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All Journal Journal of Integrated Elementary Education Andragogi Jurnal Pendidikan dan Pembelajaran
OGUNSANMI, Olawale Ayoola
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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.
Perception Of Teacher's Technology Adoption On Students’ Achievement In Social Studies In Osun State, Nigeria Ibikunle, Yejide Adepeju; Ogunsanmi, Olawale Ayoola; LIjofi, Victor Abiodun
Andragogi: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2025): Pendidikan dan Pembelajaran
Publisher : Universitas KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/adrg.v5i1.1386

Abstract

Effective integration of technology in education hinges upon teachers' perception, readiness, and pedagogical skills despite its diverse tools and platforms for interactive learning and accessing resources. The study assessed the current level of technology adoption and utilization among social studies teachers in Osun State, investigated the correlation between their perceived effectiveness and students' academic achievement, and identified influencing factors. The descriptive survey research design was adopted in the study. A sample of 144 teachers was used through the multi-stage sampling procedure. A self-developed instrument titled Perception of Teacher's Technology Adoption Questionnaire (PTTAQ) and student exam records in Social Studies were used as research instruments for data collection. The Cronbach Alpha estimate of the PTTAQ was 0.86. Data collected were analysed using appropriate descriptive and inferential statistics. The result showed that the level of adoption is moderate (mean = 2.48, S.D=1.48), and utilization is moderate (mean = 2.46, S.D=1.37). Also, results show there is no correlation between teachers’ perceived effectiveness of technology adoption and students' academic achievement in social studies (r = -.081, p > .05). The perceived factors influencing teachers' attitudes toward technology adoption are technology self-efficacy, attitudes toward change, school culture and support, development and training opportunities on technology, perceptions of effectiveness, time and resource constraints. The study concluded that there were mixed perceptions of technology adoption among social studies teachers due to moderate levels of adoption and utilization. Ongoing programs, support, and resources are recommended to bolster teachers' technology self-efficacy for effective pedagogical practices.
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 Adediwura, Alaba Adeyemi Ibikunle, Yejide Adepeju LIjofi, Victor Abiodun OLANIGAN, Nofisat Adeola