https://journal.theasseren.org.ng/index.php/joe <p>Educational research and evaluation has taken root in Nigeria and the field is growing along with its peers in the rest of the world. Its influence on the education sector is also being felt and the Association of Educational Researchers and Evaluators of Nigeria (ASSEREN) is a major organ responsible for this. The Association comprises membership cutting across the academia, research and assessment agencies in Nigeria and operates in collaboration with similar ones at the regional and international levels. The annual conference of ASSEREN had by 2015 convened seventeen times. From that forum comes evidence-based studies on theories and practices that provide fertile and viable decision options for the education sector in Nigeria. Articles, essentially empirical, meeting acceptable quality standards are harvested from members and published in the ASSEREN Journal of Evaluation and other scholarly journals of the Association.</p> <p>In pursuance of the goal of ASSEREN to continue to improve the quality and value of education and related programmes in Nigeria and the world at large, the Editorial Board hereby commend this maiden issue of the Journal of Evaluation to researchers and educationists.&nbsp;</p> Association of Educational Researchers and Evaluators of Nigeria en-US Journal of Evaluation 2616-0897 https://journal.theasseren.org.ng/index.php/joe/article/view/435 <p>Educational research and evaluation has taken root in Nigeria and the field is growing along with its peers in the rest of the world. Its influence on the education sector is also being felt and the Association of Educational Researchers and Evaluators of Nigeria (ASSEREN) is a major organ responsible for this.&nbsp; The Association comprises membership cutting across the academia, research and assessment agencies in Nigeria and operates in collaboration with similar ones at the regional and international levels. The annual conference of ASSEREN had by 2015convened seventeen times. From that forum comes evidence based studies on the theories and practices that provide fertile and viable decision options for the education sector in Nigeria.&nbsp; Article, essentially empirical meeting acceptable quality standards are harvested from members and published in the ASSEREN Journal of Evaluation and other scholarly journals of the Association.&nbsp; In pursuance of the goal of ASSEREN to continue to improve the quality and value of education and related programmes in Nigeria and the world at large, the Editorial Board hereby comment this issue of the Journal of Evaluation to researchers and educationists.</p> H. O. Owolabi Copyright (c) 2025 2025-04-11 2025-04-11 5 1 i iv https://journal.theasseren.org.ng/index.php/joe/article/view/437 <p>Evaluation of the quality of education is normally undertaken for the purpose of ensuring accountability, improvement and sometimes for accreditation.&nbsp; At the basic education level in Nigeria, minimum standards have been produced by the Universal Basic Education Commission (UBEC) which schools are expected to reach and maintain if quality educational outcomes are to be achieved. As part of the routine monitoring of Basic Education institutions, UBEC carries out a Whole-School-Evaluation. This is normally preceded by school self-evaluation.&nbsp; Self-evaluation is a collaborative process of internal review which provides an institution with a means of systematically looking at ways of improving learning and facilities on ground in an attempt to enhance quality delivery of its mandate.&nbsp; How should this type of evaluation be implemented?&nbsp; This paper examines how school self-evaluation is currently conducted in Basic schools with the intent to bring out the strengths and weaknesses and thereafter suggests how we can build on the strengths and reduce the over-arching effects of the weaknesses.&nbsp; This is with the intent to ensure that proper implementation of school self-evaluation can be entrenched at the Basic education level and subsequently lead to institutional quality improvement.</p> O. A. AFEMIKHE, V. O. IDUSOGIE Copyright (c) 2025 2025-04-11 2025-04-11 5 1 1 8 https://journal.theasseren.org.ng/index.php/joe/article/view/438 <p>Score generated from test instruments should measure what it is purported to measure and consistently too.&nbsp; When scores failed to achieve these two, they are meaningless and cannot be used for accurate decision making.&nbsp; Investigating and providing evidences of score validity and reliability are the main objectives of this study. Thus, this study examined the mode of test administration on score validity and reliability using tests among pre-degree students in Southwest, Nigeria. A survey research design was adopted.&nbsp; The population of the study comprised 14,532 students across the nine public universities in south-west where pre-degree programme is mounted. Stratified, systematic and simple random sampling techniques were used to select 400 participants.&nbsp; Mathematics Multiple Choice Test was used to collect data.&nbsp; Participants were grouped into two; Paper Pencil Test (PPT) and Computer Based Test (CBT). Same instruments were administered to the two groups with different instructions and procedures of administration.