Browsing by Author "Olutola, Adekunle Thomas"

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    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.
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    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.
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    Impact of Opon-Imo on Senior Students' Academic Performance in Osun State, Nigeria.
    (Department of Educational Management, Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2015) Daramola, Dorcas Sola; Owolabi, Henry Olumuyiwa; Jimoh, Mohammed Idris; Ogunjimi, Mayowa Olurotimi; Olorunlero, Iyabode; Olutola, Adekunle Thomas
    In 2013, Osun State Government launched a tablet programme called “Opon-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 academics sessions of implementation, has students improved academically? The 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 students’ academic performance in English Language after the use of Opon-imo. Also, relationship between gender, senatorial district, subject combination and students’ performance were investigated. Ex-post facto design was adopted for the study. Multi-stage sampling techniques that included stratified and purposive were used to sample 440 SS3 students. Students’ second term scores in English Language before and after Opon-imo was given to them were collected and standardized. Descriptive and inferential statistics were used to analyse the collected data. Findings revealed below academic performance of senior school students in English Language and negative significant impact of mobile tablet on senior school students’ academic performance in English Language. Also, the use of mobile tablet did not significantly have impact on students’ academic performance in 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 Nigeria Schools' System
    (Faculty of Science and Education, Federal University, Dutsima, Katsina State, Nigeria, 2016-06) Olutola, Adekunle Thomas; Daramola, Dorcas Sola; Ogunjimi, Mayowa Olurotimi
    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 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 solely on the data derived from assessment of learning which basically categories students into brilliant and dull individuals but maintain balance in 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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    Paradigm Shift in Assessment: From Assessment of Learning to Assessment for Learning in Nigeria Schools’ System
    (Faculty of Science and Education, Federal University, Dutsima, Katsina State., 2016-06) Olutola, Adekunle Thomas; Daramola, Dorcas Sola; Ogunjimi, Mayowa Olurotimi
    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 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 solely on the data derived from assessment of learning which basically categories students into brilliant and dull individuals but maintain balance in 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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    Self-regulated Learning and Parental Involvement as Correlates of Senior Secondary School Students' Achievement in Mathematics in Ilorin, Nigeria
    (Association of Educational Researchers and Evaluators of Nigeria (ASSEREN), 2018) Olutola, Adekunle Thomas; Ogunjimi, Mayowa Olurotimi; Daramola, Dorcas Sola; Sheu, Adaramaja Lukman
    The study investigated self-regulated learning and parental involvement as correlates of senior secondary school students’ achievement in Mathematics in Ilorin, Nigeria. The population comprised all senior secondary school students while the target population consisted of senior secondary school students two in Ilorin. The survey research was employed to carry out the study and simple random sampling technique was used to select two hundred (200) senior secondary school students in Ilorin. Two instruments were used namely Self-regulation Questionnaire (SRQ), Parental Involvement Questionnaire (PIQ) and Mathematics Achievement Test (MAT) with test-retest reliability co-efficient of 0.88, 0.86 and 0.87 were used to collect data from the study. The data collected were analysed using mean, percentages, Product Moment Correlation, Regression analysis and t-test statistics at 0.05 alpha level of significance. Findings revealed that, there is a significant relationship between self-regulated learning and parental involvement on senior secondary school students’ achievement in Mathematics. In addition, there is no significant difference between male and female students in self-regulated learning and Mathematics achievement while significant difference exist between male and female students in terms of parental involvement. Based on these findings, it was recommended that, parents should monitor and supervise their children’s academic activities in order to improve their achievement in Mathematics. Moreover, students should be encouraged by their teachers and parents to engage in self-regulated learning in all their study to enhance their performance especially in Mathematics.