Journal of Education

Preliminary Pages

2024-12-17T15:39:15+00:00

The Association of Educational Researchers and Evaluators of Nigeria (ASSEREN) presents to its members and non-members alike volume 9 of the ASSEREN Journal of Education (AJoE). The articles included in the volume are well researched and pair[1]th reviewed articles presented at the 25 Annual National Conference of the Association th th which was held from July 10 to July 14 2023 at Postgraduate Boardroom, Ignatius Ajuru University of Education, Rumuolumeni, Port Harcourt, Nigeria. The Theme of the Conference was “Innovative Research and Assessment for National and Global Change”. The ASSEREN Journal of Education is a peer-reviewed Journal for publication of Original Theoretical papers that are presented during the annual conference of the association. This edition will provide the much-needed insights into professional issues and ethics in teaching and learning, and enhance quality education and assessment in Nigeria through research. The editorial board acknowledged the efforts of the editors, contributors, the executives of the Association and all others that have in one way or the other contributed immensely towards the actualization of the production of this Ninth edition of the Journal. Special thanks to the consulting editors who are distinguished senior citizens and also members of the association.

APPLICATION OF ITEM RESPONSE THEORY ANALYSIS ON NIGERIA AIR-FORCE SECONDARY SCHOOLS' JOINT PROMOTION EXAMINATION IN ECONOMICS

2024-12-17T15:49:30+00:00

The study examined the application of item response theory analysis on Nigeria Air-force Secondary Schools' Joint Promotion Examination in economics. The study raised three research questions and formulated two hypotheses were tested at 0.05 level of significance to guide the study. The study employed descriptive survey research design. Survey design is a descriptive study which seeks to describe and document what exists, with the purpose of generalizing the results on the whole population. The population of the study was 1,035 SS II students' scripts for 2018 economics Joint Promotion Examination (JPE) from eleven (11) Airforce Secondary Schools in Nigeria. The study used purposive sampling techniques to sample two Airforce Secondary Schools from Lagos and Kano, sample size of 200 Students. The two study instruments were Joint Promotion Examination (JPE) question papers and Answers Scripts of Students for the year 2018 academic session. Content validity of instrument with Kendall's coefficient of concordance value of 0.75 and had Internal consistency reliability coefficient of the EAT was established with Kuder-Richardson formula (K-R20) was 0.83. The collected data were analyzed with x-caliber 4 software for item analysis. The results shows that 45(90%) of the 50 items fitted the three- parameter logistic model of the item response theory. The study recommends that organization should dropped question items 38 and 47 due to their biased nature, since the presence of DIF affects the validity of an item.

ACADEMIC STAFF READINESS, ACCEPTANCE AND MANAGING EDUCATION 4.0 CHALLENGES IN UNIVERSITIES IN NORTH EAST, NIGERIA

2024-12-27T13:02:17+00:00

Technological progress in the last decades has been remarkable fast, and major technological changes offer the chance to improve human life, but they also create concerns about the future. One of the biggest fears related to the new technologies is that the robots and the artificial intelligence will replace the human factor in work leading to the technological unemployment. The emergence of the Fourth Industrial Revolution (4IR), has heightened the need for awareness among all stakeholders in education and synergy among higher institutions of learning. This study investigated university academic staff readiness, acceptance and managing challenges with Education 4.0 in North East Nigeria. The study adopted the correlational design of the survey research type. A sample of 136 university academics responded to University Staff Readiness, Acceptance and Managing Challenges with Education 4.0 Questionnaire, which was the instrument used to collect data. Data were analyzed descriptively using weighted mean and Pearson Product Moment Correlation. Findings revealed that academic staff highly perceived the universities readiness for Education 4.0, academic staff highly perceived universities acceptance of Education 4.0, academic staff agreed that the universities are managing the challenges countered as they interface with Education 4.0, It was recommended that IT educators need to play significant role to ensure a smooth glide of university staff into Education 4.0.

