scholarly works
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Item Assessment of challenges facing functional basic education programme in Oyo State, Nigeria(Seahi Publications, 2021) Fehintola, J. O.; Fehintola, M. O.This study aimed at identifying some of the problems militating against functional basic education programme and from the teaching staff point of view in Oyo State of Nigeria. A self-administered questionnaire containing six subsections with forty-five (45) questionnaire items were utilized for this study. The overall reliability coefficient of the instrument used is 0.79. While stratified random sampling technique was used in this study and the sample size used is 519 participants that are made up of the teaching staff of all cadres. The study found, among others that, the teaching staff are not satisfied with the condition of service due to high handedness on the parts of AOPSHON executive and LGEA office officers, that the representative of SUBEB at each LGEA Office is not fair to the teaching by way of transferring their job to AOPSHON, that the teaching staff are not satisfied with the way the AOPSHON executives are running the affairs of primary education in Oyo state, that the teaching staff in primary school do not have freedom of expression in course of discharging their duties and finally the teaching staff suggested the ways that can make basic education progresses in Oyo state. The authors insist that appropriate authority should be put in place to forestall on timely death among primary school teaching staff due to high handedness of few privilege groups of people over one another. All official assignment should be taken away from labour association (AOPSHON) to prevent unnecessary punishment and harassment from so-called union executives. School monitoring and supervision should be handled by the Education Ministry and SUBEB officers and not AOPSHON executives. The number of qualified teachers that Oyo state have are okay enough for formidable academic output from the learners but the situation the teaching staff found themselves are not palatable for the teaching staff to perform optimally. School monitoring and supervision, duty post, promotion, and transfer in each local government must be a conscious exercise of SUBEB and State Ministry of Education and not the function of teachers‟ labour union at all.Item Emotional and cognitive behavioural therapies on academic performance of secondary school students with attention deficit hyperactivity disorder in Ibadan, Oyo State, Nigeria(Ahmet Pehlivan (Kıbrıs)., 2021) Fehintola, J. O.; Fehintola, R. O.; Fehintola, M. OThe study determined the effectiveness of emotional and cognitive behavioural therapies in enhancing the academic performance of ADHD in Mathematics among senior secondary school students in Ibadan. To ascertain the degree of therapeutic efficacy, a randomized sample of 45 senior secondary school students with 15 participants in each from three different senior special schools in three different local government areas in Ibadan were chosen for the purpose. The quasi-experimental study employed a randomized sample that undertook training in Emotional and Cognitive Behavioural Therapies and with a control group were used. The instrument used for data collection are Mathematics achievement tests prepared by the National Examination Council (NECO) for 2017 & 2018 objective Mathematics papers were used since the instrument was prepared by the Public Examination body there is no need for revalidation of the instrument. A pair of pre-test and post-test data was obtained from each participant who formed the basis of the findings using ANCOVA for data analyses. Three hypotheses were formulated and tested at α = 0.05 level of significance. Results showed that there were significant differences in the treatment with Cognitive Behavioural Therapy being more significant in enhancing Mathematics achievement among ADHD senior school students. Also, the results showed that gender and age have to do with the enhancement of academic performance among senior secondary school students with ADHD. It was therefore concluded that Emotional and Cognitive Behavioural Therapies can be used to enhance senior Mathematics academic performance of students with ADHD and recommendations are also offered.Item Comparison of psychometric properties of multiple-choice test using confidence and number right scoring among senior secondary school students in Ibadan metropolis(Faculty of Education, Al-Hikmah University, Ilorin, Nigeria, 2019) Fehintola, J. O.; Akingbade, OThis study investigated the comparison of psychometric properties of multiple-choice test using confidence and number right scoring among senior secondary school students in Ibadan metropolis. The study adopted a descriptive design of survey type. The population for the study consisted of Senior Secondary School two (SSS II) students in Ibadan Metropolis, Oyo state, Nigeria. A sample of 400 Agricultural science students was selected across 4 Local Government Areas in Ibadan metropolis, using purposive (mainly Agricultural Science Students) and random sampling techniques. The instrument used for the study was Agricultural science Multiple-choice Test. The 50 items Agricultural Science 4-option test was administered on the Students. Data collected were analyzed using paired samples t-test, Kuder-Richardson (KR-21), Cronbach alpha, and Fisher z-test. The results obtained revealed that significant difference existed in the difficulty indices with Number Right (NR) and Confidence Scoring Method (CSM) with mean of 55.42 and 44.01 respectively. Also, there was a significant difference in the CSM and NR in the discrimination indices with NR and CSM has mean of 0.57 and 0.52 respectively. It was found that NR significantly improved the difficulty and discrimination indices. Furthermore, the finding revealed that there was no significant difference between NR and CSM in the reliability coefficient. Based on these findings, it was recommended that number