Browsing by Author "Onuka, A. O. U."

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Accountability in education: programme for improving student performace
(Department of Educational Management, University of Ibadan, Ibadan Nigeria, 2003) Onuka, A. O. U.
Accountability in education: the programme evaluation approach
(Codat Publication, U. I P. O. Box 9400, Ibadan, Nigeria, 2010) Onuka, A. O. U.
Accountability and education are twins concepts in education. One cannot be divorced from the other. In fact the latter is the means to determin the former. As we have various types of accountability so there are many types of evaluation. The purpose of evaluation determines the type of evaluation on undertakes. However, the most effective type of accountability is programme evaluation, in the sense that it approaches accountability of any institution or programmes from the global or holistic perspective, assessing every segment of the programme to determine its performance ofr otherwise as well as its responsiveness to the environmental dynamics and its responsibility for the purpose of it establishing. Accountability enhances programme success. Hence the need for accountability in education cannot be overemphasized.
Achievement in common entrance examination as a predictor of achievement in junior secondary school business studies
(2004) Onuka, A. O. U.
This study was designed to determine whether or not, the common entrance examination is a true predictor of students' performance in the junior secondary school business studies, using the score of mathematics and english language. It was discovered that while each of mathematics and english language had low positive predictive validity indicies of 0.17 and 0.19 on the performance in junior secondary school business studies, the combined common entrance examination (i.e mathematics and english language scores) predictive value at 0.41 was, however, fairly good as it is about the normal standard average of success in Nigerian examinations. Recommendations are then made that the quality of teacher, of instructional materials and instruction itself be improved upon. It is also suggested that the quality of the textbooks being used in the three subjects at the secondary school level be analysed in order to establish the degree of that quality.
Assessment as a tool for learning improvement at the senior secondary education level
(Stirling- Horden Publicaters Ltd, Gaff building, 110-112 Oyo raod, Orogun, off University of Ibadan, second gate, Ibadan, Oyo state, Nigeria., 2012) Onuka, A. O. U.
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.
Causes of and solutions to examination malpratices in Nigeria:the perception of some stakeholders
(2004) Onuka, A. O. U.; Obialo, F. O.
Causes,effects of and probable solutions to examination malpractices in Nigeria: a csae study of the west African examination council
(2008-07) Onuka, A. O. U.; Amusan, M. A.
The foci of this investigation were the causes, effect of and probable solutions to examination malpractices in Abeokuta metropolis in Nigeria using west African examination council as a case study. Stratefied sampling technique was employed to obtain the various classes of respondents. The total of 350 respondents was used in the study. A segmented single instrument was used for data collection. The data was analyzed using descriptive and non-parametric statistics. Based on the findings which include non-completion of the syllabi, over-crowdedness, poor teacher quality among others, the recommendations made include adequate covergae of syllabi, improved parental commitment towards wards' educational development, commitment to training and retraining of teachers to improve the quality f teaching and learning as well as undiluted application of Act 33 of 1999 on examination malpractices in Nigeria.
The challenge of students' under-performance in senior secondary school examinations: the way forward
(Academic & Research Execellence Group, Ibadan, 2012) Onuka, A. O. U.
Challenges and prospects of continuous assessment implementation in rural schools in Nigeria: the teachers' perspective
(2012-12) Onuka, A. O. U.
This study examined some challenges and prospects of implementating Continous Assessment (CA) in the Nigerian rural schools, using schools in two rural Ibadan local govenrment areas of Egbeda and Lagelu of Oyo state, Nigeria as case study. It utilized survey research procedure while the study data was collected ex post facto. Fifty-six teachers were sampled from five schools and used as subjects in the study. One instrument was used to collect data which were analysed using percentages and chi-square statistic. Findings show that challenges of implementing CA in rural Nigerian schools include: lack of good and enabling environment, dilapidated classes, lack of relevant equipment for its execution, shared interest between farming and devotion to school work on th part of the teachers who are the chief implementaters, lack of knowledge and skills of the appropriate evaluation techniques, etc. Respondents suggested that time should be given to implimenting CA, teachers should be adequatly trained in the techniques of evaluation, relevant modern technology for its conducts and recording should be provided for teachers.It was discovered that these rural Nigerians do not understand the import of CA implementation. It was recommended that teachers should be given relevant training on modern evaluation techniques, funds be available for the purchase of environment should be provided by way of acquisiton of relevant infrastructure and facilities
Collaborative funding of university research undertaking for rapid national development
(Serials Publications, 2012-01) Onuka, A. O. U.
