Browsing by Author "Owolabi, Henry Olumuyiwa"

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    Analysis of the dimensionality of Nigerian Senior School Certificate Examination June/July 2013/2014 Objective Tests in Government
    (Department of Science Education, Federal University of Technology, Minna, Nigeria, 2017-12) Adewuni, David Adebayo; Owolabi, Henry Olumuyiwa; Ogunjimi, Mayowa Olurotimi; Akinboboye, Joseph Taiwo; Bamidele, Samuel Tunde
    This study examined and analyzed the dimensionality of the Nigerian Senior School Certificate Examination Multiple-choice Objective Tests in Government. Exploratory research design was adopted for the study. A representative sample of 1,348 out of 3,034 Senior Secondary School Three (SSS III) students from 49 schools participated in the study through multi-stage sampling technique. The June/July series of NECO Senior School Certificate Examination June/July Multiple-choice Objective Tests in Government for the years 2013 and 2014 were adopted as instrument for the study. Data collected were analyzed using Principal Component Analysis and Proximity Matrix Method of the HCA Approach. The findings of this study revealed that 56 items representing 93.33% of the total of 60 items in NECO SSCE June/July Multiple-choice Objective Tests in Government for the two years were unidimensional and no significant difference was observed between the two tests. In conclusion, the two tests were unidimensional. The study recommended that efforts should be intensified toward improving the standard of the tests items, that all examining bodies using multiple-choice test instruments should be encouraged to use the Hierarchical Cluster Analysis Approach in test development process.
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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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    Attitude and Competency Skills of Undergraduate Students towards ICT: A sine qua non of CBT as an innovation in testing
    (Department of Educational Foundations, Faculty of Education, University of Benin, Benin City, Nigeria, 2015-11) Sheu, Adaramaja Lukman; Owolabi, Henry Olumuyiwa; Ogunjimi, Mayowa Olurotimi
    Computer-Based Test (CBT) is being adopted for assessment by many institutions in Nigeria due to increase in students’ population, expansion of work demands on academic staff, and advances in Information and Communication Technology (ICT). The successful implementation of any innovation in education depends largely on the attitude and competency skills of educators, who eventually determine how they are used in the teaching and learning process. The purpose of this study therefore was to examine the attitude and competency skills of undergraduate students toward ICT, the basic skills of which are required in CBT. The study adopted descriptive survey design. The population of this study comprised all undergraduate students of University of Ilorin. One thousand and twelve (1,012) undergraduate students were randomly selected for the study. A questionnaire measuring students' ICT competence and attitude to ICT was used for data collection. The instrument had acceptable validity and had test-retest reliability coefficient of 0.82 and 0.84 for both student’s ICT competence and attitude to ICT respectively. Data collected were analyzed with percentages, mean, standard deviation, skewness, and kurtosis. The findings of the study revealed that undergraduate students have positive attitudes towards ICT; and moderate competence in ICT. Based on the findings, it was recommended that the university system should provide adequate opportunity for all students to learn relevant computer skills and develop more positive attitude to complement their existing competence and attitude.
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    Attitude and Competency Skills of Undergraduate Students towards ICT: A sine qua non of CBT as an innovation in testing
    (Department of Educational Foundations, Faculty of Education, University of Benin, Benin-City, Nigeria, 2015-11) Sheu, Adaramaja Lukman; Owolabi, Henry Olumuyiwa; Ogunjimi, Mayowa Olurotimi
    Computer-Based Test (CBT) is being adopted for assessment by many institutions in Nigeria due to increase in students’ population, expansion work demands on academic staff, and advances in Information and Communication Technology (ICT). The successful implementation of any innovation in education depends largely on the attitude and the competency skills of educators, who eventually determine how they are used in the teaching and learning process. The purpose of this study therefore was to examine the attitude and competency skills of undergraduate students toward ICT, the basic skills of which required in CBT. The study adopted descriptive survey design. The population of this study comprised all undergraduate students of University of Ilorin. One thousand and twelve (1,012) undergraduate students were randomly selected for the study. A questionnaire measuring students ICT competence and attitude to ICT was used for data collection. The instrument had acceptable validity and had test-retest reliability coefficient of 0.82 and 0.84 for both student’s ICT competence and attitude to ICT respectively. Data collected were analyzed with percentages, mean, standard deviation, skewness and kurtosis. The findings of the study revealed that undergraduate students have positive attitudes towards ICT; and moderate competence in ICT. Based on the findings, it was recommended that the university system should provide adequate opportunity for all students to learn relevant computer skills and develop more positive attitude to complement their existing competence and attitude.
