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All Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Palmyra Fiber as Additional Materials on Solid Concrete Brick of Aggregate Journal of Integrated Elementary Education
Adediwura, Alaba Adeyemi
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Teachers’ Perception of School-Based Assessment in Nigerian Secondary Schools Adediwura, Alaba Adeyemi
Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012
Publisher : Richtmann Publishing

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Abstract

The study investigated the perceived effect of SBA on Nigerian secondary school teachers, with the specific aim ofdetermining the preparedness of the teachers to conduct SBA as well as the perceived effect of the SBA on their teachingpractices and students’ learning. The population for the study consist of secondary school teachers in the six South-WesternState of Nigeria. From each of the six states, six secondary schools were purposively selected based on owner ship of theschools. A total number of 36 secondary schools were involved in the study. From each of the schools 15 teachers wererandomly selected to take part in the study. Thus the study sample size was 540 teachers. An adapted questionnaire was usedto collect the study data. The adapted questionnaire was named “Nigerian Teachers’ Perception of School-Based AssessmentQuestionnaire”. This questionnaire was divided into four sections of A, B, C and D. Sections B, C, and D of the instrumentrespectively have a test-retest reliability of (r = 0.72, 0.77 & 0.73 ρ = < .05) over a period of two weeks and Cronbach coefficientalpha (0.79, 0.70 and 0.71). The result indicated that more than half of the sampled teachers were not adequately prepare toconduct SBA. However, teachers from Federal Government Colleges were better prepared. It was also discovered that morethan fifty percent of the teachers have a negative perception of the effect of SBA on their teaching practices and on students’learning. The study therefore suggests effective monitoring of educational policy implementation and timely in-service trainingfor all teachers irrespective of school owner.
Assessing Heterogeneity of Effect Size on Sample Size in a Meta- Analysis of Validity Studies Adeyemo, Emily Oluseyi; Adediwura, Alaba Adeyemi
Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012
Publisher : Richtmann Publishing

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Abstract

This study examined the impact of heterogeneity of effect size on the sample size of some validity studies. Thirty (30)empirical studies were selected on the basis of empirical status and relevance; their results both quantitative and qualitativewere recorded, coded and analyzed. The findings revealed that the differences in the results of the 30 selected empiricalstudies were a function of the sample size on which the studies were based. Mean Fisher ( Zr =0.393 , WZr=0.42347).Characteristics peculiar to each study did not affect the result of the study. Weighted Mean Fisher by sample size ( WZr)=0.398 with associated r=0.375) was an equivalent of the Mean Fisher. The results of the empirical studies were found to besignificantly different in terms of their effect sizes (÷2=1444.97 p ). The heterogeneity of the effect size was a resultof the heterogeneity of the sample size. The Weighted Mean Fisher was bigger than the Mean Fisher (WZr=0.489 ,Zr=0.393).The difference in the result was a function of differences in the sample size and not as a result of the study characteristicspeculiar to each study.
The Functionality of National Examinations Council Senior School Certificate Physics Practical Examination Items Adediwura, Alaba Adeyemi; Adeoye, Oluseyi Peter
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 6, No 4 (2023): Budapest International Research and Critics in Linguistics and Education, Novemb
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v6i4.7766

Abstract

The study determined how the Senior School Certificate (S.S.C.) Physics Practical NECO examination items function differentially between male and female students and estimated the differential item functioning of the S.S.C. Physics Practical test items based on school type. It also ascertained the functionality of S.S.C. Physics Practical examination items between rural and urban dweller students. The research design adopted in this study was the descriptive survey research design. The population for the study was made up of all Senior Secondary Three (SS III) Physics students of Osun State in the 2017/2018 academic session—a total of 631 students selected through a multistage sampling procedure made up the sample. The NECO 2018 S.S.C. physics practical examination items were used to collect relevant data for the study. The chi-square likelihood ratio DIF method was adopted, and the mirt package was used for the analysis of collected data. The results showed that the proportion of DIF detected in the S.S.C. Physics practical examination under consideration was 8% (3 items) for sex, 5.4% (2 items) for type school and 32.4% (12 items) for school location. The study concluded that NECO physics practical examination items flagged moderately high incidence DIF with the location of the students. It is, therefore, recommended that NECO and other examination bodies that conduct such practical test needs to be conscious of students' location during test construction.
Linear and Separate Calibration Methods of Equating Continuous Assessment Scores of Public and Private Elementary Schools OLANIGAN, Nofisat Adeola; Adediwura, Alaba Adeyemi; OGUNSANMI, Olawale Ayoola
Journal of Integrated Elementary Education Vol 2, No 2 (2022): September 2022
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v2i2.11677

Abstract

This study determined the mean ability estimates of students in public and private secondary schools when their scores are equated through linear equating, and it examined which of the equating methods is more efficient. This study adopted a descriptive research design. The population for the study comprised 24,874 candidates that registered and sat for the 2016 June/July National Examinations Council (NECO) mathematics examination in Ogun State. A sample of 1139 candidates were selected from both public and private schools using the multi-stage sampling procedure. The research instruments used for the study were secondary data sources. The data was analyzed using Multidimensional Item Response Theory (MIRT), Separate and Linear Equation. The results showed that private school candidates’ ability score (x̅ = -0.001, SD = 0.961), (x̅= -0.001, SD = 0.961) was higher than public school candidates’ ability score (x̅= -0.865, SD = 1.058), (x̅= -0.626, SD = 0.970) when equated using separate calibration and linear equating methods respectively and that the difference observed in the ability estimate of examinees from public school and private school were significant  (t 1138 = - 14.431, p 0.05) and (t 1138 = -10.876, p 0.05) when their scores were equated with each of the equating methods. However, the results showed that the linear equating method was more efficient.
Linear and Separate Calibration Methods of Equating Continuous Assessment Scores of Public and Private Elementary Schools OLANIGAN, Nofisat Adeola; Adediwura, Alaba Adeyemi; OGUNSANMI, Olawale Ayoola
Journal of Integrated Elementary Education Vol. 2 No. 2 (2022): September 2022
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v2i2.11677

Abstract

This study determined the mean ability estimates of students in public and private secondary schools when their scores are equated through linear equating, and it examined which of the equating methods is more efficient. This study adopted a descriptive research design. The population for the study comprised 24,874 candidates that registered and sat for the 2016 June/July National Examinations Council (NECO) mathematics examination in Ogun State. A sample of 1139 candidates were selected from both public and private schools using the multi-stage sampling procedure. The research instruments used for the study were secondary data sources. The data was analyzed using Multidimensional Item Response Theory (MIRT), Separate and Linear Equation. The results showed that private school candidates’ ability score (x̅ = -0.001, SD = 0.961), (x̅= -0.001, SD = 0.961) was higher than public school candidates’ ability score (x̅= -0.865, SD = 1.058), (x̅= -0.626, SD = 0.970) when equated using separate calibration and linear equating methods respectively and that the difference observed in the ability estimate of examinees from public school and private school were significant  (t 1138 = - 14.431, p < 0.05) and (t 1138 = -10.876, p < 0.05) when their scores were equated with each of the equating methods. However, the results showed that the linear equating method was more efficient.
Co-Authors Adeoye, Oluseyi Peter Adeyemo, Emily Oluseyi OGUNSANMI, Olawale Ayoola OLANIGAN, Nofisat Adeola