Browsing by Author "Owolabi, H. O."
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Item Analysis of functioning and non- functionong decoys in Multiple-choice Biology items(Published by Faculty of Science and Education, Federal University, Dutsinma., 2015-01) Olutola, A.T.; Owolabi, H. O.; Daramola, D. S.This study investigated the functioning and non-functioning decoys of Senior School Certificate Examination (SSCE) multiple-choice biology items. The survey research design was employed for the study. Sample for the study consisted of 1450 Senior Secondary Three (SSIII) students drawn from 20 randomly selected secondary schools in Ekiti State, Nigeria. The instruments used for the study were 2008 SSCE NECO and WAEC multiple-choice Biology test papers. Findings from the study showed that there were 229 (95%)functional options and 11 (5%) non-functional options in 2008 WAEC SSCE Biology multiple-choice test; NECO had 280 (93%) functional options and 20 (7%) non-functional options. WAEC and NECO SSCE in Biology had reliability coefficient of 0.91 and 0.93 respectively (p>0.05) and the concurrent validity of 0.90. Four (4) option items especially in Biology was recommended but if 5 options items should be used, more attention should be given to functionality of decoys, validity and reliability.Item 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.Item 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.Item Effects of peer-assessment skills training on Upper Basic students’ Mathematics achievement in Ilorin, Nigeria(University of Port Harcourt. Available, 2017-03) Cobbina, A.; Daramola, D. S.; Owolabi, H. O.This study investigated the effects of peer-assessment skills training on upper basic students’ mathematics achievement in Ilorin, Nigeria. The study employed a mixed method design with two research questions and three hypotheses generated to guide the study. The target population for the study consisted of all public upper basic schools (JHS) in Ilorin, Nigeria. Simple random sampling technique was applied to select a sample size of 74 upper basic school students. Mathematics Performance Test and Peer Assessment questionnaire were the instruments used for data collection. Analysis of Covariance (ANCOVA) and thematic analysis of the qualitative data were used to test the hypotheses and the research questions respectively. The result of the findings showed that there is significant difference in peer assessment test among participants exposed to the training condition and that of the control groups. However, the study also revealed that there is no significant gender difference in peer assessment among experimental conditions. It is therefore recommended that in teaching mathematics, Peer assessment should be introduced in teaching students in schools and should be part of the curriculum of teaching Mathematics.Item Effects of peer-assessment skills training on Upper Basic students’ Mathematics achievement in Ilorin, Nigeria(University of Port Harcourt., 2017-03) Cobbina, A.; Daramola, D. S.; Owolabi, H. O.This study investigated the effects of peer-assessment skills training on upper basic students’ mathematics achievement in Ilorin, Nigeria. The study employed a mixed method design with two research questions and three hypotheses generated to guide the study. The target population for the study consisted of all public upper basic schools (JHS) in Ilorin, Nigeria. Simple random sampling technique was applied to select a sample size of 74 upper basic school students. Mathematics Performance Test and Peer Assessment questionnaire were the instruments used for data collection. Analysis of Covariance (ANCOVA) and thematic analysis of the qualitative data were used to test the hypotheses and the research questions respectively. The result of the findings showed that there is significant difference in peer assessment test among participants exposed to the training condition and that of the control groups. However, the study also revealed that there is no significant gender difference in peer assessment among experimental conditions. It is therefore recommended that in teaching mathematics, Peer assessment should be introduced in teaching students in schools and should be part of the curriculum of teaching Mathematics.Item Equating of the senior secondary school WASSCE Economics Multiple-Choice papers (2011 and 2015)(Association of Educational Researchers and Evaluators of Nigeria. Available, 2016-07) Tomilola, A. R.; Owolabi, H. O.; Daramola, D. S.The non-stability of the percentages of failure and passes each year has necessitated the comparability of test scores from different test forms. Since the test scores as the major yardstick through which student achievement is determined. It is important that test