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    Emerging Human Capital Needs and Modification of Training Programmes by Nigerian Tertiary Institutions
    (National Association of Educational Researchers and Evaluators, 2011) Ogunjimi, Mayowa Olurotimi; Sheu, Adaramaja Lukman; Owolabi, Henry Olumuyiwa
    It is commonly believed that while the early graduates of tertiary institutions in Nigeria tend to demonstrate competence at work and life skills while many of the present day graduates show opposite tendencies. The pace of development around the world places a demand on education to optimally contribute to human development by instilling competence and creativity in school products. The demand is heavier on tertiary institutions. The study therefore investigated how tertiary institutions in Nigeria cope with the emerging human capital development needs. Specifically, empirical evidences of the steps taken by academic departments of tertiary institutions to obtain information about current needs of employers of labour, whether they embark on periodic review of academic programmes to cope with demands of the work place and their level of satisfaction with the employment prospects of graduates produced by them were sought. Interview of selected departmental heads in tertiary institutions in Lagos and Kwara State was carried out. With the use of frequency counts and percentages, it was found that majority of the academic departments review their academic programmes following guidelines provided by regulatory bodies like NCCE and NUC. Most of the departments also have forum through which they interact with employers of their products but a fairly large proportion of the academic departments expressed dissatisfaction with the employment prospects of their products. In view of these findings, it was recommended that institutions of higher learning in Nigeria should keep developments at work in view and reform curriculum to cater for needs represented. Also, it is recommended that research based policy initiatives should be instituted to achieve improvements in the contributions to human capital development.
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    Formative Assessment as Motivational Strategies for Learning: Perceived Impact and Challenges by Senior Secondary School Teachers in Ilorin
    (Department of Arts and Social Sciences Education, Faculty of Education, University of Ilorin, Ilorin, Nigeria., 2012-03) Owolabi, Henry Olumuyiwa; Sheu, Adaramaja Lukmon; Ogunjimi, Mayowa Olurotimi; Olutola, Thomas Adekunle
    Formative assessment is used by teachers and students during instruction to improve students’ achievement of intended instructional outcomes and motivation. However, the impact of formative assessment by the secondary school teachers is regrettable. Hence, this study aimed at investigating the teachers’ perception of impact and challenges of using formative assessment in improving students’ achievement motivation. Three research questions were generated and descriptive survey research design was used in the study to collect data from a sample of one hundred and fifty Senior Secondary School teachers in Ilorin, Kwara State. The instrument for data collection was a validated questionnaire on teachers’ perception of formative assessment (QTPFA). The result of the data analysis showed that the most perceived impact of formative assessment allows students to receive feedback about the quality of their work and what they can do to make it better. Also, the study revealed that poor time allocation and teachers’ resistance to further the testing of students is the most perceived challenge of using formative assessment in the classroom. It was recommended that teachers should be motivated to design how best to adapt formative assessment to their needs and the needs of their students and that assessment guidelines and monitoring committee should be set up by the government in order to ensure high quality formative assessment practices.
