IIfrican Journal
of
CBOSS-CULTUBJJI PSYCHDL06Y AND
SPORTS FIMClllTIMTION (IMJCPSFJ
. ,
~I \ ~.~ \
VOL '13, .JUNE 201 #J
ISSN'I'I'I9-7056
UNIVERSITY OF IBADAN LIBRARY
African Journal of Cross-Cultural
Psychology and Sport Facilitation
(AJCPSF)
Volume 13, 2011 ISSN 1119-7056
UNIVERSITY OF IBADAN LIBRARY
535
Editorial Comments
The Society for Psychology in Sport and Human Behaviour has come a
long way in meeting the needs regularly demanded by motivated readership
as its 13th volume, 2011 of the African Journal of Cross-Cultural
Psychology and Sport Facilitation (AJCPSF) can now have continuous
page-numbering; effective from its last edition. The current edition is coming
with a bang and has varied and interesting articles. The AJCPSF is
accessible through the ajol web site online (http:www.ajolljournal). The
Journal e-mail: crsscltrlpsychlgy@yahoo.co.uk).
The African Journal of Cross-Cultural Psychology and Sport
Facilitation is a professional journal of the Association of Psychology in
Sport and Human Behaviour. It publishes a wide variety of original articles
and reports relevant to cultural and sport behaviour, theoretical propositions,
research outcomes summarizing studies in behaviour disorders, marriage
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5. Prof. Akin. Odebunmi - Abuja (Nigeria)
r:.. P,·~F "r T,..h.,~ .. ~~ TTT /l'o.T: __ .. :-'
I. Prot. E.!. Nwankwo - UI (Nigeria)
~~. Prof. E.A. Akinade - LASU (Nigeria)
\.} r·,)f. Titi Hassan - OOU (Nigeria)
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537
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15. Dr. L. Casely-Hayford (Ghana)
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17. Dr. J. Aizoba (Nigeria)
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References
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snee( at tne end or tne paper, uoubie-spaced, in alphabetical order.
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UNIVERSITY OF IBADAN LIBRARY
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case experimental designs: strategies for studying behaviour change. New
York: Evans.
Or
Adams, w.u.c. (1999). Psychological Underpinings. In R.O. Maxwell,
T.W.y. Dwaflin, and U.K.!. Bills (Eds), Annual Review of Psychotherapy
(Vol. 12, pp.3456). Lagos-Nigeria: Evans.
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UNIVERSITY OF IBADAN LIBRARY
African Journal of Cross Cultural Psychology & Sports
Facilitation (AJCPSF), Vol. 13, 2011, pp. 608-620
Predicting Teachers' Assessment Effectiveness in
Mathematics-Related Subjects Using Bandura
Five-factor Self-efficacy and Demographic Factors
J. O. Adeleke, Ph.D
Institute of Education
University of Ibadan, Ibadan, Nigeria
joadeleke@yahoo.com
Abstract
Assessment is highly fundamental to teaching-learning process, because it reveals
the learning difficulty of learners among others. Past research works reported
variations in assessment effecti veness of the teachers which could be as a result of
influence of some teacher-based factors. This study therefore investigated the
predictive strengths of Bandura five-factor self efficacy and demographic factors
on teachers' Assessment Effectiveness in mathematics-related subject. The study
adopted a correlational design. The sample of the study consisted of225 Junior
Secondary mathematics-related subject teachers, selected using Stratified random
sampling technique from the 3 Senatorial districts in Ogun State. Teacher Self-
Efficacy Scale developed by Bandura (1'= 0.89) and Teacher Assessment Effectiveness
(r=.60) were used to collect data for the study. Descriptive statistics (frequencies
and percentages), and linear multiple regression analyses were adopted for the
analysis of the collected data. The results show that only test, homework/assignment,
class work and observation of class participation were assessment tools commonly
used by the teachers. The results also showed that, the predictor variables: Bandura
five-scale teacher self efficacy and demographic factors explained the 9.9 per cent
of the varjance in assessment effectiveness. However, among thdnine predictors,
only Instructional Self Efficacy (B=O.035; t=2.136; p<0.05) and efficacy to enlist
community involvement (B=O.046; t=2.369; p<O.05) were found to be significant
predictors to teachers' Assessment Effectiveness. Based on the findings, it was
therefore recommended that the training that would boost instructional self efficacy
. r
rapport between town and gown, by establishing community-based School
Management Committee to facilitate relationship between a school and the
community where it is located.
