INTERNATIONAL CENTRE FOR EDUCATIONAL EVALUATION

EVALUATION OF THE STRENGTHENING MATHS AND SCIENCE EDUCATION PROGRAM IN OYO STATE PRIMARY SCHOLS, NIGERIA

2022-03-01T14:06:08Z

EVALUATION OF THE STRENGTHENING MATHS AND SCIENCE EDUCATION PROGRAM IN OYO STATE PRIMARY SCHOLS, NIGERIA SANGODOYIN, Taiwo Tajudeen The Federal Government of Nigeria introduced the Strengthening Maths and Science Education (SAMSE) Program for re-trianing primary schol Instructors in Nigeria with a view to updating Instructors’ knowledge and skills at all the three levels of government (national, state and local). Studies have evaluated the effectiveness of the SAMSE program in empowering secondary schol Maths and science Instructors with limited attention with regard to the extent to which the program has achieved its objectives in primary Schols in Oyo State as a result of its being a maiden program in the State. Hence, this study was designed to evaluate the effectiveness of the SAMSE program in Oyo State primary schols, considering the teacher variables (qualification, experience, age, pedagogy, knowledge of program objectives and perception of SAMSE program) and learners’ disposition and achievement in Maths. The moderating effects of gender and schol location were investigated. The Kirkpatrick 4-level evaluation model was adopted while causal-comparative design of expo-facto research type was used. The proportionate to size sampling was employed to select 10 local government areas from the existing three senatorial districts in Oyo State. Schols were stratified into urban and rural, and SAMSE and non-SAMSE. Twenty schols, 20 primary V Maths Instructors and 25 learners were randomly selected from each of SAMSE and non-SAMSE schols, making a total of 40 schols, 40 Instructors and 1000 learners (40 x 25learners). The instruments used were: Learners’ Maths Achievement Test (r =0.77), Instructors’ Knowledge and Perception of SAMSE Program Questionnaire (r=0.82), SAMSE Program Instructors’ Questionnaire (r=0.75), Instructors Disposition towards Maths Questionnaire (r= 0.74), Learners’ Disposition towards Maths Questionnaire (r=0.88) and SAMSE Observation Scale (r=0.82). Data were analysed using descriptive statistics, t-test and analysis of variance at α = 0.05. Majority of the SAMSE Instructors (95%) had the knowledge of the program’s objectives and SAMSE program improved their skills acquisition. The SAMSE Instructors complied with the objectives of the SAMSE program (70%). There was significant difference between Maths achievement and disposition of learners taught by SAMSE (t(995)) = 2.90 and non-SAMSE Instructors (t(995) = 2.05). The taeching effectiveness of SAMSE Instructors was also significantly better than the non-SAMSE Instructors (t(38)=7.78). There was a significant difference between SAMSE and non-SAMSE learners’ performance in and disposition towards Maths in urban and rural areas (F(1,995) = 32.36). However, based on gender, no significant differences existed between SAMSE and non-SAMSE Instructors and learners’ performance, and disposition towards Maths. Also, no significant attitudinal difference existed between the SAMSE and non-SAMSE Instructors in terms of qualification, taeching experience and age. The Strengthening Maths and Science Education Program was effective in improving Instructors’ knowledge of the subject and their learners’ achievement in, and disposition towards Maths in Oyo state primary schol. The program should be continued and regularly organised for Instructors’ improvement. Also, adequate in-service trianing opportunities for Maths Instructors should be made available.

EXPLORING 4-PARAMETER LOGISTIC AND LOGNORMAL RESPONSE-TIME MODELS IN CALIBRATING COMPUTER-BASED MATHEMATICS TEST AMONG SENIOR SECONDARY SCHOOL STUDENTS IN OYO AND LAGOS STATES, NIGERIA