&nbsp; Two hypotheses were tested in the study.&nbsp; Scores generated were factor analysed and interpreted.&nbsp; Results indicated that Mathematics test administered via PPT was higher in validity and reliability than its CBT counterpart.&nbsp; It was recommended that PPT should still be encouraged as a mode of test administration for Mathematics achievement test.</p> O. ALADENUSI Copyright (c) 2025 2025-04-11 2025-04-11 5 1 9 22 https://journal.theasseren.org.ng/index.php/joe/article/view/439 <p>This study ascertained the dependability of Engineering Student’ Work Experience Programme (SWEP); a period where students are given practical exposures in Engineering fields of Tractor Operation/Maintenance, Central Workshop operations, Mechanical Services/Automobile, Chemical, Biomedical, Fabrication/Welding, Materials/Metallurgy, Electrical/Electronics, Water Resources/Environmental Operations, Building/Plumbingand area of specialization after which they are assessed by technologists.&nbsp; The design adopted for the study was a one-facet nested fixed design.&nbsp; The design specifically has assessors nested within persons. The target population for the study was all the 200 level students in the Faculty of Engineering and Technology in a University in North-central Nigeria and all the technologists who took part in their assessment.&nbsp; A total of 517 students that were assessed in each of the engineering fields were purposely sampled for the study.&nbsp; Assessment scores were collated using a proforma while the data obtained were analysed using ANOVA option variance components using GENOVA Programme. Findings revealed that generalizability and dependability coefficients was (0.10) and relative/absolute error variances were equal (7.06) as with fully nested designs.&nbsp; At least five assessment sessions for each of the twelve engineering assessment areas is required for an acceptable G-coefficient and dependability index of 0.8.&nbsp; The study concluded that the generalizability coefficient of University Engineering SWEP assessment scores in the sampled University was low and as such not dependable.&nbsp; It was recommended that the five assessment sessions in each of the engineering fields is required for ensuring quality in university engineering training among others.</p> J. I. OLADELE H. O. OWOLABI B. P. O’CONNOR Copyright (c) 2025 2025-04-11 2025-04-11 5 1 23 35 https://journal.theasseren.org.ng/index.php/joe/article/view/440 <p>This study examined external assessors’ literacy in accreditation and improvement of tertiary institutions in Nigeria. For the purpose of the research, deans of faculties, heads of departments, polytechnics administrators as well as members of NUC and NBTE who serve as external assessors were the target population. The population count was 150 assessors who partake in accreditation in federal government universities and polytechnics respectively drawn by convenience sampling technique from four geo-political zones of Nigeria. &nbsp;A 33-item instrument titled “External Assessors Literacy In Accreditation And Improvement Of Tertiary Institutions Questionnaire” was developed, validated and tested for internal consistency reliability using Cronbach Alpha. &nbsp;The reliability index was 0.89 which indicated the fitness of the instrument for the study. &nbsp;Mean and standard deviation were used in answering the research questions. &nbsp;Findings revealed low external assessors assessment literacy in accreditation which cannot guarantee improvement of tertiary institutions in Nigeria as there are variable levels of assessors’ literacy in some aspects of accreditation and these aspects which require attention pertain to the evolving global procedures for quality assurance and acceptable criteria for quality tertiary institutions. Joint effort between proprietors and administrators of tertiary institution as well as external assessors is needed to ensure good coordination and communications of current global best practices and standards so that tertiary institutions can adhere to quality assurance practices that ensure improved tertiary education in Nigeria.</p> A. L. OBUSHI TOMMY U. EZEKIEL Copyright (c) 2025 2025-04-11 2025-04-11 5 1 36 43 https://journal.theasseren.org.ng/index.php/joe/article/view/441 <p>This study evaluated the Economics Textbooks in use in Enugu State Secondary Schools. The population of the study consisted of eleven recommended Economics Textbook out of which five were purposively selected &nbsp;for the study. &nbsp;Descriptive survey design was adopted. The 5-point Quantitative Approach for Content Evaluation of Science Textbooks (QACEST), was adopted as instrument for data collection. &nbsp;The instrument was pre-validated by Nworgu (2001). &nbsp;The reliability coefficient was estimated using Kendall’s coefficient of concordance (W) and indices of 0.79, 0.81, 0.91, 0.88 and 0.85 respectively were obtained for five textbooks selected for the study. &nbsp;Five research questions posed were answered using the indices specified &nbsp;in the 5-point model. &nbsp;From the findings, the average indices within the acceptable range for the five Economics textbooks evaluated were as follows: topical coverage index (0.99);learning activities index (0.63);illustration index (0.94); chapter summary (0.00); study question index (0.77). Findings showed that the four out of the five Economics textbooks evaluated were adequate in topical coverage index, &nbsp;all the five Economics textbooks were very adequate in learning activities, illustrations and study question indices. &nbsp;Finally, none of the textbooks evaluated had chapter summary. &nbsp;Based on the findings, conclusion were drawn and it was recommended that those in the ministries of education in charge of recommending textbooks for use in secondary schools should ensure adequacy of the indices identified by the QACEST model.