UNIVERSITY OF IBADAN LIBRARY
Predicting Teachers' Assessment Effectiveness ill Mathematics-Related.: 609
Keywords: Bandura Five-factor Self Efficacy, Demographic Factors, Assessment
Effectiveness and School Management Committee
Background
Teacher's assessment strategies are cardinal to teaching-learning process,
because they provide a relational prompt for students and insights into the
educational process. Evaluating the teaching and learning process involves
a host of activities such as creating course objectives, gathering data from a
variety of sources and often assigning grades for student work. Hopefully,
relevant assessment methodology should accurately inform both the teacher
and students about the quality of the learning experiences. A primary aim of
assessment is to provide the necessary information to improve future
educational experiences. Yet, it is vital that the assessment data be accurate
and relevant to effectively make informed decisions about the curriculum.
It requires taking the time to ask relevant questions that help evaluate the
effecti veness of the teaching strategies and curriculum plans (Huba & Freed
2000).
Schools are established to facilitate desirable changes in the behaviour
of students under the guidance of teachers (Osunde, 2005). For a change in
behaviour to occur, teachers are required to expose students to contents
and activities using appropriate methods to attain instructional goals. The
central purpose of assessment is to improve the process of learning and
instruction. The following are assessment roles as stated by Osunde, (2005):
•• Periodic appraisal of the level of achievement of students in the
various school subjects.
• Identification or diagnosis of the difficulties individual students or
the class in general is facing in the learning process.
• School administrators can on the basis of assessment data be able
to pass judgment as to the degree to which the schools objectives
are being achieved. This data also, wou-ld enable school
administrators to identify strengths and weaknesses in the school's
educational programme as well as effectiveness of instructional
strategies and materials.
• Provision of data for student's progress. This could be through the
cumulative record or individual results sent to parents.
Considering the centrality of assessment to educational process, Osokoya
gained from learning activities in terms of knowledge, thinking and reasoning,
character development and industry (Osokoya, 1987). In other words, it
lakes into account the cognitive, affective and psychomotor domains of the
UNIVERSITY OF IBADAN LIBRARY
610 J. 0. Adeleke
student's learning behaviour, One shot achievement test may seem inadequate
to assess the three domains- An effective teacher is therefore expected to
be skillful in the usage of different assessment tools to give proper account
of learners put under their tutelage.
Saskatchewan Student Evaluation Policy (2007) and Adeleke(2010)
present various assessment tools teachers can use to make them effective
on job. They are:
Quizzes and Tests: This category includes those assessment techniques
that are used in situations structured to allow students to demonstrate
what they know. This can take any of these forms - Oral Assessment
Items, Performance Test Items, Extended Open-Response Items, Short-
Answer Items, Matching Items, Multiple-Choice Items, and True/False
Items.
Homework! Assignment: This refers to assigned work that students
are asked to complete during time that is outside of the regular class
pericxl.
Classwork: This refers to evaluative work that students are asked to
complete during time that is within of the regular class period.
Observation Checklists: Observation checklists are lists of criteria
a teacher determines are important to observe in students at a particular
time. Beside each of the criteria, a notation is made as to whether that
particular criterion was observed.
Anecdotal Records
Anecdotal records ref ex to written descriptions of student progress that
a teacher keeps on a day- to-day basis.
Rating scales: Rating Scales have the same usage as observation
checklists. The essential difference lies in what is indicated. Observation
checklists record the presence Of absence of a particular knowledge
item, skill, or process. Rating scales record the degree to which they
are foun.fl or the quality of the performance
4 ~
Practical: This comprises schedule of activities for measuring defined
skills expected to be acquired by the learners
interview Schedule: This is used for non-directive and depth
interviews. It does not contain a cornnlete list of items on which
broad topics or areas to be covered in the interview.
Questionnaire: This contains a set of questions logically related to an
identified problem among students a teacher teaches. It aims at eliciting
UNIVERSITY OF IBADAN LIBRARY
Predicting Teachers' Assessment Effectiveness in Mathematics-Related.: 611
responses from the learners on the problem.
Project: This category comprises skill-based activities to be completed
by learners outside regular lesson periods.
Sociometric Scale: refers to instrument carefully prepared by the
teacher to assess level of cooperation and coliaboration of each learner
during group activities.
