Scholarly works

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An aberration of school effectiveness aas perceived by parents of secondary school students in Nigeria
(Institute of Education, Obafemi Awolowo University, Ile-Ife., 2010) Adewale, J. G.
The societal confidence in schools is one of the factors that is keeping the schools going. However, there are some bottlenecks associated with school effectiveness in Nigeria. One of them is examination malpractice. Therefore, this study examines the perception of Nigeria parents of secondary school students on examination malpractice as a stain in school effectiveness. A sample of 3, 289 parents of secondary schools students in Nigeria was used for the study. This study reveals that one of the factors that encourage examination malpractice in Nigeria is that questions set for students taking examination at senior secondary school certificate level are not related to the syllabus. Another one is the inadequate preparation of students by teachers. Parents contribute to examination malpractice by registering their children/ward in special centres where invigilators hardly get to during the conduct of examination. One of the potent consequences of examination malpractice is the frequent cancellation of examination results affecting innocent candidates. It is recommended that less emphasis should be placed on paper qualification; if this is done, it is likely that many of our students would do their work without resorting to examination malpractice.
Access, Utilisation and Quality of Schoolnet Facilities as Predictors of Secondary School Students’ Learning Outcomes in ICT in Southwest, Nigeria
(2010) Amoo, S. A.
Information and Communication Technology (ICT) serves as a motivational tool that is capable of influencing the interest of students towards school subjects. In realisation of this, the Federal Government of Nigeria integrated the teaching of computer education in the basic education programme and provided ICT facilities to facilitate its teaching and learning in schools. In spite of these government provisions, the ICT facilities provided in schools are still not adequate. School Net Nigeria (SNNG) a non- governmental organisation provided schools with varieties of ICT facilities for teaching and learning. Meanwhile, the influence of ICT facilities on students’ learning outcomes is yet to be fully realised. This study therefore, examined the extent to which the access, utilisation and quality of the SNNG facilities could predict the students’ learning outcomes (achievement, competence in and attitudes towards) in ICT. The study adopted a survey research design. Multistage sampling technique was used to select the schools involved in the study. The sample consisted of 1100 students (male = 562, female =538) and 20 principals (male = 12, female=8) from 20 schools in four States (Ekiti, Lagos, Ogun and Ondo). Eight instruments were used for data collection; School Checklist, Principals Questionnaire (= 0.62); Students Access to ICT Rating Scale ( =0.65); Students’ Utilisation of ICT Rating Scale ( = 0.65); Students’ Assessment of Quality of ICT Rating Scale (= 0.60); Students’ Achievement in ICT Test (K-R20 = 0.72); Students’ Attitudes to the Use of ICT ( = 0.77) and Students’ Skill acquisition in ICT Test ( = 0.70). Data were analysed using descriptive statistics and multiple regression. The students (95%) and principal (100%) had access and utilised SNNG facilities. As a measure of quality, the rate of replacement was 8%, repair was 0.7% and service was 0.5 % on the SNNG facilities. There was a significant composite effect of access, utilisation and quality of SNNG facilities on achievement in ICT (F (8, 1091) = 13.98, p<0.05) and skill acquisition (F (8, 1091) = 7.74, p<0.05). There was no significant composite effect of access, utilisation and quality of SNNG facilities on attitudes towards ICT use. The most important predictors of achievement (1) and skill acquisition (2) were access to computer (1=3.29, 2  =0.75), quality Internet ( 1  =1.31, 2  = 0.72) and hours the students spent on Internet to do homework ( 1  =3.38, 2 =0.58) all at p= 0.05. Students’ access, utilisation and quality of SNNG facilities increased achievement and skill acquisition in ICT. Therefore, there is need to maintain the quality of SNNG facilities in the existing schools and extend its provision to other schools.
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.
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.
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.
Application of computer to educational research.
(2001) Adewale, J. G.
Application of sound waves
(Ob-zed Publishers, Benin City, 2001-04) Egede, B. A.; Farombi, J. G.J.
Appraisal of recent trends in curriculum restructuring in Nigerian education system
(Ibadan University Press Publishing House University of Ibadan, Nigeria, 2012) Okwilagwe, E. A.
Are head teachers' leadership techniques predictors of classroom teachers' motivation to work?: a study in school effectiveness
(Institute of Education, University of Ibadan on behalf of the participating West Africa Universities and Ministries of Education, 2004-03) Adewale, J. G.
