Browsing by Author "Onabamiro, A. T."

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Determinants of Students’ Achievement in Senior Secondary School Mathematics in South-Western Nigeria
(2014) Onabamiro, A. T.
Students‘ under-achievement in Mathematics over the years in South-western, Nigeria has been partially attributed to ineffective school management and poor classroom interaction. Studies on Secondary School Mathematics achievement have so far concentrated on teacher-student related factors with less emphasis on the combination of principals‘ leadership styles, Teachers‘ job satisfaction and classroom management. This study investigated the causal relationship among principal factors, teachers‘ job satisfaction and classroom management, and students‘ achievement in Mathematics in South-western, Nigeria. The study adopted a survey design with a hypothesised model. Two states (Oyo and Ogun) were randomly selected. Proportional sampling technique was used to select thirty Local Government Areas (LGAs) from the two states, while the simple random sampling technique was used to select five schools from each LGA; making a total of 150. In all, participants were 162 SS2 Mathematics teachers and 5,251 SS2 students. Principals‘ Supervisory Role Rating Scale (r = 0.70, CVR = 0.73); Teachers‘ Job Satisfaction Rating Scale (r = 0.76, CVR = 0.72), Teachers‘ Classroom Management Scale (r = 0.80, CVR = 0.71), Mathematics Achievement Test (r = 0.74, CVR = 0.69) and Multifactor Leadership Scale with four components( r = 0.70, CVR = 0.78) were used to collect data. Data were analysed using multiple regression and path analysis at p≤0.05. The hypothesised and parsimonious model explained factors influencing Mathematics achievement with six discrepancies occuring out of the 59 cases which is just 10.2%. The model was predicted by all the independent variables at forty-two point two percent. One hundred and five pathways were established with 29 direct and 76 indirect. Out of the 11 variables influencing Mathematics achievement, 5 variables (Transformational; β=0.523, Democratic; β=0.291, Teacher job satisfaction; β=0.199, Laissez-faire; β=0.183 and Teacher classroom management; β=0.177) had direct effect on Mathematics achievement. Apart from principals‘ supervisory role, principals‘gender, age, qualification, experience and autocratic leadership style had indirect effect on Mathematics achievement. Transformational leadership style had the most significant effect on Mathematics achievement (0.562), followed by democratic leadership style (-0.274), teacher‘s job satisfaction (0.270), laissez-faire leadership style (-0.190), classroom management (0.177), principals‘ gender (0.088), principasl‘ qualification (0.087), principals‘ age (0.082), autocratic leadership style (0.021) and principals‘ experience (0.008). Principal‘s leadership styles and socio-demographic factors significantly influenced teachers job satisfaction, classroom management and ultimately, students‘ achievement in senior secondary schools in Oyo and Ogun states respectively. Principals should therefore be cautious in their leadership styles towards inproving teachers‘ job satisfaction, classroom management and students‘ achievement generally in their schools
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.
The effect of formative test, individual assignment and group assignment on students' achievement in junior secondary school mathematics
(2010-12) Onuka, A. O. U.; Onabamiro, A. T.
The study investigated the extent to which formative test, individual assignment and group assignment determined students' achievement in mathematics. Four schools in Ijebu- North of Ogun state were purposively chosen and an intact class in JSS 2 was used for each group for the treatments with a fourth group as control. Pre-test was conducted for the four groups before the commencement of the teaching. Three groups were taught using three different strategies: formative test on the first group, individual assignment on the second group and focus on group assignment on the third group while the fourth was taught using conventional method of instruction. A post test was administered on the four groups. The results (pre-test and post- test) were subjected to analysis of convariance. It was revealed that formative test, individual assignment and group assignment significantly affected achievement in mathematics. The adjusted means showed that formative test has the highest mean of 28.44 followed by individual assignment with adjusted mean of 25.06; group assignment recorded an adjusted mean of 23.48 and control haad the least adjusted mean of 20.62. It was recommended among other things that teachers should regularly give a take home assignment in mathematics to students which should be promptly marked and recorded.
The predictive power of junior secondary school (SSS) achievement in Epe local government area of Lagos state
(2010) Onuka, A. O. U.; Raji, M. A. A.; Onabamiro, A. T.
This study examined the predictive power of JSS achievement on SSS achievement in Epe local government area in Lagos state. The population for the study consisited of all the twenty-five secondary schools in Epe local government area of Lagos state. From these schools, six were randomly selected. The senior secondary schools certificate results from computer sheets for the year 2008 and the corresponding junior secondary school certificate computer results of year 2005 were collected from the selected schools. The data were extracted from the computer sheets and analysed using linear correlation and correlation matrix. Results showed that there was significant relationship between the overall performance of the JSS achievement and overall performance of the SSS achievement. Out of the nine subjects correlated, five significantly correlated: Soc. studies (r=0.346;P<0.01); Bus studies(r=0.598;P<0.01);IRK(r=0.280; P<0.05); CRK(r=0.417;P<0.01) Agric (r=0.199;P<0.05) while four did not. It was recommended that since the achievement in JSS positively correlated with the achievement in SSS, students should not wait until they got to the senior secondary before they begin to be serious with their studies. Government should also encourage teachers to put in their best to make sure that much is imparted on the students' right from the junior secondary level