Adeyemi (2009) observed that there is significant variation in the
utilization of afore mentioned assessment tools by the teachers. Some of
the factors that may account for such variations can be personal as well as
psychological. Barnes (2000) reported the experience of eighteen pre-service
string teachers who evaluated their levels of self-efficacy with the Teacher
Efficacy Scale (Gusky and Passaro, 1994) three times during an academic
year. The pre-service teachers were videotaped three times during regular
teaching assignments at a community music program. They self-evaluated
the teaching episodes by the means of a Music Teaching Observation Form
(Kelly, 1984). Experienced educators also evaluated the tapes. Group and
individual means indicated that ratings of teaching effectiveness by both
pre-service teachers and experienced educators increased while levels of
self-efficacy decreased slightly. Several' specific items from the Teacher
Efficacy Scale and Music Teaching Observation Form had significant
changes. Changing levels in self efficacy did not have an influence on
increased teaching effectiveness scores for this specific group of pre-service
teachers. Barnes concluded that the ability of human beings to influence
their environment is strongly linked with belief in their ability to bring about
change.
Bandura (1995), the social psychologist who devised the construct of
selfefficacy, states, "People's level of motivation, affective states, and actions
are based more on what they believe than on what is objectively the case".
An individual with a high degree of self-efficacy makes judgments about his
or her capacity to achieve a certain level of performance. A teacher's self
efficacy may influence their commitment to utilization of different assessment
tools to measure learners achievement in terms of cognitive, affective and
<-
psychomotor domains. Two dimensipns of self efficacy of teachers were
identified by Barnes (2000)- a belief in the power of teaching and assessing
to achieve results in the classroom and personal teaching efficacy as one's
belief in one's personal ability to achieve results. Teachers with high levels
of self efficacy have a strong academic and peoples orientation (Dembo &
efficacy feel a personal accomplishment, have high expectations for students,
feel responsibility for student learning, have strategies for achieving objectives,
UNIVERSITY OF IBADAN LIBRARY
612 1. 0. Adeleke
a positive attitude about teaching and believe they can influence student
learning (Ashton, 1984). Bandera (1993) emphatically states that teachers
who perceive themselves efficacious will spend more time on student
teaming, support students in their goals using appropriate assessment tools
and reinforce intrinsic motivation,
Teacher's characteristics such as age, gender and year of teaching are
likely to have potency to influence their assessment effectiveness. Many
researchers discovered that teaching effectiveness is higher among young
and old teachers compared to middle-aged ones (Allensworth, Ponisciak,
& Mazzeo, 2009; Guarino, Santibanez, & Daley, 2006; Johnson, Berg, &
Donaldson, 2005); and among less experienced teachers compared to more
experienced ones (Ingersoll, 2001; Marvel, Lyter, Peltola, Strizek, &Morton,
2006). The research linking teacher gender, to teaching effectiveness is
less consistent ( Allensworth, Ponisciak, & Mazzeo, 2009; Guarino,
Santi banez, and Daley, 20()6; Johnson, Berg, and Donaldson, 2005). Teachers
with stronger qualifications as measured by their own test scores and the
competitiveness of the undergraduate institution from which they received
degrees are more likely to be effective in teaching (Boyd, Grossman, lng,
Lankford, & Wyckoff, 2009). On this background, therefore, is this study
carried out.
Statement of Problem
Many researchers have worked on the influence of self efficacy and teacher
characteristics on teaching effectiveness which includes assessment
activities. None is yet to be identified that isolated assessment effectiveness
of teachers and investigate how It is influenced by teacher personal
characteristics and self efficacy. This study therefore investigated
Mathematics-Related subject teacher Assessment Effectiveness and how
it is influenced by Bandura Five-factor Self Efficacy and Personal
Characteristics.
Objective of the Study
The following objectives provided direction to this study, thus: i
~ ~
• explore the proportion of mathematics-related subject teachers
that use each of the assessment techniques.
• establish both composite and relative contributions of Bandura
five-scale self efficacy and demographic factors to teacher
UNIVERSITY OF IBADAN LIBRARY
Predicting Teachers' Assessment Effectiveness in Math ematics-Rclatcd.: 613
Research Questions
Three research questions were raised to address the above stated objectives:
1. What proportion of Mathematics-related subject teachers use
various assessment techniques?
2. What is the composite contribution of Bandura Five-scale
(Instructional, Disciplinary, Parental Involvement, Community
Involvement and Positive School Climate) teacher self efficacy
and demographic factors (Year of teaching, Highest qualification,
Gender and age)to assessment effectiveness?