</p> A. C. EZE I. J. CHIKEZIE E. U. JOSEPH Copyright (c) 2025 2025-04-11 2025-04-11 5 1 44 58 https://journal.theasseren.org.ng/index.php/joe/article/view/442 <p>The study investigated the item parameters of Biology multiple choice test items of the 2015 and 2016 National Examinations COUNCIL (NECO) Senior School Certificate Examination (SSCE). &nbsp;The study adopted the ex-post facto research design. The population for the study comprised the candidates that sat for Biology during &nbsp;the &nbsp;2015 and 2016 NECO SSCE &nbsp;in Osun State. &nbsp;Asample of 1,457 and 2,875 candidates responses for 2015 and 2016 SSCE &nbsp;Biology test were selected using multistage sampling procedure. &nbsp;Data were collected from Information Technology Service (ITS) unit of NECO using a hard-disk drive. &nbsp;Data collected were coded and analysed using Multi-dimensional Item Response Theory (MIRT) package of R for statistical analysis. The results showed that the 2015 NECO Biology SSCE multiple choice test, four items were too difficult (average a = &nbsp;2.23) while 13 of the items were too easy (with average a of 0.12). &nbsp;Findings on the item parameters of the 2016 NECO Biology SSCE &nbsp;multiple choice test showed that two items were too difficult (with average a = 15.98) while six of the items were too easy (average a =0.20). &nbsp;However, all the test items possessed acceptable degree of discrimination &nbsp;(with b ranging between 0.70 and 4.59). &nbsp;The study concluded that 2015 and 2016 NECO Biology multiple choice SSCE items was multidimensional. &nbsp;However, 2015 NECO Biology items had more easy items than 2016 NECO Biology items while both 2015 and 2016 Biology discriminate effectively and the guessing parameters is significant.</p> V. S. AYANDA B. A. FALEYE Copyright (c) 2025 2025-04-11 2025-04-11 5 1 59 70 https://journal.theasseren.org.ng/index.php/joe/article/view/443 <p>The study ascertained the impact of number of options on distracter performance when confidence scoring was used and established the impact of numbers of options for multiple choice test items on the reliability of the test. &nbsp;The survey research design was adopted for the study and the population consisted secondary school students in Osun State. &nbsp;The sample comprised 360 students randomly selected from 18 schools. &nbsp;The instrument used for the study was 2015 West Africa Scoool Certificate Examination (WAEC) Economics test items. &nbsp;The Economics Achievement test (EAT) which was the 4-options format adapted from the 2015 WASCE Economics items had been validated for used by the West African Examination Council. &nbsp;The validity of the other types (3-options and 5-options format) were determine and scrutinized by experts in Test and Measurement and Economics teachers in the secondary school to judge its face and content as well as item arrangement. &nbsp;The corrections were incorporated into final version of the instruments. &nbsp;The EAT instrument of 3-options and 5-options were validated in a pilot study conducted using 40 senior secondary school II Economics students who were not part of the final sample size but in a different study area with similar characteristics. &nbsp;Given the responses of the respondents used in the pilot study, the 3-options and 5-options which consisted of 50 items were subjected to a measure of internal consistency using Kuder-Richardson 21 (KR21) to ascertain the reliability of the instrument. &nbsp;The result of the K-21 for both 3-options and 5-options yielded &nbsp;coefficient of 0.79 and 0.83 respectively. &nbsp;Data collected were analysed using ANOVA, Kuder-Richarson Formula (KR-20) and Fisher’s Z-Test with aid of FZT compotator. &nbsp;The results of the study showed that number of options had significant impact on distracters’ performance when scored using confidence scoring (F= 6.679,p &lt;0.05). The results also showed that for each pair wise comparison of 3/4-options (Z =0.640), 3/5-options (Z=0.196) at p&lt;0.05 &nbsp;the difference in the reliability coefficient were not significant. &nbsp;The study therefore concluded that option length of multiple choice objective test item have impact on its reliability and distracter efficiency.