Browsing by Author "Yusuf, O. A."

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    Comparability of Literacy Skills Scores in School Based Assessment of Male and Female Middle Basic Pupils in Moro Local Government Area, Kwara State, Nigeria
    (Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2016) Jimoh, M. I.; Balogun, A. O.; Yusuf, O. A.
    The underlying principle in School-Based Assessment (SBA) is the transformation from Continuous Assessment (CA) in accordance with the National Policy on Education (2f) 13). The study therefore compared literacy skill scores generated from SBA of male and female middle basic pupils in Moro Local Government Area, Kwara State, Nigeria This study adopted ex-post facto design. The population for the study covered of all the basic I to 9 pupils in public schools in Moro LGA, Kwara State, Nigeria. The target population comprised 148 schools and 12,493 middle basics (Basic 4 to 6 pupils) in Moro LGA, Kwara State, Nigeria. A simple random sampling technique was used to sample 59 (39.87%) schools and 1,180 pupils' results in the English Language. A proforma was used as an instrument to collect the 2015/2016 academic session pupils' scores in the English Language. One research question was raised and answered using curvilinear transformation on the percentile scale. One research hypothesis was raised and tested using the independent sampled t-test. It was found that the scores obtained by male pupils were higher than female pupils in 2015 English Language SBA in Moro LGA, Kwara State. It was also found that a significant difference was found in the scores obtained by male and female pupils in English Language SBA. One of the recommendations revealed that school-based assessments should be conducted to provide feedback to stakeholders in the education industry. Teachers should endeavor to follow the recommended assessment procedures as specified by the National curriculum.
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    Comparability of SSE multiple-choice Economics items using IRT approach among senior secondary students in Kwara State, Nigeria
    (The Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2017) Jimoh, M. I.; Yusuf, O. A.; Laaro, Y. B.
    This study was conducted on three-parameter comparison of WASSCE and NECO multiple-choice Economics items among Senior Secondary School students in Kwara State, Nigeria. Students' abilities and item parameters (item difficulty, discrimination and guessing) of WASSCE and NECO Economics items were investigated. Descriptive survey research design was adopted. Twenty-four randomly selected public Senior Secondary Schools were sampled and 768 Senior Secondary School III students were sampled using multi-stage sampling technique 2015WASSCE and NECO multiple-choice Economics items were used as the instrument. The data obtained were scored dichotomously, Students' abilities and item parameters were generated using WinGen IRT software package. The t-test statistic was used to test hypotheses postulated at 0.05 level of significance. One of the findings revealed that: the examinees sampled were of medium ability in WASSCE but higher in NECO. The WASSCE Economics items had more difficult items than NECO Economics items. NECO Economics items discriminated more than WASSCE. Economics items in 2015 had negative discrimination and as such excluded from calibration. More items were prone to guessing in NECO than in WASSCE Economics test items. It was also found that significant differences did not exist in the difficulty, discrimination and guessing indices of WASSCE and NECO multiple-choice Economics items. One of the recommendations was that in WASSCE and NECO should properly review and edit their items so as to detect items with negative discrimination and reduce the guessing tendency of each item.