Browsing by Author "Sheu, Adaramaja Lukmon"

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    Comparism of Study Skills, Exam Preparedness and Attitudes toward Mathematics among Pupils in Public and Private Schools in Oyo State, Nigeria
    (Institute of Africa Higher Education Research and Innovations in collaboration with Maryam Abacha American University of Niger (MAAUN), Maradi, Niger Republic, 2024-06) Ogunjimi, Mayowa Olurotimi; Sheu, Adaramaja Lukmon
    The study examined study skills, examination preparedness, and attitudes toward mathematics among pupils in Oyo State, Nigeria. A descriptive survey research design was adopted for the study. Three research questions and three hypotheses were formulated to guide the study. The target population of the study was all basic five pupils out of which 600 pupils constitute the sample size. A self-constructed questionnaire titled Study Skills, Examination Preparedness, and Attitudes Toward Mathematics Questionnaire (SSEPAMQ) was used for data collection. The instrument was content validated while the Cronbach Alpha reliability yielded an index of 0.84. Mean and standard deviation were used to provide answers to the research questions raised, while the hypotheses were tested using t-test. The findings revealed that there is a moderate level of study skills towards mathematics among pupils, a moderate level of examination preparedness, and positive attitudes towards mathematics in Oyo State, Nigeria. Also, there was a significant difference in study skills, examination preparedness, and attitudes towards mathematics between public and private primary school pupils in Oyo State. This implies that policymakers need to shape curricula, teacher training programmes, and resource distribution to ensure that students are equipped with the study skills necessary for effective teaching and learning mathematics. It was recommended among others that pupils should be encouraged to engage in active learning strategies so as to promote their study skills, while increase in problem-solving skills will reduce anxiety and increase their examination preparedness which will promote pupils’ positive attitude towards mathematics.
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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.