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All Journal Indonesian Journal of Learning and Educational Studies IJITL Jurnal Indonesia Pendidikan Profesi Guru
Okafor, Josephine Obiageli
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Impacts of translated afro-futurism themes in early childhood education for cultural competence in Anambra state Nigeria Okafor, Josephine Obiageli
Indonesian Journal of Learning and Educational Studies Vol. 3 No. 1 (2025): Indonesian Journal of Learning and Educational Studies
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/ijles.v3i1.154

Abstract

This study aimed to assess the impact of implementing translated Afro-futurism themes in early childhood education on cultural competence among primary school teachers in Anambra State, Nigeria. Adopting a survey design, the research utilized self-structured questionnaires distributed via Google Survey to accommodate the schedules of participants, ensuring they could respond at their convenience. To validate the survey instrument, feedback was sought from three experts in Measurement and Evaluation, affirming the questionnaire's validity. Reliability was confirmed through Cronbach's alpha coefficient, achieving a satisfactory reliability score of 0.84. The study's primary data source was a sample of 121 primary school teachers who completed the online survey. In examining the gathered information, the researcher applied different factual strategies. Frequency counts and percentages were utilized to sum up segment data. To address the examination questions, mean scores and standard deviations were determined, giving experiences into the members' points of view. Also, Analysis of Variance (ANOVA) was utilized to test the hypotheses, deciding the measurable meaning of any distinctions noticed. The analysis reveals significant differences in both teachers' perception of translated Afro-futurism themes across gender and the impacts of such content on children's cultural understanding based on teachers' years of experience. These findings highlight the importance of considering both gender and experience levels in implementing Afro-futurism in education. This systemic methodology worked with a thorough assessment of how integrating Afro-futurism into early childhood education influences cultural competence, offering significant bits of knowledge for teachers and policymakers in Anambra State and potentially beyond.
The Role of Digital Tools in Assessment and Their Impact on Educational Practices Okafor, Josephine Obiageli
Indonesian Journal of Innovative Teaching and Learning Vol. 2 No. 1 (2025): IJITL, Volume 2, Issue 1 (2025): February-July Period
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v2i1.202

Abstract

Background: The rapid advancement of technology in the 21st century has significantly influenced various aspects of education, particularly in assessment practices. Traditional assessment methods, often limited by time and scope, are increasingly being supplemented or even replaced by innovative digital tools that offer greater flexibility, accessibility, and interactivity. Objective: This study explores the role of digital tools in assessment and their impact on educational practices, focusing on how they transform traditional methods and enhance learning outcomes. Method: The study examines key technologies such as LMS, online quizzes, e-portfolios, and AI, emphasizing their role in personalized learning, real-time feedback, and data-driven decision-making. Result: Digital tools improve efficiency and student engagement while reshaping assessment practices, shifting from summative to formative approaches, and fostering collaboration among educators, administrators, and EdTech developers. Conclusion: While digital tools offer numerous benefits, challenges such as equity, data privacy, and technology dependence must be addressed. The responsible use of these tools is crucial for maximizing positive outcomes. Contribution: This study provides insights into the evolving landscape of digital assessment, highlighting future trends such as AI, gamification, and blockchain, and their potential to further transform education.
The Exploration of Psychometric Models in Teachers Performance Evaluation Okafor, Josephine Obiageli
Jurnal Indonesia Pendidikan Profesi Guru Vol. 2 No. 2 (2025): JIPPG, Volume 2, Issue 2 (2025): May-August Period
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jippg.v2i2.259

Abstract

Background: Teacher performance evaluation plays a vital role in improving educational quality. However, achieving accuracy, fairness, and effectiveness in such evaluations remains a challenge. Psychometric models offer promising tools to enhance the validity and reliability of teacher assessments. Objective: This study aims to explore the application of psychometric models in evaluating teacher performance and to investigate how these models can improve the overall assessment process. Method: The research involves an in-depth analysis of key psychometric models, including Classical Test Theory (CTT), Item Response Theory (IRT), Generalizability Theory (GT), Structural Equation Modeling (SEM), and Multilevel Modeling (MLM). The integration of these models into teacher evaluation systems is critically examined. Result: Findings indicate that each model offers unique advantages for improving assessment accuracy and reliability. However, limitations such as potential biases, data interpretation challenges, and ethical concerns must be carefully addressed. Contextual factors such as teacher characteristics, institutional policies, and opportunities for professional development significantly affect the outcomes of psychometric-based evaluations. Conclusion: Psychometric models can strengthen teacher evaluation systems when applied thoughtfully and ethically. Their effective use requires alignment with institutional goals and attention to contextual influences. Contribution: This study contributes to the field of educational assessment by synthesizing current knowledge on psychometric models and offering insights into their practical, ethical, and policy-related implications in the context of teacher performance evaluation.
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