Browsing by Author "Okwilagwe, E. A."

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Analysis of national examination council junior school certificate examination question in two core subject.
(Faculty of Education, University of Ilorin, Ilorin, 2010-12) Okwilagwe, E. A.; Nwazota, C. C.
The study is an anlaysis of context coverage of Junior School Certificate Examination Syllabi by National Examination Council Papers in two core Subject. The extent to which itema on the test present Blooms Taxonomy of Educational Objectives (cognitive domain) was also analysed. The ex-post-factor research design was adopted in the study. Examination syllabi for Social Studies and integrated science and question papers for a three year period were collected and analysed using descriptive statistics. Findings indictated that NECO JSCE Integrated Science and Social Studies questions cover between 50% and 60% of the examination syllabi. Most of the areas not adequately covered were very relevant to everyday life. Generally, Social Studies multiple choice items were easy but in 2001 and 2003 the essay items were difficult as 33% and 40% were at the application level respectively. Integrated science multiple choice questions and essay question for 2004 were difficult as they covered 30% and 46% application level respectively. In view of the findings, it was suggested that to meet the standard of NECO questions, the subject teachers should develop in students the skills and strategies for answering higher order questions to keep pace with the changing patterns of questions presentation.
Appraisal of recent trends in curriculum restructuring in Nigerian education system
(Ibadan University Press Publishing House University of Ibadan, Nigeria, 2012) Okwilagwe, E. A.
Assessing the quality of universal basic education junior secodary school curricula as instruments for drop-out reduction in three core subjects in Lagos State.
(Institute of Education, Obafemi Awolowo Univeristy , Ile- Ife, 2011) Okwilagwe, E. A.; Sadiku, D.
The study assessed the quality of Universal Basic Education (UBE) Junior Secondary School (JSS) curricula as instruments for drop-out reduction in three core subjects in Lagos State. Seven quality indicators used were: comprehensiveness, application of teaching-learning methods and learning materials, responsiveness, relevance, opportunity to learn and adaptability. The study is an ex-post-factor research type. Four instruments: Mathematics, English language and Social Studies Teachers' Questionnaire respectively and Teacher Perception on Reduction of Students Dropping-out of School were used for the collection of relevant data. Multiple regression was used to analyse the data. The composite effects of the seven quality variables made strong and significant relation with students' drop-out reduction in mathematics, english language and social studies contributing (70%, 68% and 53% respectively). Adaptability was highly significant in explaining drop-out reduction in mathematics and social studies curricula whereas relevance was highly significant in english Language curriculum. Relevance made moderate significant effect on drop-out reduction in mathematics and english language curricula. Application of teaching-learning materials made significant negative explanatory effect on drop-out reduction in mathematics. In view of the inability of the current UBE core curricula to meet the quality criteria, an urgent review of these curricular is recommended among other things.
Assessing the status of physical and health education in Ibadan metropolitan schools
(2008-06) Okwilagwe, E. A.
The study assessed the status of physical and health education in Ibadan metropolis. Sixty-one PHE teachers were randomly selected from fifty secondary schoold in the city. Ateacher questionnaire was administered on the respondents and the data analysed using frequency counts, percentages and t-test. The status of PHE in the schools is that the subject is taught and there are teachers tot each it in many sampled schools in the metroplis. Sixty-nine percent of the schools have 2 or 3 teachers and 15% have between 4 and 8 teachers teaching the subject. The teacher profile shows that 52. 5% are females and 47.5% are males. Sixty-eight percent are first degree graduates, 20% N. C. E of which 39% have been teaching for over 21 years, 23 % for 6-10 years and 11-20 years respectively. Majority (76.2%) are PHE specialist though 8.2 % are specialist in other subjects. Sixty percent of the schools spend 2 period (11/2 hours) teaching theory, 45 minutes respectively on physical activities and games a week. A minimum of 1-45 minutes respectively on physical activities and games a week. A minimum of 1-9 weeks is spent by 42.6% of the schools on inter-house sports whereas 28% do not practice at all. Significant difference exists in the extent of exposure to the various components of PHE by schools on inter-house sports whereas 28% do not practice at all. Significant difference exists in the extent of exposure to the various components of PHE by school type. Private schools allocate more periods and hours for theory, health issues and games than public schools. Public schools however spend more weeks on inter-house sport while private schools spend more time. It is therfore, recommended that the status of PHE be elevated, all schools should have a comphrensive plan and structure in place to enable them execute a comprehensive physical education programme to all students, while some PHE teachers where they are as many as eight in a school, should be redeployed to schools where their services are needed.
Assessment of geography teachers utilisation of evaluation instrument in grading students.
(Institute of Education,University of Ibadan on behalf of participating West Africa Universities and Ministers of Education, 2011) Okwilagwe, E. A.
