analysis of data were carried out using mean, t-test and ANOVA statistics at 0.05 alpha level. The result revealed that the respondents have strength in are of test administration and feedback while they showed weaknesses in the areas of test interpretation, test construction, test scoring and remediation. In addition, significant difference exists in the SBA skills of the basic school teachers in Kwara State on the basis of gender, age, teaching qualification, teaching experience. Based on these findings it was recommended that basic shool teachers should pay particular attention to principles of test construction skill so as to broaden their assessment knowledge as this could give rise to quality and effective teaching.
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    Comparative effects of practical and alternative to practical methods on students’ academic performance in Biology
    (Department of Vocational Education, University of Uyo., 2016-04) Olutola, A. T.; Daramola, D. S.; Bamidele, E. O
    The study investigated the comparative effects of practical and alternative to practical methods on students’ academic performance in Biology in Ilorin, Nigeria. Two senior secondary schools (SSS) in Ilorin metropolis were randomly chosen and intact science class of SS3 in each of the chosen schools was selected for the study. Students in the first other school were taught and assessed using practical method while their counterparts in the other school were taught and assessed using alternative to practical method. The researchers’ designed Biology Practical Test I (BPT I) and Biology Practical Test 2 (BPT 2) with Cronbach’s alpha reliability coefficient of 0.73 (Pre-test) and 0.82 (Post-test) were used to obtained data for the study. The data collected were analysed using Analysis of COVARIANCE (ANCOVA). Findings revealed that there is a significant effect of practical methods on secondary school students’ performance in Biology. In addition, there is no significant effect of gender on students’ academic performance in Biology and there is no significant interactive effect of gender subject combinations and practical methods on students’ performance in Biology. Based on these findings, it was recommended that secondary school administrators and Biology teachers should allow male and female Biology students to participate actively during the weekly Biology practical lessons.
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    Content validity of Continuous Assessment tests in Economics in senior secondary schools in Ilorin, Kwara State
    (Association of Educational Researchers and Evaluators of Nigeria, 2017-07) Daramola, D. S.; Olutola, A. T.; Owolabi, H. O.; Cobbina, A.
    This study investigated the content validity of continuous assessment in economics at senior secondary school level in Ilorin Kwara State. The study examined whether the content of Economic Continuous Assessment progressively represent the Economics syllabus where the relationship between variables such as grade level and content were obtained. Descriptive survey design was adopted for the study. Twenty public Senior Secondary Schools were randomly selected from 69 Senior Secondary Schools in Ilorin. Sources of data collection were records of Economics curriculum for Senior Secondary School 1, 2 and 3 and the Continuous Assessment test items administered to the classes. The content validation of the Economic Continuous assessment test items was assessed with the use of Percentage Difference Coefficient of content validity. Analysis of Variance (ANOVA) was used to analyse the hypothesis formulated. Findings revealed that the mean of the validity indices were .72, .51 and .48 for SSS1, SSS2 and SSS3 respectively. This implies that Economics Continuous Assessment test items do not progressively represent the Economics content. The finding revealed that a significant difference exists in the validity indices along the students’ grade level. Based on these findings, it was recommended that Secondary school Economics teachers should ensure that their continuous assessment items are related to the content in economics syllabus for all the classes, SS1-3. This could be achieved when table of specification or test blue print is used to plan the items so as to improve students’ performance both in internal and external economics examinations.
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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.
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    School-Based Assessment as a determinant of Students’ Achievement in WAEC and NECO Examinations: Geography in Focus
    (Department of Educational Foundations, Faculty of Education, University of Benin, Benin City, Nigeria., 2015) Jimoh, M. I.; Olutola, A. T.; Balogun A. O.