</p> K. JIMOH A. A. ADEDIWURA Copyright (c) 2025 2025-04-11 2025-04-11 5 1 71 79 https://journal.theasseren.org.ng/index.php/joe/article/view/444 <p>The National Open University of Nigeria (NOUN) was established to provide wider access and quality university education anchored by social justice, equity and equality. &nbsp;To report the extent to which the objectives for establishing NOUN have been achieved, this study therefore aimed at assessing the quality and equity in open and distance learning programme by NOUN. &nbsp;This study employed concurrent triangulation survey design. &nbsp;The population for this study was the entire staff and students of the eighty four NOUN study centers. &nbsp;A total of one thousand, two hundred and eighty seven participants comprising, one thousand, one hundred and ninety one students and ninety six staff of NOUN constituted the sample for the study &nbsp;they were selected using simple random and purposive sampling techniques respectively. &nbsp;Evaluation of National Open University of Nigeria Questionnaire for students and staff and oral interview were used to collect data. &nbsp;The hypotheses were tested with k-Sample Median Test. &nbsp;The findings revealed that there is a significant difference in the assessment of NOUN staff and students’ on the extent of quality university education provided by NOUN. &nbsp;The outcome of the study also revealed that there is no significant difference in the assessment of NOUN students and staff on the extent of equity in university education provided by NOUN. Hence, it was recommended that Federal and state government should formulate policies and enact laws against the discrimination of NOUN students’ certificate &nbsp;in the labour market.</p> O. T. AKANO J. M. ADEGOKE M. ODUWAIYE H. O. OWOLABI Copyright (c) 2025 2025-04-11 2025-04-11 5 1 80 86 https://journal.theasseren.org.ng/index.php/joe/article/view/446 <p>The study examined the types of mentoring relationship that existed between the mentors and the students (mentees) of Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria. &nbsp;It identified the strategies used to mentor the students and assessed the relationship between academic motivation of the students and the strategies used to mentor them. &nbsp;A sample of 211 parts one, two and three undergraduate students was purposively selected from the University from five faculties selected porposively . &nbsp;These were the students who were willing to participate in the study from students accessing a general special elective course in the University. &nbsp;The findings of the study showed that the students had moderate awareness of the mentoring system in the University. The major type of mentoring relationship in the University was academic. &nbsp;The strategy commonly used was school-based method. &nbsp;There was a significant relationship (r=0.417, p&lt;0.5) between the strategies used by the mentors to mentor their students and students’ academic motivation. &nbsp;The study recommended that different mentoring strategies should be put in place by the University to help the students.</p> B. A. OMOTESO Copyright (c) 2025 2025-04-11 2025-04-11 5 1 87 96 https://journal.theasseren.org.ng/index.php/joe/article/view/447 <p>The study investigated the overt social modelling therapy (OSMT) on students’ self-regulated learning among Secondary School Students of Ife Central Local Government of Area Of Osun State. &nbsp;It examined the level of Self-Regulated Learning (SRL) and as well as investigated the influence of gender and academic ability on the effectiveness of the therapy. &nbsp;The study adopted pre-test post-test control group quasi experimental research design. &nbsp;The population for the study consisted of all secondary school students in Ife Central Local Government. &nbsp;The sample comprised 120 students with low self-regulated learning selected using convenience sampling technique. Self-Regulated Learning Strategies Questionnaire (SRLSQ) was used to collect data for the study. &nbsp;The experimental group was exposed to Overt Social Modelling Therapy (OSMT), while control group was given no treatment. &nbsp;The OSMT was conducted for six sessions during which participants were exposed to OSMT processess. &nbsp;Data were analysed using percentages, independent t-test and One-Way ANOVA. The results showed that 54.0% of the students experienced low level of self-regulated learning. &nbsp;Also, overt social modelling therapy had significant effects on self-regulated learning of experimental group (t-=26.42; p&lt;0.05. No significant gender differences on the effectiveness &nbsp;of OSMT to improving students’ self-regulated learning (t= 1.87; p&gt;0.05. &nbsp;However, there was a significant difference in the effectiveness of OSMT in improving students’ self-regulated learning based on learners’ academic abilities (F= 68.99, p&lt; 0.05). The study concluded that the use of Overt Social Modelling Therapy (OSMT) was an effective intervention for improving self-regulated learning of secondary schools students.