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    Formative Assessment as Motivational Strategies for Learning: Perceived Impact and Challenges by Senior Secondary School Teachers in Ilorins
    (Department of Arts and Social Sciences Education, University of Ilorin, Ilorin, Nigeria, 2012-03) Owolabi, Henry Olumuyiwa; Sheu, Adaramaja Lukman; Ogunjimi, Mayowa Olurotimi; Olutola, Thomas Adekunle
    Formative assessment is used by teachers and students during instruction to improve students’ achievement of intended instructional outcomes and motivation. However, the impact of formative assessment by the secondary school teachers is regrettable. Hence, this study aimed at investigating the teachers’ perception of impact and challenges of using formative assessment in improving students’ achievement motivation. Three research questions were generated and descriptive survey research design was used in the study to collect data from a sample of one hundred and fifty Senior Secondary School teachers in Ilorin, Kwara State. The instrument for data collection was a validated questionnaire on teachers’ perception of formative assessment (QTPFA). The result of the data analysis showed that the most perceived impact of formative assessment allows students to receive feedback about the quality of their work and what they can do to make it better. Also, the study revealed that poor time allocation and teachers’ resistance to further the testing of students is the most perceived challenge of using formative assessment in the classroom. It was recommended that teachers should be motivated to design how best to adapt formative assessment to their needs and the needs of their students and that assessment guidelines and monitoring committee should be set up by the government in order to ensure high quality formative assessment practices
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    Funtionality of Tertiary Institutions and the Development of Generic Graduate Outcomes
    (National Association of Educational Researchers and Evaluators, 2014) Owolabi, Henry Olumuyiwa; Ogunjimi, Mayowa Olurotimi; Sheu, Adaramaja Lukman
    This study describes the attributes of functional tertiary institutions in relation with the attributes of generic graduate skills. Three graduate outcome variables (discipline-knowledge and skills, communication and problem solving, and ethical and social sensitivity) were discussed to be influenced by four attributes functional tertiary institutions (Teaching Quality, Programme Quality, Good Teaching and Learning Community). A sample of four hundred and fifty students randomly selected from three cohorts (First year students, Final year students and Post-Graduate course work students) of three randomly selected federal universities were used for the study. An adapted instrument tagged “Students’ Experience Survey Questionnaire” with Cronbach’s alpha reliability value of 0.74 was used to collect data from the sample. Using Analysis of Variance and Pearson Product Moment Correlation Co-efficient, the result revealed that there is no significant difference in the functionality of learning across all the institutions of learning selected. However, a significant difference was found in the generic graduate attributes among the cohort of the students. The result further revealed a significant relationship between functional learning institutions and generic graduate outcomes. It was recommended that the interactive, social and collaborative team teaching, capture in the notion of learning community are the most determinant of graduate outcomes and so should be included in the focus of attempts at enhancing the quality of student learning.
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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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    Impact of School Conservation Club Membership on Secondary School Students' Behaviour in Ojo, Lagos State, Nigeria
    (Serials Publications, New Delhi, Indian, 2009-10) Owolabi, Henry Olumuyiwa; Aletan, Sola; Ogunjimi, Mayowa Olurotimi
    The study aimed at determining the impact of school conservation club membership on students’ behavior. The study was designed to compare the behavior of members and non-members of school conservation club in the area of knowledge of environmental conservation, attitude to environmental conservation and involvement in environmental conservation. The impact of school type, gender and stream on environmental conservation behaviour of students were also investigated. A sample of 575 secondary school students consisting of 275 of the school conservation club members and 300 non-members, was drawn from six randomly selected private and public secondary schools with functional conservation clubs in Ojo Local Government Area of Lagos State. Data analysis shows that there is a significant effect of club membership, stream of class and school type on students’ knowledge, attitude and involvement in environmental conservation. Members of school conservation club performed significantly better than non-members on all the three aspects of environmental conservation behaviour investigated. It was also observed that gender does not significantly affect students’ knowledge, attitude and involvement in environmental conservation. Since establishment of a functional school conservation club has been linked to positive environmental conservation behaviour, all schools should be encouraged to have it. Other States should take a cue from Lagos State as this is a significant way of promoting learning outside the classroom.
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    A Meta-analysis of Researches on Secondary School Student's Attitude to and Achievement in Science Subjects
    (Department of Science Education, Federal University of Technology, Minna, Nigeria, 2013-08) Owolabi, Henry Olumuyiwa; Sheu, Adaramaja Lukman; Ogunjimi, Mayowa Olurotimi
    Results from studies on secondary school students’ attitude to science subjects are varied and there is need to aggregate their outcomes and identify its direction. A meta-analysis of studies on Nigerian secondary school students’ attitude to science subjects were carried out to find out whether they generally have positive or negative attitude to science subjects. Gender influences on students’ attitude and relationship existing between their attitude to and achievements in science subjects were also studied. Out of 78 published research reports as well as supervised dissertations and theses on attitude to and achievement in science subjects reviewed, the survey method was adopted to purposively sample 18 research reports. These summarized and meta-analyzed with the use of percentage, t-test and Pearson Product Moment Correlation coefficient to answer the three research questions raised. It was found that more than 50% of Nigerian secondary school students have negative attitude to science subjects while a greater percentage of male students demonstrated positive attitude to these subjects than their female counterparts. The result also revealed a mean Pearson’s correlation coefficient of 0.71 between respondents’ attitude to and achievement in science subjects. Based on these findings, it was recommended that teachers should demonstrate greater resourcefulness in science teaching while parents and teachers should be encouraged to be more aware of the importance of the attitude of students toward science subjects with the aim of promoting positive attitude.
