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This Author published in this journals
All Journal ASEAN Journal of Science and Engineering Education (AJSEE) Educalingua Journal
Moses Adeleke Adeoye
Al-Hikmah University
Chemical Engineering, Chemistry & Bioengineering Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Other

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External Evaluation in Improving Learners’ Outcomes in Basic Schools: Challenges and Way Forward Moses Adeleke Adeoye; Olaolu Paul Akinnubi
ASEAN Journal of Science and Engineering Education Vol 4, No 1 (2024): (ONLINE FIRST) AJSEE: March 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ajsee.v4i1.57266

Abstract

The paper examined the challenges and solutions to the eternal evaluation of learners' learning outcomes at public basic schools. Basic school is important for students’ improvement since it relates to students’ understanding for basic knowledge, including mathematics and science. Implementing external evaluation in Nigerian basic schools can be challenging due to a variety of factors. These may include limited resources, cultural barriers, and a lack of understanding of the purpose and value of evaluation. One way forward in addressing these challenges is to increase awareness and understanding of the importance of evaluation in improving learners' outcomes. This can be achieved through training and capacity building for stakeholders, including teachers, school administrators, and government officials. Ultimately, improving learners' outcomes in Nigerian basic schools requires a collaborative effort involving all stakeholders, including policymakers, educators, and communities. By working together and embracing new approaches and technologies, all learners have access to high-quality education and opportunities to promote continuous improvement and excellence in education.
Self-Regulated Learning Phases in Interpretive Reading Course: How are They Presented in the Lesson Plan? Ratih Laily Nurjanah; Moses Adeleke Adeoye
Educalingua Vol. 1 No. 1 (2023): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v1i1.214

Abstract

This paper aims to provide insight on how Self-regulated learning strategy is implemented in a classroom by presenting how three phases of the strategy; Forethought and Planning phase, Monitoring Performance phase, and Reflection on Performance phase; are shown in the lesson plan of Literal Reading Course at university level to support independent learning skill. This is a case study observing the lesson plan of Literal Reading course in a private university in Central Java, Indonesia. It shows the examples on how each phase of the strategy is realized in the lesson plan considering the aim of the phase which is mentioned to be important to help student become familiar with the course and prepare themselves before joining the sessions of the lecture. Integrating the phases in the lesson plan helps students to be more confident and motivated in joining the lecture since they know what they will face in advance instead of getting sudden materials from the lecturer. It can be inferred that the implementation of the strategy is considered complete by arranging a lesson plan that matches the phases of Self-regulated learning strategy to support the process of Literal Reading learning that is expected to guide students during the lecture.
Co-Authors Olaolu Paul Akinnubi Ratih Laily Nurjanah