3. What are the relative contributions of Bandura Five-scale teacher
self-efficacy and demographic factors to assessment effective-
ness?
Methodology
Correlational approach of survey study was adopted to carry out the research
work. Phenomena were measured without being manipulated in any 'way.
Sample
Stratified random sampling was adopted to select respondents from three
senatorial districts of Ogun state during capacity building workshop organized
on zonal bases for mathematics-related subject teachers. Three Local
Government Areas (LGAs) were selected from each senatorial district and
Twenty five mathematics-related subject teachers in Junior Secondary schools
were selected from each LGA, making a total of seventy-five (75) in a
senatorial district and a total of two hundred and twenty-five (225) from the
state. The distribution of the respondents across the three senatorial district
is presented in Table 1.
Instrumentation
Teacher Self-Efficacy Scale developed by Bandura and Teacher
Assessment Effectiveness were the major instruments used to collect data
from the sampled teachers. The scale has five sub-scales: Instructional Self
Efficacy, Disciplinary Self Efficacy, Efficacy to Enlist plrental Involvement,
Efficacy to Enlist Community Involvement and Efficacy to Create a Positive
School Climate. The Item total correlation coefficients on the ranged between
0.30 and 0.61, which established how all the items measure the same
construct (construct validitv) that is the teacher self-efficacy Cronbar h
rt..lpllU i-';liuUllilY L.Uelill-lelll 1./) cau.uiateu Vll llle ClIUfe0calc Wi:!':) U.O~,u us
implies that the scale posses internal consistency in measuring the construct
(Self-Efficacy). Teacher Assessment Scale also has Cronbach Alpha
reliability coefficient (r) of 0.60.
UNIVERSITY OF IBADAN LIBRARY
614 1. 0. Adeleke
Table 1: Distribution of Selected mathematics-related subject teachers in
Ogun State
Senatorial District LGA Frequency Percent
Imeko Afon 25 11.1
West Yewa South 25 11.1
Ipokia 25 11.1
Abeokuta North 25 11.1
Central
Abeokuta South 25 11.1
Odeda 25 11.1
Ijebu North 25 11.1
East
Odogbolu 25 11.1
Ijebu Ode 25 11.1
Total 225 100
Data collection
The researcher, who was a facilitator during the Mathematics-related subject
teachers capacity building workshop at the three zones (Ijebu-Ode, Abeokuta
and Ilaro) in Ogun State, administered the instruments personally.
Data Analysis
Descriptive and Inferential Statistics were employed to analyse the collected
data. Frequencies and percentages were used to provide an answer to .
Research question 1 while Multiple regression was adopted to provide
answers to Research Questions 2 and 3.
Result
Research Question One
What proportion ofMathematics-related subject teachers use various
Assessment techniques?
Table 2 and Fig. 1 present the percentage of 225 sampled mathematics-
related subject teachers that used each of the assessment techniques: Test
188(83.6%), Homework/Assignment 223 (99.1 %), Class Work 209 (92.9),
Observation 184 (81.8%), Anecdotal Record 69 (30.7%), Rating Scale 125
~. - I. ~ _ _ \. . I\""/J "'- __ ....,••.•... .L'-_ •...;;.__ .•...•
(25.8%), Project 117 (52%), Sociometric 49 (21.8%). The results show that
majority of the sampled teachers used assessment techniques (Test,
Homework/ Assignment and Classwork) to measure cognitive achievement
UNIVERSITY OF IBADAN LIBRARY
515
of the learners). Many of them used practical and observation which are
techniques for measuring psycho motor domain. Not many of them used
interview and Questionnaire, which are basic tools for measuring affective
domain of the learners.
Table 2: Assessment Techniques Usage of Mathematics- Related Subject
Teachers
Used Not Used'
Tool Freq. Percent. Freq. Percent
Test 188 83.6 37 16.4
Homework/Assignment 223 99.1 2 0.9
Class Work 209 92.9 16 7.1
Observation 184 8l.8 41 18.2
Anecdotal Record 69 30.7 15669.3
Rating Scale 125 55.6 100 44.4
Practical 193 85.8 32 1 14.2 I
I--In_t_er_v_ie_w -+__ 12_7-+ 5_6_.4-+ 9_8L 43.~
~~Q-u-es-ti-on-n-a-ir-e------------r---5-8-~r_----2-5-.8--~---1-6-7-!-~--" 74..2 iI
Project 117 52 108 I 48 I
Sociometric 49 2l.8 176 78.2 I
I-·------·--··--·--·--·~~----·--~---·-----~·--·-.-.--.--,-.----------.--.