VALIDATION OF VOCATIONAL APTITUDE TEST (VAT) USING INNOVATIVE TECHNIQUE- R-SOFTWARE

2024-12-27T13:12:02+00:00

The study aimed at the validation of Vocational Aptitude Test (VAT) using innovative techniques (R software). The study employed an instrumentation and descriptive survey research design. The Vocational aptitude test (VAT) instrument was made up of nine components, which was used for generation of 150 items. Survey method was used to collect data from 350 junior secondary school three (JSS3) students for trial testing. Simple random sampling was used to select public and private secondary schools in Rivers State. Three objectives and three research questions guided the study. Item analyses on the 150-item multiple choice test was ascertained using the R software and items with difficulty and discrimination indices of 0.40≤p≤0.70 and ≤ 0.25 respectively were considered good items and selected. The reliability of the test was established through Kuder Richardson 20, Split-half and Cronbach Alpha, statistics using R, which produced reliability coefficients of 0.81 for both Kuder Richardson 20 and Cronbach alpha and 0.85 for Slit-half reliability. The result revealed that 66 items were considered good and selected while, 84 items were considered bad and discarded. The findings show that the Vocational aptitude test (VAT) is both valid and reliable. Since the Vocational aptitude test (VAT) was highly valid and reliable, it was recommended that it should always be used as an assessment tool for determining the aptitude of junior secondary school students in vocational area or subjects and also for career guidance tools for choice of vocation by students.

EFFECT OF PSYCHO-PRODUCTIVE MULTIPLE CHOICE TEST ITEMS ON STUDENTS' PERFORMANCE IN SOIL AND WATER CONSERVATION EDUCATION IN NIGERIA UNIVERSITIES FOR NATIONAL CHANGE

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One of the objectives of agricultural education is to impact skills on the learners. It was observed that graduates of agricultural education from universities find it difficult to earn their living in agriculture practical activities aside white-collar jobs. The researchers interviewed some of these graduates and found out that they were assessed cognitively which resulted to their high grades but with no corresponding competence. It was therefore necessary to assess their competency with psycho-productive multiple choice test items and re-assessed them over time for effectiveness. The study was carried out to determine the effect of psycho-productive multiple choice test items on students' performance in soil and water conservation education in Nigeria universities for national change. The study adopted quasi experimental research design. Two research questions and two null hypotheses guided the study. The population waw386 students from 4 universities in south East that offer Agricultural Education comprising Alex Ekwueme University Ebonyi 28, Enugu State University of Science and Technology 101, Michael Okpara University Umudike 155 and University Nigeria Nsukka 102. Purposive sampling techniques was used to select 73 year three students. Year three students were considered because they are offering soil and water conservation education at this level; others years (100 and 200) are yet to offer the course and year 4 are at the verge of graduation. Psycho-productive multiple-choice test of 80 items were validated with acceptable reliability of 0.97 and used for data collection by three assistants. Data were analyzed with percentage to answer research questions while ANCOVA statistics were used to test null hypotheses at 0.05 level of significance. The findings of the study revealed that students performed well over time indicating that they will do well in the world or work. It was therefore recommended that students of agricultural education should be assessed with psycho-productive multiple choice test items for effectiveness.

TEST TAKING SKILLS AND MATHEMATICAL COMPETENCIES AS PREDICTORS OF SENIOR SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN MATHEMATICS

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The study investigated test taking skills and mathematical competencies as predictors of students' academic achievement in mathematics. A correlational research design was adopted for the study. Three research questions and three hypotheses guided the study. The population of the study comprised 2691 SS II students from 59 public schools in Nsukka Education Zone, Enugu State, Nigeria. The study used a sample size of 350 students drawn using simple random sampling. For data collection, the researchers adapted Mathematics Test Taking Skills Scale (MTTSS), and developed the Mathematics Competency Scale (MCS) and Mathematics Achievement Test (MAT) for the study. The instruments for the study were face validated by three specialists. While MAT was developed using a test blueprint, MTTSS and MCS were further exposed to factor analysis for construct validation. Using Cronbach alpha approach, the reliability estimates of MTTSS and MCS were established to be 0.82 and 0.90, respectively, while the reliability estimate of MAT was established to be 0.86 using the KR-20 formula. Regression analysis was used to answer the research questions, while ANOVA was used to test the hypotheses at the 0.05 level of significance. The result revealed that the proportion of variation in students' achievement in mathematics that may be attributable to their test taking skills and mathematical competencies is jointly and independently significant (p <0.05). Based on this result, it was recommended that relevant education stakeholders should ensure that workshops and seminars are organized for students in order to improve their test taking skills and mathematics competencies.