</p> M. A. SHOBAYO O. J. OJO Copyright (c) 2025 2025-04-11 2025-04-11 5 1 97 107 https://journal.theasseren.org.ng/index.php/joe/article/view/448 <p>The purpose of the study was to determine the effect of homework on junior secondary school students’ mathematics achievement in Kokona LGA, Nasarawa State. Home background in terms of literate and illiterate parents was employed as moderator. &nbsp;Two research questions were answered and hypotheses were tested. &nbsp;A sample of 73 junior secondary school students from two schools (38 students in experimental group and 35 in control group) were selected. Purposive sampling was adopted to select schools and classes that have students from both literate and illiterate parents; Quasi experimental design of pre-test and post-test match group was adopted. Mathematics Achievement test was used as instrument. The instrument was validated by two experts and a logical validity index of 0.87 was obtained; also a pilot test of the instrument was carried out on 30 students and a reliability index of 0.79 was obtained using split-half method. &nbsp;Mean and standard deviation were used to answer the research questions and ANCOVA was used to test the hypotheses at 0.05 level of significance. &nbsp;The findings showed that students &nbsp;that were given homework performed better than their counterpart that were not given homework; also students from illiterate parent performed better than those from from literate parents and there is no significant difference between the mean achievement of students given homework and those were not given homework. &nbsp;The result of oral interview revealed that students from illiterate parents efforts do the assignment themselves most often or were been assisted/taught by others but students from literate parent often have their assignments done by their parent s and the only copy them with their writing. &nbsp;The researcher recommended that students should be made to work out answer to the questions on the board for others to see most often when assignments were given and parents should be enlightened at PTA meetings the need to teach their wards to do their assignments than have them done for the students.</p> T. OSU A. D. AMINU Copyright (c) 2025 2025-04-11 2025-04-11 5 1 108 116 https://journal.theasseren.org.ng/index.php/joe/article/view/449 <p>The study examined Biology teachers’ awareness and utilization of online instructional resources &nbsp;for teaching biology in the senior secondary school in Osun State. &nbsp;It also assessed the extent of teachers’ use of online instructional resources in Biology classrooms. &nbsp;These were with a view to determine biology teachers’ knowledge of online instructional materials that are available for teaching in the classroom. &nbsp;The study adopted the descriptive survey research, The population for the study comprised Biology teachers in Osun State. &nbsp;The study sample consisted of 108 Biology teachers selected using multistage sampling technique. &nbsp;One research instrument was used to collect data for the study. &nbsp;This is a questionnaire titled ‘Teachers Awareness &nbsp;of Online Resources (TAOIR) for teaching Biology. &nbsp;Data collected were analyzed using frequency counts and percentages. &nbsp;The result showed that most Biology teachers were not aware of online instructional resources for teaching. &nbsp;The results also showed that majority of the teachers have not used online resources for teaching in the classroom.</p> F. B. YOADE O. A. OBE Copyright (c) 2025 2025-04-11 2025-04-11 5 1 117 123 https://journal.theasseren.org.ng/index.php/joe/article/view/450 <p>Quality university education is a catalyst for national development. &nbsp;The focus of this study is to determine the extent to which assessment can be used by lecturers to achieve quality university education in Rivers State. &nbsp;The study adopted survey research design. &nbsp;The population of the study comprised 459 lecturers in Faculty of Education in universities in Rivers State, Nigeria. The sample of the study consisted of 256 lecturers drawn through stratified sampling technique. &nbsp;The instrument for data collection was designed by the researchers and titled “Assessment and Quality University Education Questionnaire (AQUEQ)”. The instrument yielded a reliability coefficient of 0.79 indicating that it is quite suitable for the study. &nbsp;Mean score and standard deviation was used in answering the research questions while two-way analysis of variance was used in testing the three hypotheses at 0.05 level of probability. &nbsp;The findings of the study indicated there is no significant difference in the mean responses of lecturers on their use of assessment in improving academic activities among undergraduates in universities in Rivers State based on the lecturers’ &nbsp;rank and years of experience amongst others. &nbsp;Based on the findings of the study, recommendation was made among others that, Halls and seats should be adequately provided in universities as this will aid the needed improvement in assessment in order to guarantee the quality of university education; Facilities and equipmentfor assessment should also be provided to strengthen the improvement in the quality of university education.