I Sociornetr+c I '
I - .
i
Project i
~
Oucstion aire I·
I
Interview
Practicals _~._E.B_8.5.8
• Not Used
''''og ">Ie, II!"
ffl> Used
: 11
Anecdotal Record .j t I
Observation. I. 81.8 I
Class Work 1 92'r
Homework/Assignment I ' b9.1
-i 1i
Test .IJc~.--,_/ I----? __._--o:C'..- __ .•_/ _~~~~.A,'/·
100,
Fig. 1: Showing the Assessment Techniques Usage of Mathematics-Related
Subject Teachers
UNIVERSITY OF IBADAN LIBRARY
616 1. O. Adeleke
Research Question Two
What is the composite contribution of Bandura Five-scale (Instructional,
Disciplinary, Parental Involvement, Community Involvement and Positive
School Climate) teacher self efficacy and demographic factors (Year of
teaching, Highest qualification, Gender and age) to assessment effectiveness?
Table 3:Regression Summary Involving Teacher Self Efficacy, Demographic
Factors and Teacher Assessment Effectiveness
I R =.314
R Square = .099
Adjusted R Square = .061
ANOVA
Sum of
Squares df Mean Square F Sig.
Regression 84.719 9 9.413 2.614 .007(a) I
Residual 774.143 215 3.601
Total 858.862 224 I
Table 3 shows that the multiple correlation coefficients (R) indicating
the relationship between teacher self efficacy (Instructional, Disciplinary,
Parental Involvement, Community Involvement and Positive School Climate),
demographic factors(Year of teaching, Highest qualification, Gender and
age) and Assessment Effectiveness is 0.31. The adjusted R square was
.061, meaning that 6.1 percent variation in teacher assessment effectiveness
is accounted for by teacher self efficacy. Further verification on the
significance of contribution of self efficacy and demographic factors to
teacher assessment effectiveness using regression ANOVA produced
F 9 '")15 =2.614; p<0.05. Meaning that there is significant composite contribution
(.- )
of self efficacy and demographic factors to teacher assessment
effecti veness.
What are the relati ve predicti ve strength of Bandura Five-scale teacher
self efficacy and demographic factors to assessment effectiveness?
Among nine independent variables investigated, only two were found to
have significant predictive strength to Teacher Assessment Effectiveness.
The most potent predictor of teacher assessment effectiveness was 'Efficacy
to Enlist Community Involvement' with Unstandardized beta weight (B)
equals 0.046; Std. Error =0.02; t=2.37; p<0.05. Next in strength was
'Instructional Self Efficacy' with Unstandardized beta weight (B) equals
-,.- -.<- -". '-'_ •• _ .•...•......,•1.,.,0._.) ~~, ••.~•J....•••~• l...vt'-'
anddemographic factors were not significantly potent to predict Mathematics-
related subject teacher assessment effectiveness.
UNIVERSITY OF IBADAN LIBRARY
Predicting Teachers' Assessment Effectiveness in Mathematics-Related.: 617
Table 4: relative predictive strength of Bandura Five-scale teacher .self
efficacy and demographic factors to assessment effectiveness
I ,UnstandardizedCoefficients Standardized I
Coefficients I t I Sig. I
8 Std. Error Beta
(Constant) 4.208 1.045 4.026 0
Instructional Self Efficacy 0.035 0.016 0.205 2.136 0.034
Disciplinary Self Efficacy -0.002 0.035 -0.005 -0.053 0.957
Efficacy to Enlist Parental
Involvement -0.011 0.033 -0.027 -0.316 0.752
Efficacy to Enlist
Community Involvement 0.046 0.02 0.184 2.369 0.019
Efficacy to Create a Positive
School Climate -0.001 0.016 -0.006 -0.072 0.942
Year of teaching 0.027 0.022 0.094 1.216 0.225
Highest qualification 0.068 0.129 0.037 0.526 0.599
Gender -0.308 0.265 -0.079 -1.164 0.246
Age 0.007 0.017 0.03 0.385 0.701 j
Dependent Variable: Assessment Effecti veness
Dependent Variable: Assessment Effectiveness
Discussions
It was found in this study that majority of the sampled teachers used Test,
Homework/Assignment and Class work to assess learners' achievement.