APPLICATION OF ITEM OBJECTIVE CONGRUENCE INDEX (IOC-INDEX) FOR PROPER ALIGNMENT OF 2020 PHYSICS WASSCE ITEMS WITH OBJECTIVES AND CONTENT

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This study was on the application of item objective congruence index (IOC[1]Index) for proper alignment of 2020 Physics WASSCE items with objectives and content of Physics. A descriptive research design was adopted for the study. One research question was raised for the study. The study was carried out in Enugu State. The population of the study comprised all Physics Experts in the area. A sample of 7 experts drawn through convenience sampling technique was used for the study. Physics 2020 WASSCE question was used as the instrument for the study. No validity was conducted for the instrument because the purpose of the study was to establish the validity indices of the test items. Frequency count and percentage were used in the analysis. The results showed that out of the 50 items, majority, 44 (88%) of the 2020 Physics WASSCE items are congruent with the content of Physics as their IOC-indices were between 0.57-1.00 which is of acceptable range while 6 (12%) of the items were not properly aligned with the content of Physics because their IOC[1]indices were below 0.50 benchmark. Thus, it was concluded that majority of the items of 2020 WASSCE Physics question are properly aligned with content and objectives of Physics. The study recommended among others that examination bodies such as WAEC, NECO, JAMB, among others should ensure that alongside test blueprint, Item Objective Congruence (IOC) should be employed as part of content validity to ensure that the items of the test are valid and appropriately fit.

TEACHERS' KNOWLEDGE OF BIG DATAAPPLICATION AS CORRELATE OF THEIR CLASSROOM ASSESSMENT PRACTICES IN SECONDARY SCHOOLS

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The study examined teachers' knowledge of big data application as correlate of their classroom assessment practices in secondary schools. The study adopted correlational research design. The sample of the study comprises of 209 teachers drawn from 1,241 teachers in Nsukka Education zone of Enugu state through simple random sampling by balloting with replacement. The 1,241 teachers were obtained from the 110 registered secondary schools in Nsukka education zone out of with 30 (10 private and 10 public) schools were randomly sampled. Teachers Knowledge of Big Data Questionnaire (TKBDQ) and Classroom Assessment Practice Questionnaire (CAPQ) were used for data collection. Each of the instruments was made up of 25 items. The TKBDQ elicited information of teachers' knowledge of Big Data while the CAPQ elicited information on teachers' classroom assessment practices. The instruments were validated by three experts in Measurement and Evaluation from University of Nigeria, Nsukka. The instruments were administered to the teachers and were collected immediately through direct delivery technique. The first research question was answered using linear regression analysis while research questions 2, 3, and 4 were analyzed using multiple regression. Hypothesis one was tested using t-test while hypotheses 2 and 3were tested using the t value for interaction obtained from Hayes Process Macro. Hypothesis 4 was also tested using the f value obtained from Hayes Process Macro, all at 0.05 level of significance. The findings of the study show that there is a significant, high and positive (.840) relationship between teachers' knowledge of big data application and their classroom assessment practice. Gender, school type and teachers' area of specialization does not significantly moderate the relationship between teachers' knowledge of big data application and their classroom assessment practice. The following recommendations were made among others; teachers should be furnished with students' data from the admission records so that they can tailor their teaching and assessment processes to improve the students' academic achievement. Teachers should be furnished with the data regarding students' performances from the first day in school, this will enable them understand the areas of students' strengths and areas of possible improvements.