</p> R. C. OGIDI J. UDECHUKWU Copyright (c) 2025 2025-04-11 2025-04-11 5 1 124 135 https://journal.theasseren.org.ng/index.php/joe/article/view/451 <p>The study ascertained the potency of two statistical approaches (Binary Logistics Regression and Mantel-Haenszel &nbsp;Chi-Square) in detection of deferential item functioning of standardized Economics test in Nigeria test in Nigeria. &nbsp;Two research questions were asked and two hypotheses were formulated to guide the study. The design of this study is an inferential survey. &nbsp;The populaton of the study was 4,434,979 secondary school students and the sample comprised of seven hundred and ninety eight (798) students. The sample comprised of seven hundred and ninety eight (798) students involving &nbsp;purposive, stratified and simple random sampling techniques. &nbsp;The instruments for data collection is a 50 item WAEC General Economics Paper I Multiple Choice Test. &nbsp;Two statistics were used to test the hypotheses, binary logistic regression an Mantel-Haenszel Chi-Square statistics at 0.05 level of significance. &nbsp;Result of the analysis revealed among others that; Binary Logistic Regression and Mantel-Haenszel Chi-Square statistics have equal potency in the detention of gender DIF with 13 items; but 8 items were consistent with the two statistic as having having gender DIF while 5 items were not consistent. &nbsp;It was concluded that Binary Logistics Regression Statistics has a higher potency in detecting Binary Logistics Regression Statistics has a higher potency in detecting location DIF with 9 items than Mantel-Haenszel Chi-Square Statistics that detected 8 items; but 6 items were consistent with the two statistics as having location DIF while the other items were not consistent. &nbsp;Based on the findings, the researcher recommended that; when detecting location DIF, the use of Binary Logistics Regression Statistics should be encouraged since it detected more DIF in this regard.</p> C. E. AMAECHI F. E. ONAH M. C. NOSIKE Copyright (c) 2025 2025-04-11 2025-04-11 5 1 136 148 https://journal.theasseren.org.ng/index.php/joe/article/view/452 <p>Research in sociology is always conducted to find out a solution(s) to societal problems. &nbsp;There are so many elements involved in the research process, from the introduction to data collection and to result in analysis. &nbsp;These factors sometimes distort the result or influence &nbsp;the findings. &nbsp;But a valid and reliable result is always wanted and widely acceptable. &nbsp;To make the sociological research findings bias-free and valid, generalised triangulation plays an important role. Triangulation helps sociological researchers and other researchers in the field of social sciences to overcome bias and increases the rate of certainty and bringing neutrality. &nbsp;It is a process of using more than one method, theory, researcher and data collection method and technique to make the research findings more valid, reliable and generalisable. &nbsp;This paper discuses the concept of Triangulation, from its validity, types, reasons, importance and issues with relevant examples to sociology.</p> M. B. BELLO Copyright (c) 2025 2025-04-11 2025-04-11 5 1 149 160 https://journal.theasseren.org.ng/index.php/joe/article/view/453 <p>The place of classroom assessment cannot be jettisoned in the determination of cognitive growth and development of pupils. &nbsp;This study examined lower and middle basic school teachers’ conceptions of classroom assessment in Ilorin Metropolis. &nbsp;Two research questions were raised and one hypothesis was formulated to guide the study. The researchers employed descriptive survey research design for the study. &nbsp;The population of the study comprised all lower and middle basic school teachers in Ilorin metroplolis while the target population consisted of all public lower and middle basic school teachers in Ilorin metropolis. Simple random sampling was used to select 20 basic schools and 300 teachers involved in the study. &nbsp;Teachers’ Conceptions of Classroom Assessment Questionnaire of 4-point Likert type developed by the researchers with Cronbach Alpha reliability coefficient value of 0.77 was used to collect information for for the study. &nbsp;The research questions were answered using descriptive statistics of mean, while the research hypothesis was tested using Two-way Analysis of Variance. &nbsp;The findings showed that the basic school teachers’ conception of classroom assessment in Ilorin Metropolis was positive. &nbsp;Also, the study showed a non-significant difference in &nbsp;basic school teachers’ conception of classroom assessment based on gender and qualification. &nbsp;It was therefore, recommended that sensitization programmed be organised for basic school teachers on the importance of classroom assessment &nbsp;and the need to key into it for holistic development of their pupils.