Browsing by Author "Farombi, J. G."

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Application of a computer software to educational measurement
(Nigeria Journal of Computer Literacy, 1998-06) Farombi, J. G.
The paper discussed the computer system features, users' application programmes and packages. Computer system application to educational measurement using Scorbatt programme with reference to case study on achievement test (multiple choice test items) was discussed.
Improvising techniques in experimental physics for Nigerian schools: a compound microscope
(UNESCO, 2007) Farombi, J. G.
In the course of formal education, Nigeria faces some major problems, one of these is the lack of teaching material which should go a long way to stimulate learning. It is for this purpose that a compound microscope has been designed and constructed for use in Nigerian secondary schools where such equipment is either completely lacking or available in limited quantity. A compound microscope consists essentially of a base, a stage, an arm and two tubes which support the objective and the eye-piece lenses. The magnifying power of the constructed microscope was dertermined and found to be 10. The experimental and the theoretical magnifying powers differed by 8.5%. The constructed microscope can be used in physical and biological lessons.
Material resource utilization, a correlate of students' performance in secondary school physics in Oyo State
(Department of Educational Management. University of Ibadan, 2000) Farombi, J. G.
The aim of this paper is to examine the relationship between the material resource utilization and students' performance in secondary school physics in Oyo State. Material resources vary from students' own items like students chairs and lockers to such materials owned by schools like school bus. In other words, material resources are those things used in schools to facilitate teaching and learning processes. A total of 1029 SS1 Physics students from 40 schools with their principal participated in the study. Descriptive statistics and multiple regression analysis were used to answer the research questions 1 and 2 respectively. Two research instruments were used in this study. These include Physics Achievement Test (PAT) and the School Questionnnaire (SQ). The results of the study shows that the level of the material resources in Oyo State Secondary School is low. Material resources such as textbooks, library size, fan, students' stools in the laboratory are found to significantly predict students' performance in secondary school Physics in Oyo State. It is therefore, recommended that more of these material resources should be provided in the schools.
Resources and resource utilization in distance education
(2001-05) Farombi, J. G.
The study on effects of resources and resource utilization in distance education opened with a short history of distance education in Nigeria. The traditional rulers had a way of disseminating information to their subjects through the help of town criers. The federal government of Nigeria gave a legal backing to distance education In 1977. The paper addressed such issues as resources in terms of finance, human, materials and instructional time. The paper ends by exploring the uase of resources in distance education.
Resources and resource utilization in normadic education
(Nigeria Association for Educational Media and Technology, 1998) Farombi, J. G.
The paper opens with a conceptual analysis of nomadic education and its inception in Nigeria. A brief account of nomadic education in Nigeria shows that nomadic education is no more strange (although, a more vibrant endeavours to educate nomads was embarked upon in the 70s). There are thirty-four States and Federal Territory Capital (Abuja) participating in normadic education. One of the remaining two states will soon be joining. The number of normadic education schools rose from 174 in 1986 to 890 in 1997 and a total of 88,871 pupils as at 1997 had enrolled. One of the factors inhibiting nomadic education is the lack of resources that are needed for the success of the programme. The resources can be divided into four categories (financial resource, human resources, material resources, and instructional time resource). For example, some of the normads have their lessons under trees and one wonders what happens during dry seasons when all leaves are dried. Furthermore, the teaching force (ie, the nomadic education teachers) are not adequate since there are 2,561 teachers in the existing 890 schools it shows that there are less than 3 teachers in each school. The study ends by recommending that since nomads are unwilling to go for nomadic eduaction, there should be a provision of the material and financial resources to nomadic education, these will serve as bates for these pupils.
School surpervision, a predictor of students' achievement in secondary school physics in Oyo state
(Stirling-horden Publishers, 1999) Farombi, J. G.