Browsing by Author "Durowoju, E. O."

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Attitude of stakeholders toward monitoring and evaluation of students' research projects in tertiary education inOyo state, Nigeria
(2013-06) Onuka, A. O. U.; Durowoju, E. O.
This study investigated stakeholders' perception of monitoring and evaluation of students' research projects in some tertiary educational institutions in Oyo state. The population of the studycomprised all the tertiary institution in Oyo state. Multistage sampling technique was adopted as follows: Random sampling technique was used to select one university and one college of education after classifying the institutions into universities and non- universities. From each of the institution, two faculties/schools were randomly selected while six departments were randomly chosen from each of the faculty/school. The had of department , 4 lecturers and 5 students were purposively selected from each department, making a total of 24 HODs, 96 lecturess and 120 Ph. D students. Monitoring and Evaluation of Research Projects Scale (MERPS) and Students' Perception of Lectures Attitude towards Monitoring and Evalaution of Research Project Scale(SPLAMERPS) were employed to generate data. Cronbach alph was used to determine the psychometric properties of these instruments validity coefficients were 0.76 and 0.79 repectively. Three research questions were addressed. Descriptive statistic were used to anlayze the data. Results revealed that all the HODs, 48% of the lecturers accepted M & E of students' research projects as a tool for quality assurance mechanism, while 52% of lecturers opposed it. Recommendations were that: lecturers should be made to imbibe the M & E mechanism to effectively and efficiently montior and evaluate students' research projects/theses. Lecturers should adhere strictly the benchmark set for monitoring and evaluationof students' project to ensure good quality.
Determining psychometric properties of achievement tests in ODL business management
(2010) Durowoju, E. O.; Onuka, A. O. U.; Onabamiro, A. T.
The study sought to expose ODL educators to the challenges of constructing achievement tests in distance learning school of business management. A pool of one hundred test items were drawn and administered on two hundred respondents, who were purposively selected among the University of Lagos distance learning Business Managementstudents. The data collection instrument used was Business Management Achievement Test (BMAT). The discrimination and difficulty level of the test items were determined and the instrument was subjected to content and concurrent validity and Kuder- Richardson formula 20 was used to ascertain its reliability. The results showed that 48% of the test items were moderately difficult and discriminated well among the examinees, 12% of the items were too difficult, while 40% of the items were too simple for the testees. The study found out that the instrument was 0.94 reliable and valid (0.78 for content and 0.76 for concurrent). The implications of the findings were discussed with a view to exposing distance educators to the challenges involved in constructing a valid and reliable test.
Managing perceived challenges of e-learning in Nigerians higher education
(2012-10) Onuka, A. O. U.; Durowoju, E. O.
Higher education is the climax of the process of providing knowledge, changing learners attitude and inculcating specialized skills in individuals preparatory to taking a life- long employment with intent to earning a living and equally contributing to national economic growth and development. The teaching and learning process is cardinal to the realization of the educational objectives of any nation. The advent of information and communication technology has made teaching and learning easier and beyond the traditional face to face interaction between the teacher and the learner. E-learning basically involving the transfer of skills and knowledge through an electronic device aims at improving the teacher/ learning process. In spite of the benefits of e-learning to both regular students distance learners, e-learning has been fraught with some challenges in Africa. Therefore, this paper discusses some of the challenges facing e-learning in Africa paarticularly in the Nigerian higher education system. These among others are epileptic power supply, high cost of procurement of computer hardware, inadequate infracture, and resistence to change on the part of the instructors, inability of learners to make use of ICT infracture, inadequate skilled manpower ICT, and corruption of computer storage device through viruses. Effectively managing the identified challenges means that the government would have to ensure regualr power supply, lecturers and learners should be trained in the use of ICT infrastructure, and the government should evolve viable ICT policy as well as control or subsidies the price of the ICT infrastructure to make it affordable for both lectures and learners.