</p> M. O. OGUNJIMI B. M. LAWAL Copyright (c) 2025 2025-04-11 2025-04-11 5 1 161 169 https://journal.theasseren.org.ng/index.php/joe/article/view/454 <p>This study investigated test-wiseness strategies as predictors of Students’ Economics Achievement in Certification Examinations. &nbsp;Correlational research design was adopted and the population comprises of Senior Secondary School (SS 3) students who are preparing for WAEC or NECO. &nbsp;A sample of 350 &nbsp;SS 3students was drawn using multi-stage sampling procedure and stratified random sampling techniques to select the respondents from Delta Central Senatorial zone. &nbsp;Two instruments used to collect data for the study is the 2018 WAEC Economics Multiple Choice 50 items and Test-wiseness Scale (TWS) which measures test-wiseness strategies on time, error avoidance, guessing and deductive reasoning. &nbsp;The TWS was validated by experts in the field of Measurement and Evaluation using face and content. &nbsp;The TWS was pilot tested on 50 respondents who are not part of the sampled for the study. Cronbach Alpha reliability coefficient was used to establish the reliability of the TWS yielded 0.78 as its internal consistency. &nbsp;Data collected were analyzed and hypotheses were tested at 0.05 level of significance using Pearson’s Product Moment Correlation Coefficient (PPMCC) and Multiple Regression Analyses. Findings from the study showed that: (I) there is no significant joint contribution of test-wiseness strategy and achievement in Economics; (ii) test-wiseness guessing strategies has a relative significant prediction in students achievement in Economics. The study recommends that Psychometricians and examination body should put into considerations the practice of good test-wiseness strategy that will not affect the reliability and validity of the test items.</p> W. N. OKE Copyright (c) 2025 2025-04-11 2025-04-11 5 1 170 177 https://journal.theasseren.org.ng/index.php/joe/article/view/455 <p>The foundation of scientific, technological and economic development of any nation is mathematics education. &nbsp;The development of a nation is a function of the improvement on the quality of mathematics education available for her citizens This paper consists of four parts. &nbsp;First, it explored the nature and characteristics of mathematics. Second, it highlighted some problems facing the quality teaching of mathematics in Nigeria. &nbsp;Third, it identified some contemporary problems of Nigeria. &nbsp;Finally, explanations were provided on the important roles of mathematics in addressing contemporary issues for national development purposes. &nbsp;Appropriate recommendations were made for the &nbsp;teachers of mathematics, curriculum developers, educational administrators and policy makers.</p> O. B. GBOJUBOLA M. A. OMOYEMIJU Copyright (c) 2025 2025-04-11 2025-04-11 5 1 178 187 https://journal.theasseren.org.ng/index.php/joe/article/view/457 <p>The study estimated the item parameters of the two forms of the non-equivalent anchor tests to be equated and examined the relative effectiveness of classical test theory equating methods in the non-equivalent anchor tests to be equated. &nbsp;The study adopted the Non-Equivalent Anchor Test (NEAT) design. The population of the study comprised 137083 Senior Secondary two (SS II) students in Osun State. &nbsp;Sample for the study consisted of 1080 students that were selected using a multistage sampling procedure. A total of 45 Senior Secondary 2 (SS &nbsp;II) students were selected from each school using the simple random technique. &nbsp;Two adapted instruments titled Mathematics Achievement Test Form A (MATFA) and Mathematics Achievement Test Form B (MATFAB) were used to collect data for the study. &nbsp;The instruments were adopted from 2014 and 2015 West African Examination Council &nbsp;Mathematics objective items which served as MATFA abd MATFAB respectively. &nbsp;The 2014 National Examination Council Mathematics objective test items were adopted. &nbsp;This served as the anchor items for both form A and B respectively. &nbsp;The reliability of the two instruments were established to be 0.79 for MATFA, and 0.75 MATFAB using Kuder-Richardson 20 (KR-20) formula. &nbsp;Data collected were analysed using IRTEQ software package, Common Item Program for Equating (CIPE) and R version (3.4.1) software. &nbsp;The results showed that the average difficulty and discrimination power of form A and form B Non-equivalent anchor test equated under CTT were (X = 0.53, X = 0.23) and (X =0.29, X = 0.27) respectively. &nbsp;The result further showed that Turker’s mean (TMEAN), Levine mean (LMEAN) and Braun-Holland Mean (BMEAN) were the most effective method of equating followed by Tucker’s Linear (TLIN) and Levine Linear (LLIN) method and finally by equipercentile method. &nbsp;The study concluded that mean equating methods were more effective compared to linear and equipercentile equating methods.</p> I. B. OGUNSAKIN A. A. ADEDIWURA Copyright (c) 2025 2025-04-11 2025-04-11 5 1 188 200 https://journal.theasseren.org.ng/index.php/joe/article/view/458 <p>This study was carried out to investigate the relationship between administrators’ communication styles and academic staff effectiveness in Kwara State, Nigeria . &nbsp;The survey research design was found suitable for the study. &nbsp;The population of academic staff in universities in Kwara State comprised of 5,456. &nbsp;The academic staff was divided into strata I.e. male and female. &nbsp;A stratified random technique was used to select 400 academic staff from the population. &nbsp;Two sets of questionnaires tagged Administratorr’s Communication Styles Questionnaire (ACSQ) and Academic Staff Effectiveness Questionnaire (ASEQ) were used for data collection. &nbsp;The validity of the instruments were done and pilot tested on 20 academic staff in a university that was not actually used for the study. &nbsp;Cronbach Alpha was used to ascertain the reliability co-efficient of the instruments and this yielded .65 and .62 respectively. &nbsp;Analyses of data collected were subjected to both descriptive and inferential statistics. &nbsp;Findings of this study revealed that the promoters communication style was the most commonly used by the administrators of universities in Kwasra State, Nigeria. &nbsp;It was further revealed in the study that the measures of academic staff-effectiveness i. e. teaching and research were on the average except community service which was low. &nbsp;The study showed that there was a significant relationship between the measures of administrators’ communication styles and academic staff effectiveness. &nbsp;The study recommended the following among others that administrators of universities should adopt the best communication style that is in &nbsp;&nbsp;agreement with the effectiveness of their staff since there is no best communication style for all occasions. &nbsp;Administrators should employ the communication styles that will foster effectiveness in terms of goal.</p> O. J. OJO Copyright (c) 2025 2025-04-11 2025-04-11 5 1 201 208 https://journal.theasseren.org.ng/index.php/joe/article/view/459 <p>This article is cursory look at the accreditation of college of education and improved teacher quality in Nigeria. &nbsp;&nbsp;The college of education (COEs) are institutions saddled with responsibility of training teachers for Nigerian primary schools and awarding the Nigeria Certificate in Education (NCE). &nbsp;COEs are supervised by the National Commission for Colleges of Education (NCCE) who also accredits them. &nbsp;The instrument, standards and process of accreditation carried out by the NCCE is commendable. &nbsp;However, the performance of teachers &nbsp;from these institutions has not been encouraging despite provisions made available by government. &nbsp;These trained teachers employed by various primary schools have been observed to be lacking in pedagogical skills, knowledge, mastery of subject, readiness and professionalism after graduation. &nbsp;Consequently, one is tempted &nbsp;to ask if the accreditation of the COEs is a mere ritual or necessity. &nbsp;This paper discussed the accreditation process of COEs, quality of pedagogy and trained teachers. &nbsp;It also, highlights the possible reasons why trained teachers from the COEs underperform in the field and the need for proper teacher education since a nation cannot rise above the quality of its teachers. &nbsp;It is suggested that government in conjunction with Teachers Registration Council of Nigeria (TRCN), Universal Basic Education Communication (UBEC) and NCCE should make and implement policies that will facilitate the training of the best mind as teachers. &nbsp;In addition, the COEs should be better funded to enhance the quality of trained teachers for an improved and quality pedagogy delivery in primary schools.</p> E. O. BAMIDELE J. M. TIMAYI Copyright (c) 2025 2025-04-11 2025-04-11 5 1 209 217 https://journal.theasseren.org.ng/index.php/joe/article/view/460 <p>Feedback on classroom assessment is an integral part of teaching and learning. The teacher as classroom manager needs to understand the importance of feedback in enhancing learning. &nbsp;As such, the study investigated teachers’ classroom assessment feedback activities in Osun State Secondary Schools. &nbsp;The study adopted the descriptive research design. &nbsp;The population comprised 5204 senior secondary school teachers in Osun State. &nbsp;A sample of 288 teachers was selected using multi-stage sampling procedure. &nbsp;Two Local Government Areas (LGAs) were selected from each of the three senatorial districts of the state using simple random sampling; from each of the LGAs, four secondary schools were selected to make a total of 24 schools using random sampling technique. From each school 4 teachers were selected using stratified random sampling technique, using discipline as stratum (Science, Commercial and Arts) making a total of twelve (12) teachers. &nbsp;Data for the study were &nbsp;collected using one research instruments; Teachers’ Classroom Assessment Feedback Activities Questionnaire (TCAFAQ). &nbsp;Data collected were analyzed using percentages and frequency. &nbsp;The result showed that not less than 95% of the sampled teachers engaged in the use of summative and formative classroom assessment feedback activities in giving assessment feedback to their students. The results also that 82.8% of the sampled teachers made use of norm-referenced classroom assessment feedback activities. &nbsp;The results further showed that 74 of the respondents (33.6%) claimed that “`Indiscipline, Absenteeism and nonchalant attitude of students towards learning” were the major constraints to their classroom assessment feedback activities. &nbsp;This is followed by 25 (11.4%) and 24 (10.9%) of the teachers were of the claimed that “Teacher Professionalism” and “Nonavailability of Instructional Materials” were constraints to classroom assessment feedback activities respectively. &nbsp;The study concluded that classroom need more information on the assessment feedback activities to improve teaching and learning activities in the schools.</p> B. O. BABAYEM T. O. AJEIGBE Copyright (c) 2025 2025-04-11 2025-04-11 5 1 218 227