Lesser percentage used practical and observation techniques while few
used interview and Questionnaire. The finding is highly revealing. Skill
acquisition which is the bedrock of entrepreneurial development seems not
to be the focus of many teachers. Uses of cognitive based assessment
strategies by many teachers reveal the kind of behavioural objectives set
during instructional delivery. Such objectives are likely" to be knowledge
based which learners may not be able to fall back on at later time. Uses of
only knowledge assessment strategies could also be traceable to the self
~
efficacy of the teachers. Bandura (1995), a social psychologist, who devised
the construct of self efficacy, states. "People's level of motivation, affective
states, and actions are based more on what they believe than on what is
objectively the case". An individual with a high degree of self-efficacy makes
.• , • , • .., 1 r r
Teacher self efficacy (Instructional, Disciplinary. Parental Involvement,
Community Involvement and Positive School Climate) and demographic
factors (Year of teaching, Highest qualification. Gender and age) were found
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618 1. 0. Adeleke
to have significant composite contribution to their Assessment Effectiveness.
Implicit in this position is the fact that, a teacher's self efficacy may influence
their commitment to utilization of different assessment tools to measure
learners achievement in terms of cognitive, affective and psychomotor
domains. The finding also corroborated the view of Barnes (2000) that a
belief 10 the power of teaching and assessment to achieve results leads to
effectiveness in carrying out such activities. Demographic factors when
combined with self efficacy indicators contributed to the assessment
effecti veness of the teachers. The finding supported the positions of
researchers that age ( Allensworth, Ponisciak, & Mazzeo, 2009; Guarino,
Santibanez, & Daley, 2006; Johnson, Berg, & Donaldson, 2005); and Year
of teaching (Ingersoll, 200 1;Marvel, Lyter, Pelto la, Strizek, & Morton, 2006)
do influence assessment effectiveness of the teachers. Though gender
influence seems to be inconsistent but the finding corroborated that of Boyd,
Grossman, Ing, Lankford, & Wyckoff, (2009) that, teachers with stronger
qualifications are more likely to be effective in teaching. Investigation into
the potency of each of the independent variables to prediction of assessment
effectiveness revealed 'Efficacy to Enlist Community Involvement' and
'Instructional Self Efficacy , as the two significant predictors of Mathematics-
related subject teacher assessment effectiveness. Assessment has been
discovered to be one of the major component of teaching effectiveness.
The finding also revealed that, efficacy in community involvement, enhances
teaching-learning process. Teachers with self efficacy directed towards
instructional delivery and community involvement are likely to be effective
in assessment practices.
Recommendations
Based on the findings of the study the following recommendations are made:
1. There is need for shift in educational research focus. Non-cogniti ve
teacher variables such as instructional directed self concept should
be investigated by many researchers .to understand the potency
such variables have in influencing effectiveness of teachers and
achievement of students
2. On-thejjob training on instructional directed self concept is
recommended for teachers. Hence, the three tiers of government
should organize training that will boost instructional directed self
efficacy of the teachers, each engages.
3. Cordial relationship should exist between town and the zown.
11-';'1l1..-c.., ••.V. 'iilHUili~j ua.'>Cu 01..-1I.Vvi lV~<1l1Q.bCiuCill ,--Uhlliuucc \0U'i'--h
should be established by each school to facilitate community
involvement in such institution. .
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Predicting Teachers' Assessment Effectiveness in Mathematics-Related.: 619
Conclusion
The results and findings of this study have provided a unique direction to
educational theories formulation. It is strongly believed that formulation of
such theories, using these findings and other similar ones as bases, will take
learning of important school curricular, especially mathematics and
mathematics-related subjects to the next level. This is a time when Nigeria
is finding solution to her educational challenges, the findings of this study, if
given proper attention, has potential to give direction to Nigeria educational
reformation.
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Biography
Dr. Adeleke Joshua Oluwatoyin is 3. Research Fellow in the Institute of Education,
University of Ibadan, Ibadan, Nigeria. He holds a Ph.D in Educational Evaluation.
Master's Degree in Guidance and Counselling, both from the University of Ibadan.
His research areas include: Assessment of learning outcomes, teacher effective-
ness among others. He can be contacted on +.2,34 8033510688 .
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