scores be comparable from one test form and year to another. This study equated the Senior Secondary School WASSCE Economics Multiple-choice papers (2011 and 2015) as well as investigated (i) ability levels; (ii) difficulty level of 2011 and 2015 WASSCE Economics multiple-choice items (iii) result of the linking item and (iv) horizontal equating of 2011 and 2015 WASSCE Economics multiple-choice items. The Non-Equivalent Anchor Design of test score equating was used and the sample consisted of 650 senior secondary three students selected from 14 secondary schools in Kwara Central Senatorial District. The 2011 and 2015 multiple-choice Economics papers were adopted and used as instruments in this study. The data were analysed usingWINGEN and IRTEQ IRT software packages. The examinees who took 2011 and 2015 WASSCE Economics test items with mean ability of 3.16 and 2.93 respectively had the same ability (ii) 2011 and 2015 WASSCE items were found to be of moderate difficulty at 0.083 and 0.098 respectively (iii) the mean difficult of linking items was moderate at 0.41% difficulty coefficient and (v) it was revealed that a score of 4 in 2011 was found to be equivalent to a score of 2.33 for the MS in 2015, a score of 10 in 2011 is equivalent to a score of 7.54 for the MS in 2015, also a score of 23 in 2011 is equivalent to a score of 22.63 for the MS in 2015. Thus, IRT equating method should be employed in equating test scores since it is an improvement of the Classical Test Theory and also developed to overcome the limitations of classical test theory (CTT) traditional method of equating.Item Equating of the senior secondary school WASSCE Economics Multiple-Choice papers (2011 and 2015)(Association of Educational Researchers and Evaluators of Nigeria, 2016-03) Tomilola, A. R.; Owolabi, H. O.; Daramola, D. S.The non-stability of the percentages of failure and passes each year has necessitated the comparability of test scores from different test forms. Since the test scores as the major yardstick through which student achievement is determined. It is important that test scores be comparable from one test form and year to another. This study equated the Senior Secondary School WASSCE Economics Multiple-choice papers (2011 and 2015) as well as investigated (i) ability levels; (ii) difficulty level of 2011 and 2015 WASSCE Economics multiple-choice items (iii) result of the linking item and (iv) horizontal equating of 2011 and 2015 WASSCE Economics multiple-choice items. The Non-Equivalent Anchor Design of test score equating was used and the sample consisted of 650 senior secondary three students selected from 14 secondary schools in Kwara Central Senatorial District. The 2011 and 2015 multiple-choice Economics papers were adopted and used as instruments in this study. The data were analysed usingWINGEN and IRTEQ IRT software packages. The examinees who took 2011 and 2015 WASSCE Economics test items with mean ability of 3.16 and 2.93 respectively had the same ability (ii) 2011 and 2015 WASSCE items were found to be of moderate difficulty at 0.083 and 0.098 respectively (iii) the mean difficult of linking items was moderate at 0.41% difficulty coefficient and (v) it was revealed that a score of 4 in 2011 was found to be equivalent to a score of 2.33 for the MS in 2015, a score of 10 in 2011 is equivalent to a score of 7.54 for the MS in 2015, also a score of 23 in 2011 is equivalent to a score of 22.63 for the MS in 2015. Thus, IRT equating method should be employed in equating test scores since it is an improvement of the Classical Test Theory and also developed to overcome the limitations of classical test theory (CTT) traditional method of equating.Item Equipercentile Equating of WAEC, NECO, and NABTEB Senior School Certificate multiple choice test items in Economics(Faculty of Education, University of Port Harcourt, 2018-04) Daramola, D. S.; Owolabi, H. O.; Adekunle, T. O.This study investigated equipercentile equating of WAEC (West African Examination Council), NECO (National Examination Council) and NABTEB (National Business and Technical Examination Board) Senior School Certificate Multiple Choice Test Items in Economics. A Non-Equivalent Groups Anchor Test (NEAT) design of test score equating was adopted. Sample for the study consisted of 1,119 senior secondary three students drawn from 30 selected secondary schools in Kwara State through multi-stage sampling technique. The 2009 WAEC, NECO and NABTEB SSCE multiple-choice Economics papers were adapted and used for data collection. Coefficient of content validity of 0.67, 0.64 and 0.60 as well as reliability of 0.79, 0.67 and 0.70 were obtained respectively. Data collected were analysed using mean and percentiles. Findings of the study revealed that respondents’ performance on the common items of WAEC, NECO and NABTEB were not different (X ̅_WA = 10.98; X ̅_NE=11.30; X ̅_(NA=) 11.28) and respondents performed differently in unique items across the test forms X ̅_WA = 35.45 < X ̅_NE=36.40< X ̅_(NA=) 41.54). In addition, the finding showed that score of 54 in WAEC was equivalent to 57 and 60 in NECO and NABTEB respectively which corresponded to the percentile rank of 93. Based on these findings, the researchers recommended that equating method with lower coefficient of variation should be employed for equating scores by examining bodies in Nigeria and a regulatory body to standardize and monitor examinations conducted by the examining bodies should be established in Nigeria.Item 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.Item Teaching and assessment for mastery: Maximizing Learning Gains in Senior Secondary Schools(Institute of Education, University of Ibadan on behalf of participating West Africa Universities and Ministries of Education, 2013) Owolabi, H. O.; Olatunji, D. S.; Sowumi, E. T.This study investigated the effect of Teaching and Assessment for Mastery (TAM) on Senior Secondary School (SSS) students’ achievement in Economics in Ilorin, Kwara State, Nigeria. It examines the effectiveness of TAM for improving general level of senior Secondary school students’ level of performance in Economics. The sample consisted of ninety Senior Secondary form one (SS 1) students from three intact classess- yellow, blue and red with 22, 27 and 41 students respectively. The non equivalent group post test only quasi experimental research design was adopted for the study. Four instruments were developed and used for data collection. These comprises three formative tests and a post-test. The postulated research question was answered with mean and standard deviation while Analysis of covariance (ANCOVA) was used to test the hypothesis generated for the study at the 0.05 level of significance with the students’ scond term examination scores in Economics as the covariate. Findings showed that TAM was effective for improving the general performance of the students in Economics. The degree of effectiveness manifested in the students’ mean performance before TAM (47.8) and after TAM (71.5) with effect size of 0.65. It was also observed that SS1 Red, the most populous class which had the lowest mean score (41.3902) in second term examination, had the highest mean gain of 67%. Based on this findings, it was suggested that TAM should be introduced for the teaching and learning of Economics in secondary schools and the experiment should be extended over the whole term and to cover other subjects. In addition, the teachers of classes with large number of students should take note of the likely effect and vary their instructional methods to cater for this.Item Teaching and assessment for mastery: Maximizing Learning Gains in Senior Secondary Schools(Institute of Education, University of Ibadan, 2013) Owolabi, H. O.; Olatunji, D. S.; Sowumi, E. T.This study investigated the effect of Teaching and Assessment for Mastery (TAM) on Senior Secondary School (SSS) students’ achievement in Economics in Ilorin, Kwara State, Nigeria. It examines the effectiveness of TAM for improving general level of senior Secondary school students’ level of performance in Economics. The sample consisted of ninety Senior Secondary form one (SS 1) students from three intact classess- yellow, blue and red with 22, 27 and 41 students respectively. The non equivalent group post test only quasi experimental research design was adopted for the study. Four instruments were developed and used for data collection. These comprises three formative tests and a post-test. The postulated research question was answered with mean and standard deviation while Analysis of covariance (ANCOVA) was used to test the hypothesis generated for the study at the 0.05 level of significance with the students’ scond term examination scores in Economics as the covariate. Findings showed that TAM was effective for improving the general performance of the students in Economics. The degree of effectiveness manifested in the students’ mean performance before TAM (47.8) and after TAM (71.5) with effect size of 0.65. It was also observed that SS1 Red, the most populous class which had the lowest mean score (41.3902) in second term examination, had the highest mean gain of 67%. Based on this findings, it was suggested that TAM should be introduced for the teaching and learning of Economics in secondary schools and the experiment should be extended over the whole term and to cover other subjects. In addition, the teachers of classes with large number of students should take note of the likely effect and vary their instructional methods to cater for this.