EFFECTS OF COMPUTER BASED SIMULATION TEACHING APPROACH ON NCE STUDENTS' ACADEMIC ACHIEVEMENT IN MEASUREMENT AND EVALUATION IN AKWA IBOM STATE COLLEGE OF EDUCATION, AFAHA NSIT

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The study examined the effect of computer-based simulation teaching approach on NCE students' academic achievement in Measurement and Evaluation in Akwa Ibom State College of Education, Afaha Nsit. The design of the study was the quasi-experimental design of 'static-group pretest – posttest design. The population of the study was all the students that wrote 2021/2022 second semester examination in EDU223 (Measurement and Evaluation), the number was 907. Two schools whose students performed worst in the said Examination were purposively selected for the study, the sample size was 87. Two research questions were answered and two hypotheses tested at 0.05 level of significance were formulated to guide the study. Two instruments: computer-based simulation (CBS) module and Measurement and Evaluation Test (MET) were utilized in the study. The reliability of 'MET' was established using test-retest method which gave a reliability coefficient of 0.95. Mean and standard deviation were employed in answering the research questions. Analysis of covariance (ANCOVA) was used to test null hypothesis one while independent t-test was used to test null hypothesis two. The findings revealed that students taught 'Basic Statistics' (a topic in Measurement and Evaluation) using computer-based simulation approach performed significantly better than those taught with the traditional talk-chalk method. Also, there was no gender effect on the students taught Basic Statistics using computer-based simulation approach. Based on the findings, it was recommended among others that computer-based simulation approach should be employed in teaching students most of the subjects and topics that are not easily understood when taught using the traditional approach of talk-chalk (talking and writing on the board).

EMERGING ISSUES IN ASSESSMENT AND TESTING: ATTITUDE TO COMPUTER-BASED TESTING AND UNDERGRADUATES' ACADEMIC ACHIEVEMENT AMONG UNIVERSITIES IN KATSINA STATE, NIGERIA

2024-12-27T14:57:16+00:00

This study was aimed at discussing computer-based testing (CBT) as an emerging issue in the eld of assessment and testing in Nigeria, and whether undergraduates' attitude to CBT affects their academic achievement among universities in Katsina state. Two objectives were established, and two hypotheses were developed and tested. A correlational design was used in the study. The population of the study comprised 34,050 undergraduates, spread across 15 faculties and 79 departments in all the three universities in Katsina state. The study's sample consisted of 378 undergraduates selected using a multistage sampling technique and in accordance with Research Advisors (2006) guidelines. Data were collected using an instrument developed by the researchers titled 'Computer-Based Testing Attitude Scale' (CBTAS), and was analysed with the aid of IBM SPSS Statistics v.23, using Pearson Product Moment Correlation and Independent Samples t-test. The study's findings revealed that there was a significant relationship between scores in attitudes to CBT and academic achievement scores among undergraduates in Katsina state (r = .758, P= .000), but there was no significant difference in the mean scores of attitudes to CBT between male and female undergraduates in Katsina state (t = 1.631, df = 376, P= .104). Based on the findings, the researchers recommended that undergraduates, both male and female, maintain a favourable attitude about CBT in order to succeed academically. This can be achieved by being friendly with computer and other related gadgets, and by making use of smartphones through participating in online learning and testing platforms.

FORMATIVE ASSESSMENT PRACTICES AS CORRELATE OF SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT IN CHEMISTRY

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The study determined the relationship between formative assessment practices and students' academic achievement in chemistry. The design of the study was correlational research design. Multistage sampling procedure was used to draw 308 students from a population of 2,567 SS2 students in Awka Education zone of Anambra State. The 308 students were obtained from the 61 registered secondary schools in Awka education zone. Teachers Formative Assessment Practices Questionnaire (TFAPQ) and Chemistry Achievement Test (CAT) were used as instruments for data collection. The instruments were validated by three experts in Measurement and Evaluation from the Department of Science Education, University of Nigeria, Nsukka. A reliability coefficient of 0.89 was obtained using Cronbach Alpha reliability estimate. The data were collected using on the spot technique. The first research question was answered using linear regression analysis while research questions 2 and 3 were answered using multiple regression. All the hypotheses were tested using the t value for interaction obtained from Hayes Process Macro, all at 0.05 level of significance. The result shows that there was a high and positive relationship between formative assessment practices and chemistry students' academic achievement and the relationship between formative assessment practices and chemistry students' academic achievement is significant. Workshops and seminars were recommended for secondary school teachers on the effectiveness of teachers' assessment practices and how it relates to the students' overall academic achievement. The study also recommended that various formative assessment practices should be incorporated in teaching and learning processes to enable teachers harness the power of formative assessment to improve students' academic achievement.