The study assessed geography teachers' utilization of evaluation instruments in grading students. Using multistage sampling procedure, eight-six teachers who teach senior secondary classes two and three were randomly selected from sixty-five schools in 13 states of Nigeria and Federal Capital Territory. Data were analysed using descriptive (frequency counts and percentages) and t-test statistics. Result indicate that geography teachers adopt the essay type of questions and a combination of essay and objective tests in order to grade students. Other evaluation instruments used and listed in order of utilization are practical work, submitted homework, students' notes, multiple choice and oral tests. Evaluation instruments that encourage higher thinking such as projects and practical test are never or less often used respectively. In terms of group differences in the utilisation of these instrument, findings indicate that utilisation of essay type of test is sensitive to teacher experience and professional status. This implies that teachers with less experience(1-5years) and those with professional training use essay type of test more frequently. Also, male teachers utilise more practical work whereas female teachers utilise student notes in grading students. It was recommended that teachers should be exposed to training and re-training programmes in modern trends of evaluation.
Assessment of the conduct of the WAEC examinations in Oyo and Osun States, Nigeria
(National Association of Educational Researchers and Evaluators, 2004) Okwilagwe, E. A.
This study assessed the conduct of West African School Certificate (WAEC) examinations in two states (Oyo and Osun). The subjects consisted randomly drawn from urban and rural geographical locations. Three instruments were developed and used to gather data. Data were analysed using descriptive statistics and qualitative analysis. The results suggest that most WAEC supervisors have acceptable degree of supervision experience . WAEC makes adequate arrangement for the conduct of its examinations. Question papers were not always adequate and there were cases of examination malpractices in the course of WACE examinations. The study recommends the compilation of candidates' list to guide the production of examination papers and the provision of other facilities including tested security personnel and innovation in seating arrangement.
An assessment of the national teachers' institute national certificate in education, on teachers' professional competence in a social studies class.
(Association of Nigerian Academics (ANA), 2011) Okwilagwe, E. A.; Adetayo, J. O.
This study assessed the professional competence of teachers who hold the National Teachers' Institute (NTI) Nigeria Certificate in Education (NCE) in a Social Studies classroom. The study adopted a casual comparative design. Forty NCE teachers produced by NTI Distance Learning Programme and 40 Full-time NCE trained teachers were purposively selected from schools in eight local government areas of Ogun State. Instructional Competence Rating Scale (r=0.68), and Teachers Knowledge of Social Studies Content (r=0.72) were used to collect data which were analysed using descriptive statistics. The result indicated that there was no significant difference between the categories of teachers on their full knowlege of subject matter. Finding also indicated that the NTI NCE and Full-time NCE trained teachers were not competent in term of classroom instructional practice as they did not give enough room for pupils' active involvement in the teaching-learning process. In view of the fact that teachers will continue to access professional training by NTI, there is the need for NTI to ensure a favourable training environment including the quality of the teaching practice organised for these category of teachers in order to enhance the production of teachers who possess high knowledge of subject content and who can engage in quality classroom instructional practices.
Assuring culture fairness in social studies testing at the basic level of education in Nigeria
(Social Studies Association of Nigeria, 2012-04) Okwilagwe, E. A.
The paper examined the need to ensure culture fairness in social studies testing in Nigeria schools in view of the introduction of new concepts into the curriculum. The meaning of the main concepts that underpin the discourse of the paper-culture and culture fairness were discussed bringing out their relevance in achieving fairness in social studies testing. Principles and procedures that can guide social studies teachers in ensuring culture-fairness in testing were highlighted.
Construction of non-cognitive instruments.
(The Postgraduate School, University of Ibadan, Ibadan, Nigeria, 2013) Okwilagwe, E. A.
Developing and validating academic environmental scale for Nigerian students (AESFNS)
(Pen Services, Ibadan, 2004) Okwilagwe, E. A.
Developing quantitative instruments for research purposes and data collection process.
(Institute of Education,University of Ibadan, 2013-11) Okwilagwe, E. A.
The development of instruments is an essential component of research because without these instruments, data inputs in the form of raw information that will be used to analyse the participants' responses, views/opinions and knowledge in the particular area of study will not be there. It is also important that a research has the knowlege base on available instruments that can be used for data collection, as well as the skills in the development of these instruments to ease the processes of analysis and interpretation. Instruments constructed must be used to collect data systematically to ensure reliability and validity of the information gathered. Otherwise, the researcher could make error of judgement while interpreting the results. In view of this, module 2 has been divided into three units viz: developing instruments in the cognitive domain, developing instruments in affective and psychomotor domains and data collection process.
Effects of two assessment methods on learning outcomes of pupils in social studies: a case study of University of Ibadan Staff School
(The Department of Teacher Education, Univeristy of Ibadan, 2000-04) Okwilagwe, E. A.