The paper examined current level of collaborative funding of research undertakings in the Nigerian university system in order to determine the level to which various stakeholders (corporate and endowed individuals Nigerians) had been contributing their quote towards funding research in the university systems and to find out if research funding in the system matches the expected level of collaborative research funding. Two research questions were, therefore, addressed one hundred academics in the system from five Nigerian University who converged at a National Research Conference were used as sample and an instrument tagged Nigerian University Reseach Funding Perception Questionnaire was thus adminstered on the conferees from four of the six geo-political zones of the country. The data were analysed using graph and chi-square. Results were that collaborative funding apart from the ones jointly funded by government and the universities or government agency (e.g ETF) and universities, no meaningful collaborative funding of research in our universities, and that corporate bodies would fund sports and lottery/gambling because theses easily bring back quick return to them and that well-endowed individuals and corporate bodies should either voluntarily collaboratively fund research in the university system or a legislation should compel to undertake collaborative funding of research in university system for enhanced development of the country.In order to engender collaborative, the university system should evolve joint research initiating body that would be responsible for generating research policy, plans and programmes so that endowed individuals and the organized private sector could collaborate in funding the university system research understandings for rapid national development.
A comparative study of the quality of the managers, teachers and facilities of private and public primary schools in Ibadan, Oyo state.
(2005-07) Onuka, A. O. U.
This paper compared the quality of private and public schools in ibadan in Oyo state. The sample for the study comprised 15 randomly selected schools of each type across five of the eleven local government areas that make up Ibadan. The findings of the study were that the management, at tha personal management characteristics level, in the public schools was more qualitative than in the private schools. In additon, the private schools performed better in the area of school-imposed indicaators of quality. There same findings were true of the teachers quality indices. These differences between the two types of schools on the aggregate were discovered to be significant in favour of public schools in the qualty of schools management and that of teachers whereas it was in favour of private schools in terms of the quality of infrastructure. However, neither of the two school tyoes had absolute edge over the other in any of the three quality variables of the study. Based on these findings, relevant recommendations were made for improvement of schools irrespective of ownership.
Continous assessment as an instrument for achieving learning objectives
(PEN SERVICES, Ibadan, 2004) Onuka, A. O. U.
Continuous assessment for improved higher education achievement in business management
(2011-04) Onuka, A. O. U.; Durowoju, E. O
"This study investigated the extent to which continuous assessments (CAs) improved higher education learning achievement in Business Management. Survey research design was used. Multistage sampling technique was employed, resulting in sample sizes of 10 lecturers and 200 students from two higher institutions of learning. A continuous assessment for improved learning scale was designed for data collection. The data from the study were analysed using descriptive and correlation statistics. Three research questions were tested and the results showed that test and individual assignment are most commonly used techniques for measuring students' academic performances while group assignments were rarely used. The result also indicated that the group assignments were rarely used. The result also indicated that the lecturers do not use the feedback to provide remediation and do not mark continuous assessment test while some do not have proper records for CA scores. Most of the lecturers agreed that the most frequently used continuous assessment techniques were tests and assignments. Furthermore, there was significant relationship between continuous assessments and students, achievement in Business Management. Consequent upon these, it is recommended that lecturers should make use of other continuous assessment techniques such as group assignment, peer assessment, projects, term paper, and classroom observation to measure students' academic achievement among others. They should, likewise, ensure that remediation is provided. Records of continuous assessment scores should be kept for immediate and delayed remediate. Finally, seminars and workshops should be organized to educate lecturers and stakeholders in the education industry on the essence of continuous assessments in improving achievement at the higher education level"
Curtailing examination fraud for improved quality assurance in the African examination system
(Association for Educational Assesment in Africa (AEAA), 2011) Onuka, A. O. U.; Durowoju, E. O
The recurrent incidence of examination malpractices on the African continent particulary in Nigeria calls for drastic measures to arrest the situation. The study investigates the nature, causes, methods and effects of examination malpractices and sought out how the quality of regional examinating systems can be assured therby. The study was a descriptive survey design using ex-post facto research type to collect data. The sample was made up of 80 teachers and 400 students, respectively. Data were analysed using percentages, graphs and charts. The findings were that examination malpractice occurs at all levels of the system in diverse ways: leakage of question papers in the process of setting, printing, packaging, storing, and distribution. Others included: impersonation, undue favoritism by invigilators of students, bribing or influencing examination staff, councils' allotment of choice examination centres termed "special" "miracle" centres and inflation or reduction of canditates' original scores by those who mark or grade the scripts. It was also discovered that students carry out examination malpractices by various means: desktop publishing and laptop publishing. Some of the causes of this examinational menace included greed, corruption, dishonesty, indolence and lethargy, students' poor study habits and compromise. The effects and the way outproblem were discussed. Recommendations included stakeholders must corporately fight against this vice. Communities, government, corporate bodies, and examinating bodies should come together in the region to educate stakeholders, from time to time, on the appropriate teaching and learning techniques as well as conduct researches that will improve classroom interaction and preparation for the examinations.