2022-03-01T14:00:06Z

EXPLORING 4-PARAMETER LOGISTIC AND LOGNORMAL RESPONSE-TIME MODELS IN CALIBRATING COMPUTER-BASED MATHEMATICS TEST AMONG SENIOR SECONDARY SCHOOL STUDENTS IN OYO AND LAGOS STATES, NIGERIA LAWAL, RASIDAT OMONIKE, Analysis of students’ response and response-time data availed test-developers, pyschometricians and researchers the opportunity toimpartially measureexaminees’learning outcomes with the advent of Item Response Theory (IRT). Records showed that the usage of 1-, 2- and 3-Parameter Logistic (PL) models inthe calibration and estimationof examinees’ ability and item parameters had actually enhanced students’ accurate estimates of their academic performances. However, the newly invented4-PL and Lognormal Response-time (LNIRT) models with their inherent advantages have not been sufficientlyexplored, whereas, the capacity they have to eliminate biases make them stand out. This study, therefore, was designed to explore the applicability of 4-PL and LNIRTmodels in calibratingComputer-Based Mathematics Achievement Test (CBMAT) among senior secondary school (SSS) students in Oyo and Lagos States, Nigeria. Instrumentation design wasadopted and the study, hinged on IRT approach, was carried out in two phases. Fourteen senior secondary schools in Oyo State, having functional computers were purposively selected for Phase I, which involvedconstruction, validation and calibration of pooled 114-item CBMAT. Stratified sampling in proportion to number of available computers was used to select 731 SSS II students. Forty-item CBMAT with marginal reliability of 0.89 scaled through validation process. Phase II entailed a purposive selection of Lagos State based on the availability of large numbers of functional computers in Agege, Ifako/Ijaye and Alimosho Local Government Areas. Three schools each in Agege and Ifako/Ijaye and two from Alimosho were selected. In each of the eightschools, CBMAT was administered to 874 examinees (in two batches). Data wereanalysed with Dimtest statistic, Yen Q3 test, IRT Logistic Models, LNIRTmodel and Pearson product moment correlation at α = 0.05. Both pooled and final CBMAT revealed that only mathematics ability trait is dominant in the Dimtest results (unidimensionality) (T=1.028; T=0.06).Two pairs of items were locally dependent (Yen Q3values = 0.38, 0.31;both were >|0.2|).Model-fit analysis indicated that the test data found a better fit with 4-PL model (-2loglikelihood=97274, AIC=97282 and BIC=97293). Comparisons of parameter estimates among 1-, 2-, 3- and 4PL models were significant (discrimination; T=122.68; difficulty: T=24.45; guessing: T=2.09; ability estimate=16.89)although, estimates of 4-PL model performed better. Also, time-intensity in the LNIRT model estimated an approximation of 60minutes to correctly respond to the final CBMAT. The observed response time showed that 4% of the examinees exhibited aberrance responses. There is a negatively low relationship between examinee parameters (r_θζ=-0.06) and moderate and significant correlations existed among item parameter estimates of the LNIRT model(r12=0.39, r34=0.48). LNIRT model produced better examinees’ ability estimates (x ̅=0.0015) when compared to that of the conventional IRT models (x ̅=0.0003). Calibrating with 4-parameter logistic in the unidimensional category and lognormal response-time models were effective in estimating examinees’ mathematics ability in Oyo and Lagos States. Test-developers are encouraged to use lognormal model for a more objective measurement of examinees’ ability.

SCHOOL ORGANISATIONAL VARIABLES AND EDUCATION QUALITY PERFORMANCE INDICATORS AT SENIOR SECONDARY LEVEL IN SOUTHWESTERN NIGERIA

2022-03-01T13:49:37Z

SCHOOL ORGANISATIONAL VARIABLES AND EDUCATION QUALITY PERFORMANCE INDICATORS AT SENIOR SECONDARY LEVEL IN SOUTHWESTERN NIGERIA AKANNI, HAFSAT OMOTOLA There are evidence of poor indicators (teacher effectiveness, students non-cognitive outcomes, students achievement in English Language and Mathematics) of educational quality performance in most secondary schools in southwestern Nigeria. This problem has been attributed to school organisational variables (organisational leadership, organisational culture, professional development and learner-centredness) among other factors. Previous studies have focused largely on the interrelationship between student and teacher-related factors with little emphasis on how school organisational variables predict education quality performance. This study was, therefore, designed to explore how school organisational variables determine educational quality performance in southwestern Nigeria. It also established the model fit, predictive accuracy and predictive relevance of each variable to English Language Achievement (EACH) and Mathematics Achievement (MACH) models. Deming‘s Total Quality Management Theory guided the study, while the survey design of correlational type was adopted. Simple random sampling was used to select three states: Lagos, Oyo and Ondo from the Southwest, while the senatorial district where each state capital is located was purposively selected. In each of the senatorial districts, three local government areas (LGAs) were randomly selected, while six public and three private schools were chosen from each LGA. In each school, a principal, two teachers (English and Mathematics teachers) and an intact class of SS III students were sampled (principals-81, teachers-162 and students-3331). The seven instruments used were: principal leadership practices questionnaire (r= 0.96), school culture survey (r= 0.84), Teachers Professional Development Affinity Inventory (r= 0.92), learner-centredness questionnaire for students in English Language (r= 0.97) students evaluation of teacher effectiveness scale in English language (r= 0.96), and mathematics (r= 0.96). Students non cognitive outcome scales (r= 0.86). Data were analysed by partial least square-structural equation modelling (PLS-SEM) using SmartPLS at 0.05 level of significance. Organisational leadership (r= 0.10; r= 0.15), organisational culture (r= 0.15; r= 0.16) professional development (r= 0.14; r= 0.30), and learner-centredness (r= -0.22; r= -0.04) had significant relationships with performance in English language and Mathematics respectively. The EACH and MACH structural models indicated model fitness (SMRM = 0.06 and 0.05 respectively), predictive accuracy (R2 = 0.30; 0.28, respectively) and predictive relevance Q > 0 on organisational leadership (MACH- Q 2 > 0.046) organisational culture (Q2 > 0.17 and 0.37 respectively), professional development (Q2 > 0.28 and 0.51 respectively) learner-centredness (EACH- Q 2 > 0.01), teacher effectiveness (Q2 > 0.47 and 0.43, respectively) students non cognitive outcome (Q2 > 0.24 and 0.21 respectively) English language and Mathematics (Q2 > 0.12 and 0.15 respectively) had predictive relevance to the EACH and MACH models while organisational leadership for EACH (Q2 < -0.01) and learner-centredness for MACH (Q2 < 0 - 0.08) had no predictive relevance to the models. Organisational leadership, organisational culture, professional development and learner centredness are important in determining educational quality performance. School institutions seeking quality participation in the provision of quality education should improve school organisational variables to ensure quality performance.