right scoring method should be used to assess Agricultural science students’ performances because it makes test item appear moderate in terms of difficulty level and is very easy for students to guess the items right.Item Analysis of differential item functioning on computer studies multiple choice questions in WAEC senior secondary school certificate examinations(Faculty of Education, University of Ibadan, 2018) Fehintola, J. O.; Omolola, A. T.The study analysed the differential item functioning of computer studies multiple choice items by WAEC. The study adopted descriptive research design of survey type. Stratified random sampling was used for the and the sample size was 150 participants from public and private secondary schools in Ogun state and the sample contain both male and female students from rural and urban areas of the state. The study answered three research questions. The study used WAEC pass questions to establish items discrimination and items difficulties. The finding showed that the location, gender and school type affected students' performance. Based on this, the researcher recommends that the examination bodies should ensures that the items are not too difficult for the testees; moderate the difficulty level of their items and that government should level the differences between private and public schoolItem Development and validation of teaching profession problems scale.(Centre for Higher Education studies, University of Port Harcourt, 2016) Fehintola, J. O.; Otaru, O. B.This study has to do with development and validation of instrument to measure problems confronting the teaching profession. This study employed descriptive research design of survey type which does not involve manipulation of variables. The study made use of two hundred and forty teachers randomly selected from public primary and secondary schools in four local government areas in Ibadan land. The instrument consists of two sections, the first section was made up of demographic variables of the participants while the second section unis made up of 86 items related to leaching profession problems on a four-point likert scale of Strongly Disagree = 1, Disagree - 2, Agree = 3 and Strongly Agree = 4. Principal component analysis mid confirmatory factor analysis supported five factors of the Teaching Profession Problems Scale (TPPS). In selecting the items for the final scale, items with total-item correlation of less than 0.3, those with factor loadings of less than 0.4 and factor loadings of 0.4 on two or more factors were removed. The findings from this study showed that psychometric properties for Teaching Profession Problems Scale (TPPS) are reliable and valid measure for problems confronting the teaching profession in Nigeria. The findings demonstrated that the subscales of TPPS are internally consistent, well inter-correlated, and have a good construct validity. Also, the study reveal that TPPS has five factors which include Organizational issues, Government (or stakeholders) issues, Societal issues, Teacher- related issues and Professional body issues. Therefore, Teachers Registration Council of Nigeria (TRCN) and Nigeria Union of Teachers should intensify efforts for teaching to be fully professionalized. Teachers' salaries should be made attractive for them to be able to meet their basic needs while the payment of their salaries and allowances should not be delayed. Government should intensify efforts to renovate dilapidated school buildings and provide teaching-learning facilities. Continuing professional development and retraining of teachers should be taken more seriously by government and other stakeholders in education in order to enhance their professional knowledge and skills. Finally, teachers should change their attitude towards the profession and should not view teaching as inferior to other professions.Item question types as predictors of academic performance in English Language among secondary school students in Lagos main land, Lagos State, Nigeria(Association for the Advancement of Vocational Education, Nigeria, 2016) Fehintola, J. O.; Ojerinde, T. M.This study investigated teacher question types i.e. open ended question types and close ended question types otherwise known as divergence question types and convergence question types (evaluation, inference, problem solving, comparison, application and knowledge) as predictor of academic performance among senior secondary school students in selected local government area of Lagos state. The participants were two-hundred and fifty. Three research questions were raised and tested using Pearson Product Moment Correlation and Multiple Regression Analysis. An English language achievement test consisting of open ended question types and close ended question types was used to collect data. The findings revealed that there was significant positive relationships between inference question type (r = 0.238, p < 0.05); problem solving question type (r = 0.229, p< 0.05); knowledge question type (r = 0.476, p< 0.05) while there was no significant relationship between evaluative question type (r = 0.118, p<0.05), comparison question type (r = 0.152, p < 0.05), application question type (r = 0.019, p < 0.05) on academic performance in English language among the participants. The result shows a coefficient of multiple correlations (R) of 0.996 and a multiple R square of 0.992. This means that six variables jointly accounted for 99.2% of the variance in the academic performance of students in English language. The independent variables made positive relative contribution to academic performance in English language in the following order: application question types ( = .396, t= 67.721, p < 0.05) followed by comparison question type ( = .365, t= 54.764, p<0.05), followed by inference question types ( = .296, t= 49.304, p<0.05) followed by problem solving question type ( = .273, t= 41.326, p<0.05) followed by evaluation question type ( = .237, t= 39.621, p<0.05) and finally knowledge question type ( = .230, t= 39.531, p<0.05) in that