DEPARTMENT OF GUIDANCE AND COUNSELLING

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    Evaluation of factors militating against quality assessment in Oyo State, Nigeria
    (Faculty of Education, University of Ibadan, 2020) Fehintola, J. O
    A critical aspect of education is assessment. There are diverse reasons for the essence of assessment in schools; however, so many problems affect qualitative assessment in Nigeria today. This study, therefore, examined the challenges of quality assessment among teachers in Oyo State, Nigeria. Some of these challenges faced by the teacher in Oyo state in conducting quality assessment include teachers' poor perception of assessment, poor competences to carry out an assessment, excessive use of summative assessment more than formative assessment, lack of resources, socio-cultural problems and lack of technical know-how. Based on these findings it was concluded that quality assessment for sustainable development among teachers in Oyo state faces a lot of challenges. Therefore, teachers should be trained on development and utilization of tests, the government should enhance teacher education with the infusion of information technology in training teachers at all level on the job training and in-service program on Educational Test and Measurement. This will go a long way to influence teachers' attitudes towards quality assessment. Qualified teachers should be employed to help in strengthening students' assessment.
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    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, O
    This 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.
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    Evaluation of undergraduate business education programme in universities in South-West, Nigeria
    (Kampala International University, 2019) Fehintola, J. O
    The study examined the challenges facing the business education, availability of facilities and equipment for teaching business education and comparisons of content taught and content objective of business education in universities in south west, Nigeria. Stratified random sampling was used in selecting 417 respondents, out of which 59 were lecturers, 19 technical-instructors, 179 undergraduate business education students, 80 employed business education graduates and 80 employers of business education graduates. Three major structured research instruments were used in this study for collection of data, they are: Business Education Programme Problem Check List with reliability r = 0.97, Attainment of Business Education Programme Objective Inventory with reliability coefficient r = 0.97 and Facilities, Equipment and Resources Inventory with reliability coefficient of r = 0.90. Three research questions were raised and answered using frequency counts and percentages. Results indicated that both the contents of the Business education programmes taught and the contents specified in the objectives of the programmes are comparable. Facilities, equipment and resources meant for business were not adequate and accessible in south west universities and that finally, business education programme‟s faces various challenges such as inadequate infrastructural and instructional facilities, lack of state policy statement on business education programme and etc. Hence it is recommended that the teachers should expose their learners to practical aspect of business education that will enable them stand on their own after graduation. The government should address the problem associated with business education programme.
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    Development of psychotherapeutic interventions in applied psychology
    (Positive Psychology Association of Nigeria, 2019) Fehintola, J. O
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    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 school
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    Evaluation of the effectiveness of computer-assisted instruction and conventional teaching method in enhancing mathematics achievement among senior Secondary school students in Ibadanland.
    (Department of Vocational Education University of Uyo, 2018) Fehintola J. O.
    This study investigated the effects of a computer-assisted instructional technology application to teach statistics on a sample of senior secondary school students. A total number of 40 subjects, 25 in an experimental group and 15 in a control group were used and the pre and post-test experimental research design was adopted. Achievement test on statistics was applied on both groups. The experimental group was taught with the aid of computer-assisted instruction on electronic instructional slides using Microsoft PowerPoint. During the training session teaching-learning process were done using computer-assisted instructional technology and vivid explanation were given to the experimental group and the control group was subjected to conventional teaching method. After eight weeks, both groups were given the Statistics achievement test again. Using Analysis of Covariance (ANCOVA) at α = 0.05, F = 12.562, df = 2/38, p < 0.05 and Eta Square = 0.398. The findings revealed significant difference between the two groups and it’s favoured the experimental group over the control group in the Statistics achievement test scores. Therefore, researcher concludes that computer-assisted instructional technique can enhance the academic performance of the students, and recommended that the expansion of computer-assisted instructional aide/applications to other subjects will promote teaching-learning process and will enhance academic performance of the learners generally
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    Relevance of Statistics Education in Sustainable Development.
    (Benchmark Journals, 2017) Fehintola, J. O
    This study is designed to examine the relevance of Statistics in sustainable development. Current thinking about statistics should be in all human development and practices which reveals that the application of statistics and statistical methods in the construction of scientific knowledge in business, economics, accounting, banking, management & administration, astronomy, natural sciences, research, politics & election process, housing system, health sciences and weather forecasts as well as, to propose some improvement actions cannot be rule out, it is highly important. Statistics should no longer be seen as a side attraction but to be tolerated and allowed in all sectors. The challenges confronting the nation could be discussed and statistics has provided solutions and an eye opener for all. Finally, it was observed that for a nation to develop and be sustainable statistics should be implemented.
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    Cognitive level of test Items and students’ achievement in mathematics among selected senior secondary school students in Ibadan
    (Faculty of Education, Niger Delta University, 2016) Fehintola, J. O
    The study examined the effects of cognitive level of test items on academic performance of participants in multiple-choice questions in mathematics subject prepared by WAEC on senior secondary school students in Ibadan, Oyo State, Nigeria. Five hundred and twenty five students in SSS 3 were tested on a 50-item Mathematics Achievement Test. Their performances on cognitive level of test items were analyzed for,the purpose of this study. Results indicated that cognitive level of test items were significantly correlated with performance of participants in-mathematics multiple-choice question achievement test, and that participant performed well in lower level of cognitive domain than higher level of cognitive domain. Cognitive levels of test items arepredictive of students' achievement in mathematics, among the selected senior secondary school students, in Ibadan. Hence it is recommended that the teachers shouldexpose their learners tohigher levels of cognitive domain ofitems during teaching-learning process so as to enhance the students' achievement in mathematics.
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    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.
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    Interactional analysis of mathematics instructional objectives in some selected secondary schools in Oke-ogun, Oyo state
    (Department of Vocational Education University of Uyo, 2016) Fehintola, J. O
    This study investigated the relative effectiveness of interaction analysis on inter rater scores of the trained observers on students readiness to mathematics instructional objectives in some selected secondary schools in Oke-ogun area, Oyo state, Nigeria. The sample used for the study consisted of senior secondary school students II and teachers' of mathematics in selected secondary schools. Seven hundred and Seventy-five students’ and eighteen mathematics teachers' scores observed under mathematics instructional objectives for senior secondary school class II students were used baser! on receiving, responding, valuing, organization and characterization by a Value or Value Complex for the students and mastery of learning for the mathematics; teachers and level of interaction during teaching-learning process for both the teachers and the students by two-raters for eight weeks were used for the study. To examine the extent to which the inter rater scores influence the result of the exercise, Scott Reliability formular was used. Results showed that the reliability coefficient are r = 0.86, 0.65 and 0.73 for learners' readiness, teachers' mastery of subject area and teacher-student interaction respectively. These results showed that the two raters ' scores are relatively close. It is recommended that students should take their lesson seriously and stake holders responsible for recruitment of teachers should recruited qualified and competent teachers. The mathematics teachers should try their best to carry students along during teaching-learning exercise and students should pay rapt attention to what the teacher teaches. The mathematics teachers should be granted in-service training that would quip them with new pedagogy in teaching-learning and classroom management processes