COMPARISON OF SECONDARY SCHOOL STUDENTS’ ABILITY IN MATHEMATICS CONSTRUCTED-RESPONSE ITEMS UNDER CLASSICAL TEST AND ITEM RESPONSE MEASUREMENT THEORIES IN THE IBADAN METROPOLIS, NIGERIA

2022-03-01T13:42:21Z

COMPARISON OF SECONDARY SCHOOL STUDENTS’ ABILITY IN MATHEMATICS CONSTRUCTED-RESPONSE ITEMS UNDER CLASSICAL TEST AND ITEM RESPONSE MEASUREMENT THEORIES IN THE IBADAN METROPOLIS, NIGERIA OLADELE, BABATUNDE KASIM Test items of public examinations are expected to be valid and reliable when good frameworks are used. Besides, the scoring of the items must be guided by an objective theoretical framework. Studies have shown that Mathematics Constructed-Response Test Items (MCRTI) of the West African Examinations Council (WAEC) and National Examinations Council (NECO) are scored using Classical Test Theories (CTT) framework which have been adjudged subjective. This study was, therefore, designed to score and compare students’ ability in WAEC and NECO MCRTI under CTT and Item Response Theory (IRT). The dimensionality, equivalence of scores and differential item functioning (between males and females) of WAEC and NECO MCRTI under CTT and IRT were also examined. The study was anchored to the Classical Test and Item Response Measurement Theories, while descriptive survey design was adopted. Counterbalance procedure was employed in the tests administration. One educational zone out of the two in Ibadan was sampled. All the five Local Government Areas (LGAs) in the educational zone were used. Twenty-four co educational public Senior Secondary Schools (SSS) were randomly selected from the LGAs using proportionate to size sampling technique. Two intact classes of Senior Secondary School 3 (SSS3) in each school were used. In all, 1151 (565 males, 586 females) SSS3 students were sampled. The WAEC and NECO MCRTI (2013-2015) were used for data collection. The reliability coefficient established were WAEC MCRTI (r = 0.72) and NECO MCRTI (r = 0.71). Data were subjected to Exploratory Factor Analysis, Parallel Analysis (CTT models), IRT-Generalized Partial Credit Model (GPCM) and Graded Response Model (GRM), and correlated samples t-test at 0.05 significance level. The two MCRTI were multi-dimensional. Under CTT, WAEC MCRTI had four dimensions, while NECO MCRTI had three dimensions. Under IRT, WAEC MCRTI and NECO MCRTI had three dimensions each. The WAEC MCRTI (GPCM=0.24, GRM=-3.16) were easier than NECO MCRTI (GPCM=2.10, GRM=4.95). Students’ mean score in WAEC MCRTI under CTT was lower ( ̅=35.88, SD=10.02) than under IRT (GPCM) ( ̅=41.70, SD=7.0). The mean score in NECO MCRTI under CTT was lower ( ̅=33.49, SD= 12.39) than under IRT (GPCM) ( ̅=41.67, SD=6.98). The mean differences were significant t (1150) = 34.83 (WAEC) and t(1150) = 33.32 (NECO). Students’ mean score in WAEC MCRTI under CTT was lower ( ̅= 35.88, SD = 10.02) than under IRT (GRM) ( ̅=41.70, SD=7.04). The mean score in NECO MCRTI under CTT was lower ( ̅=33.49, SD=12.39) than under IRT (GRM) ( ̅=41.67, SD=7.01). The mean differences were significant t(1150) = 34.86 (WAEC) and t(1150) = 35.04 (NECO). The adjusted scores under CTT and IRT models were equal. Three items out of 15 WAEC MCRTI exhibited DIF under CTT, while 14 exhibited DIF under IRT in favour of males. None of the NECO MCRTI items exhibited DIF under CTT, while nine exhibited DIF under IRT in favour of males. Item Response Theory models were more effective than Classical Test Theory in scoring constructed-response tests, equating and detecting differential item functioning. Public examining bodies should score constructed-response test items using Item Response Theory models.