order. Based on this the teachers should be allowed to attend in-service training on tests construction and the different types of questions so as to avoid setting questions that are based on lower order of thinkingItem Effects of test format, self-concept and test anxiety on response changing behaviour among senior secondary school students in Ibadan land(The Faculty of Education Niger Delta University, 2015) Fehintola, J. O.; Adeoye, C. A.The study examined the effects of test format (multiple-choice, true or false and matching), self-concept and anxiety on response changing behaviour of senior secondary school students in Ibadan, Oyo State. Two hundred and eighty students in SSS1 and 2 were tested on a 50-item Economics Achievement Test in three formats. Their answers were analyzed for response changes. Results indicated that while multiple-choice, matching and anxiety had significant influence on. response changing, self-concept and true or false items did not.Item Questioning Skill sensitization and teacher self-efficacy training in enhancing students’ mathematics achievement in Oyo state, Nigeria.(Institute of Education, University of Ibadan, 2015) Fehintola, J. O.This study adopted the pretest-posttest control group quasi- experimental design with 3X2X3 factorial matrix. Multistage sampling technique was used to select 142 participants; representing senior secondary school II students who were selected from the three Senatorial zones in Oyo state, Nigeria. Participants were randomly assigned to two experimental groups and one control group. The mathematics achievement test (r = 0.982) was the research instruments used. Three null hypotheses were tested at a = 0.05 level of significance. Data were analysed using Analysis of Covariance (ANCOVA and Duncan post hoc test. There was a significant main effect of treatment on mathematics achievement (F2, 123 = 80.971, p < 0.05). Questioning skill sensitization (QSS) group obtained the highest adjusted post - test mean score on mathematics achievement test (X = 51.79), followed by the Teacher self-efficacy training (TSET) (X = 49.03), while the least score was obtained by the control group (X = 35.23). There was significant main effect of gender on mathematics achievement test score (Fi, 123= 5.495; P <0.05). However, there was no significant main effect of the subjects’ combination on mathematics achievement test (F 2,123 — 0.89; P > 0.05) among participants. QSS and TSET were effective in enhancing mathematics achievement. It is, consequently, recommended that conscious efforts should be made by counselling psychologists, mathematics teachers and other professionals working on student achievement to adopt these two methods during teaching-learning process. Taken into cognizance that gender and subjects combination as moderating variables improved the effectiveness of the intervention on mathematics achievement, and students are admonished to constantly practice mathematics exercise.Item Evaluation of Nigerian teachers performance by some selected parents in Oke-Ogun Local Government Education Areas of Oyo State, Nigeria(MCSER Publishing, Rome-Italy, 2015) Fehintola, J. O.From time immemorial, teaching has remained a complex process. This complexity stems from the general belief that anybody can teach. Beginning from the housewife who taught her daughter how to prepare food to a roadside mechanic who taught his apprentice how to service a car, it is the act of teaching that has taken place. The above impression of teaching also affects the societal perception of a teacher. Many people see nothing special in what a teacher does. Therefore, this paper is specifically focused on the perception of parents about how they perceive teachers and their duties in the ten Local Government Education Areas (LGEA) of Oke-ogun, Oyo state. A sample of 673 participants was taken for the study. This comprises of 391 men and 282 women with average age of 51.25years and standard deviation of 2.36years. Descriptive research design was used for the study and simple random sampling was used for the study. The study was carried out to identify the roles of the teachers as role models to the learners in the academic performance of learners in public examinations and in the mode of behaviour as means of providing solution to the problem. The manners in which they perform their duty are actually working against effective performance of our learners in schools and in their ways of life. The researcher recommends that the government should try as much as possible to inaugurate a very formidable monitoring group that will check the excesses of these teachers to forestall wastages in the educational sector. It is of the opinion of the researcher that if the abovementioned factors are put into consideration in teaching-learning process, there may be improvement in the performances and the behaviour of learners in our schools and society at largeItem Construction and validation of students’ drop out scale(American Journal Online, 2014) Fehintola, J. O.; Olofinyo, O. EThis study constructed and validated a measure for students’ dropout from secondary school programme. The Students’ Dropout Scale (SDS) is a 25-items instrument developed according to the frame work of the social sciences literature on concepts of dropout. Descriptive survey research design was employed. Four hundred dropouts randomly selected using random sampling techniques within Ibadan metropolis were administered the SDS and Emotional Intelligence Scale (EIS). Principal Components and confirmatory factor analyses resulted to a seven component model of SDS. For further purification of data, items with factor loading less than 0.30 and those with more than 0.4 on two or more factors were removed. The instrument has high internal consistency, and adequate construct and discriminant validity. The subscales of SDS were: Self Ability, Self Ignorance, Parents’ Role, Self Desire, Individual Preference, School Relationship and Antisocial Behaviours. The implications of the findings were discussed.