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    Option Functionality of English Language Tests for Candidates' Selection and Placement into Tertiary Institutions in Nigeria: A pilot study
    (Association for Educational Assessment in Africa (JEAA), 2017) Owolabi, Henry Olumuyiwa; Onuka, Adams; Ogunjimi, Mayowa Olurotimi; Mustapha, Yusuf; Sheu, Adaramaja Lukman; Daramola, Dorcas Sola
    Effectiveness of options supplied to an objective test item is reflected by the number of examinees selecting them. West African Examinations Council (WAEC), National Examinations Council (NECO) and National Business and Technical Examinations Board (NABTEB) conduct Senior School Certificate Examinations (SSCE) and its equivalents for the certification of school based and private candidates while the Joint Admissions and Matriculation Board (JAMB) conducts the Universities and Tertiary Institutions’ Matriculation Examination (UTME) for selection and placement of candidates into tertiary institutions across Nigeria. Although examination bodies ensure the functionality of items used by them, it has become necessary for researchers in psychometrics to carry out confirmatory tests to determine the extent to which options supplied in certification and placement tests are functioning. This pilot study was therefore designed to determine the functionality of options in the 2015 SSCE English Language multiple choice test items used by two examination bodies in Nigeria – WAEC and NECO. A total of nine hundred and sixty final year senior secondary school students presented for school certificate examinations in 2017 were sampled across the country. Item analysis statistics revealing percentage of examinees selecting each option to multiple choice items were computed. It was found that all options supplied by WAEC to 2015 SSCE English Language were either fairly or highly functional while 4.4% of those supplied by NECO were not functional. WAEC had larger proportion of highly functional options compared with NECO. Presence of nonfunctional options implies that sufficient attention has not been given to careful supply of options during the test development process. A need for further investigation was identified. It was thus recommended that a countrywide study in all the subjects examined at the school certificate level by each of the examination bodies should be conducted. More attention should also be given to issues of quality of options supplied to test items before they are administered to improve public examinations used for selection and placement of candidates into tertiary institutions.
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    Re-Conceptualization of Education Benchmarks and Standards: The Starting Point for School Reforms
    (National Association of Educational Researchers and Evaluators, 2014) Ogunjimi, Mayowa Olurotimi; Owolabi, Henry Olumuyiwa; Sheu, Adaramaja Lukman
    This paper examined education standard for defining what all students should know and be able to do to live and work in the 21st century. The absence of clearly defined skills expected at every stage and level of education which will guide what all students should learn in school was identified. A need to re-conceptualize goals of minimum standard by all stakeholders in education was identified as the major starting point for reform. It was reasoned that this will enable the country to meaningfully harness human capital development resources through the school system and produce citizens who are able to participate successfully in the global, technology-driven economy for the country. Two types of standards were discussed as the foundation of standard-based reform: content standards and performance standards. Paradigm shift from “access for all” to “high quality learning for all” in the educational system was also canvassed. Standard-based reform seeks to establish clear attainable standard at internationally competitive levels for the entire students’ population. An evaluation system that supports achieving the learning standards in a culturally diverse school system as enunciated in the NPE 2004 for Nigeria was proposed. The role of educational evaluators in setting and ensuring compliance to benchmarks and standards were also spelt out. The paper concluded by suggesting that evaluators in Nigeria should constitute a council or bureau of benchmarks and standards which will coordinate with the Federal Ministry of Education and other agencies operating in the system.
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    School-Based Assessment in Universal Basic Education: Identifying the Concerns of Teachers
    (Serials Publications, New Delhi, Indian, 2010-04) Owolabi, Henry Olumuyiwa; Aletan, Sola; Ogunjimi, Mayowa Olurotimi
    It has been planned to expand school-based assessment in Universal Basic Education programme of the country. Empirically, nothing is known about teacher concerns regarding the adoption or implementation of such an educational innovation. This article presents the findings from a cross-validation study of a five-stage model of teacher concerns. A 22-item questionnaire was constructed to measure teacher concerns on five sequential stages: Indifference, Informational-Personal, Management, Consequence-Collaboration, and Refocusing. Using the questionnaire, a survey to study three hundred primary and junior secondary school teachers’ concerns about school-based assessment as a component of Universal Basic Education was conducted. The survey results supported the five-stage model, but information collected through an open-ended questionnaire survey indicated that the five-stage model needed to be extended to include a stage of evaluation concerns.
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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.