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.
Differential item functioning methods as an item bias indicator
(2012-04) Ogbebor, U.; Onuka, A. O. U.
Differential item functioning is an approach that is widely used to find out items that are bias. This study investigated items that are bias using differential item functioning approach in relation to school type (private and public schools) school location (urban and rural schools) using National Examination Council (NECO) economics questions for 2010. The research design employed in this study was comparative research type of design. The study sample comprised students in Delta state, Nigeria. Four hundred and forty seven (447) students were used. And the test contains 60 items which was administered to the students. Logistics regression was used to analysis the data. The research finding showed that out of sixty items in NECO economic questions, 10 were biased in relation to school type and 8 items in relation to school location. The implication of these findings is that NECO economics examinations questions have presences of differential items functioning (DIF). From the result of the findings, it was then recommended that test experts and developers should explore the use of DIF approach to detect biased items.
Differential item functioning of economics question papers of national examinations council in Delta state, Nigeria
(2013) Ogbebor, U.; Onuka, A. O. U.
This study attempted to detect item bias using differential item functioning approach in relation to gender (male and female) and school type (private and public schools). Using National Examinations Council (NECO) Economics questions for 2010. The research design employed in this study was a comparative research type of design. The study sample comprised students in Ethiope East local government area of Delta state. Four hundred and fourty seven (447) students were used. The test contains 60 items which was adminstered to the students. To detect items bias in relation to gender and school type, logistic regression was used; the result showed that there were item biases in terms of gender and school type. It was then recommended that items should be constructed in future taking cognizance of gender and school type.
Distance education funding: an analysis of the centre for external studies, University of Ibadan, Ibadan
(2001-12) Onuka, A. O. U.
This work evaluates the sources and uses of fund for and by the centre for external studies. It is discovered that the centre though appears to be adequatly funded but if all it needs to do is done, the funding becomes inadequate. And it may become extinct if nothing is done, the to improve the revenue base of the centre. It this suggested that the remuneration of the staff be improved while academic staff be recruited for improved services. It is equally suggested that investment of excess income be made, consultnacy services be set up, and centre's programmes be expanded to invovle those faculties and departments that are not yet taking part in its programme. Furthermore, intakes could be increased and fees be reised to meet the needs of the centre. The university should fully integrate the centre for greater productivity and sustainability of the programme.
Distance education: its organization and management
(2001) Onuka, A. O. U.
Distance education is a means of bringing education to the door step of the people who, otherwise would have not been opportuned to have access to formal education. It thus remove the barriers to formal education and enables a lot of people access to learning while they were still keeping their jobs. But to be effective it must be properly planned, organised implemented and well managed. This paper therefore outlines the process of properly concieving, planning, organising, implementing and managing a result oriented distance learning programme. Since it covers a wider geographical area than the formal education, its planning, organisation and management differ substancially from the organisation and management of a formal education setting
Distance learners' time management and learning effectiveness
(InTech, Janeza Trdine 9, 51000 Rijeka, Croatia, 2012) Onuka, A. O. U.