This study sought to determine experimentally the relative effects of two methods of assessment on learning outcomes of pupils in social studies at the primary School level. As distinct from what is currently obtaining in most schools in Nigeria, the study discussed the development of continuous assessment in Nigeria, laying emphasis on the importance and the essence of using the three domains of this method of assessment in evaluation of pupils' work. Using 60 Primary 3 pupils of staff school, University of Ibadan, who were randomly selected and assigned to treatment and control groups, they were exposed to four-weeks of teaching during which cognitive, affective and psychomotor domains were assessed. The findings of the study did not seem to lend support to the superiority of performance. Also, the findings revealed that when pupils of this age level, are exposed to continuous assessment procedures, they develop positive attitudes to school, while their attitudes toward social studies as a school subject may not necessarilly appreciate. However, the experimental subjects seemed to have done better on the psychomotor tests as they improved considerably in writing and drawing during the period, than their counterparts.
Evaluating the private- public school dichotomy: the missing link
(Pen Services, Ibadan, 2005) Okwilagwe, E. A.
Evaluation of students involvement in physical activities in Ibadan metropolis
(Association of Applied Psychology and Human Performance, Winneba, Ghana, 2010) Okwilagwe, E. A.
The study evaluated the level of involvement of students in physical activities in the city of Ibadan. Three hundred and fifty-eight (358) students and sixty-one (61) teachers were randomly selected through multi-staged sampling procedure from fifty (50) junior secondary schools in the metropolis. The teacher and student questionnaires were used to collect relevant information that were analysed with descriptive statistics and multiple regression. Findings indicate that about 70% of the students reported that physical activities are good for them. However, they do not seem to have very good knowledge of the benefits of being involved in physical exercises. Number of health periods in the school timetable in that order significatly explained students' involvement in physical activities. Non-availability of equipments and facilities, lack of textbooks, inadequate number of teachers, administrative interest and lack of funds, among others were reported by the teachers as constraints to involving students in physical activities. To improve the present standard of teaching and to achieve the expected objectives of physical and health education, it was recommended that school management should note the school factors observed to be important and those militating against involvement in this study while allocating teacher workload.
Graduate employability: assessment of skills mismatch and wait-time of graduates in a Nigerian University
(Department of Adult Education.University of Ibadan, Ibadan, 2010-06) Okwilagwe, E. A.; Falaye, F. V
This tracer study assessed the issues of curriculum relevance and adequacy from the point of view of the graduates and their employers, this is with a view to ascertaining whether or not a gap exists in the content graduates were exposed to and the skills needed to perform effectively on the job. The sample for the study consisted of 805 graduates of the University of Ibadan between 1971 and 2008, and their empolyers. Two instruments: The Graduates' Questionnaire and Employers' Questionnaire were developed for data collection. Descriptive and inferential stastistics were used tol analysed the data. About 68% of the graduates were employed within one year of graduation, while less than 10% waited for over five years. The study found no clear-cut deficiences in the skills of the graduates. However, their employers rated the graduates higher in terms of efficiency at work, attitudes towards work, ability to take initiatives, possession of requisite skills to solve problems at work and so on than the graduates rated themselves on these attributes. Further study is needed to confirm these present findings.
Influence of teachers factors on attitudes of geography teachers to map work in Nigerian secondary schools.
(Ife Centre for Psychological Studies, 2012-09) Okwilagwe, E. A.
Inhabitants' perception of factors for improvement and sustainability of environmental sanitation in Ibadan city.
(2012-04) Adigun, O. A.; Okwilagwe, E. A.
Sustainability of environmental sanitation in Ibadan metropolis. The study sample consisted of 933 inhabitants from 5 LGAs selected through multi-stage sampling procedure. Twenty-five households were selected from the last and smallest sampling units (the ward) in each LGA. The inhabitants improvement and sustainability perception qustionnaire was used to collect data which were analysed using descriptive statistics. The demographic profile of the inhabitants measured in terms of relevant indicators like education, occupation, income, type of houses and population density of the location they lived, indicated a mix of those in the high, middle, and low socio-economic status. Inhabitant perceived the listed factors as important to improvement and sustainability of environmental sanitation in the city: provision of waste cabins in strategic locations in the city, curriculum review to include environmental health education, environmental laws enforcement, regular meetings on environmental issuesand campaigns among others. The state government and the state environmental agencies in charge should pay particular attention to the identified enhancing factors in order to achieve an appreciable impact at sustainability.
Instruction and evaluation needs assessment of federal teachers scheme beneficiariaries in Akwa Ibom state,Nigeria
(Stirling-Horden Publishers Ltd. Ibadan, Nigeria, 2012) Okwilagwe, E. A.
Learning outcomes: the imperative of evaluating course materials in mass communication curricula
(Stirling-Horden publishers ltd. Ibadan, 2010) Okwilagwe, E. A.
Modern trends in secondary school geography teaching
(Powerhouse Press and Publishers, Ibadan, 2002) Okwilagwe, E. A.