EFFECT OF COMPUTER INSTRUCTIONAL PACKAGE ON ACHIEVEMENT OF SENIOR SECONDARY SCHOOL FINANCIAL ACCOUNTING STUDENTS IN BWARI AREA COUNCIL, FCT, ABUJA

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The study examined the effects of Computer Instructional Package on academic achievement of senior secondary school Financial Accounting students in Bwari Area Council FCT, Abuja. Two research questions and hypotheses guided the study. The study employed quasi–experimental research design involving the non-equivalent pretest, posttest, control group design. The population comprised 3,310 (1750 male and 1350 female) SS II Financial Accounting students from the seven secondary schools for the 2021/2022 academic session. A sample of 80 (48 male and 32 female) SS II Financial Accounting students was selected from two co-educational secondary schools in Bwari Area Council FCT, Abuja using multistage sampling procedure. Data was collected using Financial Accounting Achievement Test (FAAT). The logical validity index of 0.79 for FAAT and the reliability coefficient of 0.874 for FAAT was obtained using Kuder[1]Richardson methods for FAAT. Mean and standard deviation was used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 alpha. The study revealed that students taught Financial Accounting using the Computer Instructional Package recorded higher achievement than students taught using the conventional method, The study concluded that Computer Instructional Package was very effective in the teaching and enhancement of senior secondary school students' academic achievement in Financial Accounting. It was recommended among others that Financial Accounting teachers at the secondary school level should use Computer Instructional Packages in the teaching of Financial Accounting to senior secondary school students in order to enhance their academic achievement in Financial Accounting.

RESEARCH AND EDUCATIONAL POLICY IN NIGERIA: ROLE OF MATHEMATICS EDUCATION IN ENSURING NATIONAL DEVELOPMENT

2024-12-27T15:34:24+00:00

Educational policy refers to the set of principles, laws, guidelines, and procedures that manage and regulate the operation of educational systems or institutions. These policies are developed by government bodies, academic institutions, and other stakeholders to ensure that education is delivered in a consistent, fair, and effective manner. They cover a wide variety of issues, including curriculum development, classroom management, assessment and testing standards, teacher training and education, funding and resource allocation, and the rights and responsibilities of students and teachers. On the other hand, the main goal of mathematics education is to produce competent and effective mathematics teachers, with necessary skills, competencies, intellectual and moral training, who will assume responsibility and leadership roles in various educational agencies for effective national development. This paper discusses the meaning and purpose educational policy within the context of educational research that are so related to mathematics education, as stipulated in the National Policy on Education (NPE Revised 2013). Also, concepts and determinants of national development that can be derived from the implementation of mathematics education policies were discussed, as well as the roles of mathematics education in ensuring national development. The paper concluded that effective implementation of the policies related to mathematics education is inevitable, as they are geared towards problem solving skills, teamwork, digital literacy, critical thinking, scientific literacy, communication skills, enterprise skills, and management skills, as contained in the latest mathematics education policy (CCMAS 2022), which form part of the determinants of national development in the 21^st century.

EFFECTS OF ICT ENHANCEMENTS ON STUDENTS' ACADEMIC ACHIEVEMENT IN HISTORY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN BAYELSA STATE, NIGERIA

2024-12-27T15:40:56+00:00

To justify the integration of ICT enhancements in the teaching/learning process of the subject matter of the re-introduced History in the Senior Secondary School Curriculum, a study on the effect of ICT enhancements on senior secondary school students' academic achievement in History in Nembe Local government area in Bayelsa state was carried out. The quasi[1]experimental research design was adopted. A sample of 156 students of History stratied into the control and treatment groups was selected for the study. Multi-stage random sampling technique was adopted. Two instruments; History Achievement Test (HAT) and History Treatment Package (HTP) were developed and validated by the researchers. A reliability coefficient of 0.98 was attained for HAT using Kuder Richardson 20. Data collected were analyzed using independent and paired t-test. A major finding is that there is a large effect size of 0.98 on students' achievement in History after the exposure to ICT driven teaching/learning process. Based on finding, it was recommended that budgetary allocation to the education sector should significantly be increased because basically acquisition of technologies is capital intensive.

