Browsing by Author "Sheu, Adaramaja Lukman"
Now showing 1 - 10 of 10
Results Per Page
Sort Options
Item 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 OlurotimiComputer-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.Item 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 LukmanThe 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.Item 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 OlumuyiwaIt 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.Item 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 AdekunleFormative 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 practicesItem 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 LukmanThis 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.Item 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 OlurotimiResults 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.Item 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 SolaEffectiveness 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.Item 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 LukmanThis 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.Item 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 LukmanThe 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.Item Undergraduate Training Experiences and Employability in imo State(Department of Arts and Social Sciences Education, University of Ilorin, Ilorin, Nigeria, 2010-03) Sheu, Adaramaja Lukman; Ogunjimi, Mayowa Olurotimi; Popoola, Abiola BabatundeModern economy needs highly trained and skilled man power and higher education institutions are required to produce qualified graduates to meet the needs of employers. This study therefore investigated undergraduates’ training experiences and employability in Imo State. The study employed the survey research design, two (2) research questions and one (1) null hypothesis guided the study. A total of four hundred (400) respondents were selected for the study; 200 employers and 200 graduates of different discipline. Two validated researcher design questionnaires were used for data collection. The questionnaires were face and content validated, and reliability index were established at 0.73 and 0.68 using test-retest method. The statistical tools used for the study were mean and the Pearson’s Product Moment Correlation. The research findings reveal employability competencies required by employers of graduates. It also reveals that undergraduates possess essential educational experiences that related to employability. In addition, the study reveals significant relationship between undergraduate’s education experience and competencies required by the employers of labour. It was recommended that employability should be introduced as a course or unit of course to enhance graduates’ employment prospect.