INSTITUTE OF EDUCATION
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Item 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.Item Motivational strategies as correlates of senior secondary school geography students' achievement(2011-07) Okwilagwe, E. A.The study investigated the level of teachers' awareness and utilization of motivational strategies and their influence on secondary school students' cognitive achievement in geography. Eight one geography teachers who were randomly selected from the six geopolitical zones of Nigeria participated in the study. The teachers responded to awareness as well as utilization of motivational strategies' scales, while Geography achievement test was administered on the students. Frequency counts, percentages and multiple regression were used to analyse the data. Results shopwed that over 85% of the teachers were aware of motivational strategies that can be used to enhance students' learning. Teachers' level of utilisation of relevant teaching materials strategies was, however, poor. Teachers' use of statistically significantly significant effect on cognitive achievement in geography. Findingd in this study ahve implications for introduction of capacity building that will delve into emergent educational issues that can be used to solve instructional problems in the classroom. These should be organised through regular training and re-training programmes for teachers.