QUALITY EDUCATIONAL TESTING/ASSESSMENT: A VITAL CONSIDERATION IN ENHANCING SUSTAINABLE DEVELOPMENT IN NIGERIA

2024-12-27T15:51:36+00:00

Sustainable Development Goals (SDGs) were put in place and adopted by all member nations of the United Nations (UN) in 2015 in order to provide a shared blueprint for peace and prosperity for people and the planet, now and into the future. The engine that will drive the attainment of these SDGs is education; The extent to which the education of any nation is put in the front burner is an indication of the extent to which that nation wants to be seen as a progressive and developed. The paper defined some key words in educational measurement and evaluation and also x-rayed some important Issues in Quality Assurance in Assessment in Nigeria. The role of educational test/assessment in teaching and learning is undoubtedly an enormous one. A key consideration in the paper was looking at the role of educational test/assessment in teaching and learning as a way of ensuring the attainment of the SDGs.

UTILIZING SELF-MANAGEMENT TECHNIQUE IN REDUCING MATHEMATICS ANXIETY AND IMPROVING ACADEMIC ACHIEVEMENT AMONG EARLY CHILDHOOD CARE EDUCATION PRE-SERVICE TEACHERS IN TERTIARY INSTITUTIONS IN OWERRI MUNICIPAL COUNCIL OF IMO STATE

2024-12-27T16:01:34+00:00

The study utilized self-management techniques to reduce mathematics anxiety and to improve academic achievement among pre-service ECCE teachers in Imo state. Based on the purpose of the study, four research questions were raised and four hypotheses were formulated and tested at 0.05 level of significance. The study adopted the Quasi experimental research design specifically the pretest-posttest group design. The population of the study comprising of 575 Pre-service teachers. A sample size of 65 Pre-service was used for the study comprising 30 males and 35 females. The instruments for data collection were Mathematics Anxiety Questionnaire (MAQ) and Mathematics achievement test (MAT). The reliability co-efficient(r) of 0.89 and 0.82 respectively was obtained using K-20 and test-retest method respectively. The research questions were answered using mean and standard deviation and the hypotheses were tested using t-test statistical tool. The findings of the study showed that Self-management was an effective treatment technique in reducing mathematics anxiety and improvement of academic achievement irrespective of gender. It was recommended that Self-management technique should be adopted by school guidance counsellors and other allied professionals as an effective treatment helping mathematics[1]anxious students and for promoting students‟ academic performance in schools. In enhancing academic achievement in school setting, support strategies such as educational guidance and counseling, teaching life skill programmes and psychotherapy should be promoted.

ASSESSMENT OF QUALITY OF SCHOOL LIFE AMONG UNIVERSITY UNDERGRADUATES IN KWARA STATE

2024-12-27T16:17:08+00:00

Quality of school life among undergraduates in universities is a multifaceted and critical aspect of students' academic journey that should provide valuable insights into their experiences and needs. This study investigated the quality of school life among undergraduates of three selected Universities in Kwara State. Descriptive survey design was adopted for this study. The study population is undergraduates of three selected Universities in Kwara State with population size of 31,325. Multistage sampling that included proportionate and random sampling techniques was used to select a total of 1253 undergraduates. A researcher-designed questionnaire which was validated by three experts and with overall Cronbach's Alpha coefficient of 0.82 was used collect data. The collected data was analysed with descriptive (Percentages, mean and standard deviation) and inferential (5-Way Analysis of Variance) statistics. Findings revealed that quality of School life among university undergraduates in Kwara State is high. The commonly enjoyed dimension of quality of school life by the undergraduates is school physical environment. There was no significant difference in quality of school life among university undergraduates in Kwara State based on gender, academic level and type of residence. However, it was revealed that institution ownership influenced the quality of school life enjoyed by the university undergraduates in Kwara State. Based on the findings of the study lecture room environment is a potential area for improvement, seating comfort, acoustics, or technological resources, can guide targeted interventions.