The study examined head teacher leadership techniques and teachers' motivation to work. The work is based on the premise that the leadership quality of the head teachers is related to teachers' motivation to work. Two research questions were raised to guide the study. Two research instruments ( Head Teachers' Leadership Techniques Scale and Classroom Teachers' Motivation Scale) were used for the study. The results revealed that all the 20 items in the Head Teachers' Leadership Techniques Scale have significant composite contributions to teacher motivation as 84% of the variance in teachers' motivation was explained by the Head Teachers' leadership techniques. Moreover, 12 out of the 20 items depicting Head Teachers' leadership techniques significantly explained the teachers' motivation to work. The study has implication to work. The study has implication for practising teachers and Head Teachers in primary schools.
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 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.
An Assessment of availability, adequacy and utilisation of information and communication technology in universities in South- West, Nigeria
(Institute of Education, University of Ibadan unbehalf of Participating West Africa Universities and Ministries of Education, 2018) Ibode, O. F.; Olamigoke, G. O.
The study examined the assessment of availability, adequacy, and utilisation of information and communication technology (ICT) in universities in South-West, Nigeria. The ex-post facto design was adopted, to collect information in which three states and three federal universities were purposively selected from South- Western, Nigeria. One hundred students and ten lecturers were randomly selected from each of the three federal universities in the zone. Two validated instruments: Information and Communication Technology Facilities Checklist (ICTFC) and Lecturers’ Questionnaire (LQ, r = 0.82) were used for data collection. Data collected were analysed using descriptive statistics. Between 84% and 100% of the respondents indicated that ICT facilities were available, while between 85% and 100% of them indicated that they were inadequate. The level of utilisation of the ICT facilities is low as indicated by 57%o to 100% of the respondents. Irregular power supply 100%, poor funding 90% and lack of internet facilities 83.33%, were identified as some of the major constraints militating against the use of ICT facilities. It was, therefore, recommended that there should be adequate provision of ICT facilities and resources in our tertiary institutions. The National Universities Commission (NUC) should of a necessity review the course contents of university education, to compulsorily incorporate ICT utilisation as a standard for teaching and learning, while university authorities should support lecturers to utilise ICT facilities while teaching.
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 learning achievement of primary 4 pupils in Sao Tome and Principle
(UNICEF, 2009) Adewale, J. G.
Assessment of resources and instructional materials status in the teaching of mathematics in southwestern Nigeria
(EuroJournal Publishing, Inc., 2010) Afolabi, S. S.; Adeleke, J. O.
Instructional materials are vital to teaching-learning process. It is potent in reducing abstraction that characterizes Mathematics concepts. However, research reports have shown that these materials are grossly unavailable in most schools. Few available ones are either inadequate or underutilized. This paper is a case study of availability, adequacy and utilization of Mathematics instructional materials in southwestern Nigeria. Two (2) schools were randomly selected in each of the 3 senatorial districts of each state, making a total of 36 schools. The findings revealed 34.5%, 18.0% and 22.5% availability, adequacy and utilization rates of instructional materials respectively. The teachers know little implications of the use of instructional materials. Various means of improvisations and sourcing for these instructional materials were recommended. It was also recommended that the teachers should be trained in the appropriate use of instructional materials.
An assessment of the availability of selected teaching-learning materials in primary schools in Abia State, Nigeria
(Universal Basic Education Commission, Nigeria, 2009) Agomoh, C.C; Adewale, J.G
This study investigated the extent to which primary schools, as part of basic education, have some teaching-learning materials in Abia State. The sample comprised of 165 head teachers selected by stratified random sampling from five different categories of schools in the 17 local government areas in the state. The results indicate that the availability, condition and adequacy of some teaching-learning materials ranged from 19.7% (for Pupils' Mathematics Textbook) to 115.1% (for Teachers' Mathematics Textbook) for availability: 78.1% (for Curriculum Modules) to 97.7% (for Schemes of Work/Diaries) for conditions; and 20.6% (for teachers' Guide in English) to 66.7% ( for Schemes of Work/Diaries) for adequacy of the teaching-learning materials, respectively. These results revealed that many primary schools are not child-friendly in terms of teaching-learning materials.
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.