Browsing by Author "Fehintola, J. O."

Now showing 1 - 18 of 18

Analysis of differential item functioning on computer studies multiple choice questions in WAEC senior secondary school certificate examinations
(Faculty of Education, University of Ibadan, 2018) Fehintola, J. O.; Omolola, A. T.
The study analysed the differential item functioning of computer studies multiple choice items by WAEC. The study adopted descriptive research design of survey type. Stratified random sampling was used for the and the sample size was 150 participants from public and private secondary schools in Ogun state and the sample contain both male and female students from rural and urban areas of the state. The study answered three research questions. The study used WAEC pass questions to establish items discrimination and items difficulties. The finding showed that the location, gender and school type affected students' performance. Based on this, the researcher recommends that the examination bodies should ensures that the items are not too difficult for the testees; moderate the difficulty level of their items and that government should level the differences between private and public school
Assessment of Challenges Facing Children with Special Needs in Oyo State, Nigeria
(Department of Spécial Education, Faculty of Education, University of Ibadan, Ibadan, Nigeria., 2019) Fehintola, J. O.
This paper, discusses the challenges of spécial needs schools among physically challenged individuals in Oyo State, Nigeria. Some of these challenges faced by the physically challenged children in Oyo State in attending quality spécial needs schools are lack of intégration, stigmatization, social relations, transition to a regular school, expensiveness of tuition fees, incongruence between learning environment, lack of trained teachers in spécial éducation, poor policy implémentation, lack of adéquate guidance services for the parents of spécial needs children, poor legal supports System, poor health care System, poor/negative attitude ffom the society and inadéquate plans for the identification of spécial needs children. Based on these findings it is recommended that teachers should be trained on spécial éducation for the benefits of physically challenged children; govemment should enhance teacher éducation with the infusion of information technology in training teachers at ail level on job training and in-service programme on spécial éducation. This will go a long way to influence teachers' attitude towards educating the physically challenged children. Govemment should establish spécial needs schools in every local govemment area to cater for the physically challenged children.
Assessment of challenges facing functional basic education programme in Oyo State, Nigeria
(Seahi Publications, 2021) Fehintola, J. O.; Fehintola, M. O.
This study aimed at identifying some of the problems militating against functional basic education programme and from the teaching staff point of view in Oyo State of Nigeria. A self-administered questionnaire containing six subsections with forty-five (45) questionnaire items were utilized for this study. The overall reliability coefficient of the instrument used is 0.79. While stratified random sampling technique was used in this study and the sample size used is 519 participants that are made up of the teaching staff of all cadres. The study found, among others that, the teaching staff are not satisfied with the condition of service due to high handedness on the parts of AOPSHON executive and LGEA office officers, that the representative of SUBEB at each LGEA Office is not fair to the teaching by way of transferring their job to AOPSHON, that the teaching staff are not satisfied with the way the AOPSHON executives are running the affairs of primary education in Oyo state, that the teaching staff in primary school do not have freedom of expression in course of discharging their duties and finally the teaching staff suggested the ways that can make basic education progresses in Oyo state. The authors insist that appropriate authority should be put in place to forestall on timely death among primary school teaching staff due to high handedness of few privilege groups of people over one another. All official assignment should be taken away from labour association (AOPSHON) to prevent unnecessary punishment and harassment from so-called union executives. School monitoring and supervision should be handled by the Education Ministry and SUBEB officers and not AOPSHON executives. The number of qualified teachers that Oyo state have are okay enough for formidable academic output from the learners but the situation the teaching staff found themselves are not palatable for the teaching staff to perform optimally. School monitoring and supervision, duty post, promotion, and transfer in each local government must be a conscious exercise of SUBEB and State Ministry of Education and not the function of teachers‟ labour union at all.
Comparative analysis of readability level of basic six pupils in private and public schools in Ibadanland
(Institute of Education, University of Cape Coast, 2015) Fehintola, J. O.
The study was carried out to determine the readability level of pupils in private and public primary schools in Ibadan land. The study used simple random sampling with a sample size of 109 participants from both private and public basic six pupils from three selected local government areas in Ibadan land. Sixty-four pupils were taken from public schools while 45 pupils were selected from private schools. Modular English Course for Primary Schools Book Six was used to assess the readability level of the pupils. SMOG index and Close test procedure were used to measure the readability levels of the pupils. The data collected were analysed using the simple percentages to classify the participants into different readability levels and t-test statistics was used for comparison between readability levels of the pupils. The results indicated that the pupils from private primary school had readability levels of 78% independent, 22 % instructional, and 0% at frustration level, while the pupils from public schools had 31% at independent level, 36% at instructional level and 33% at frustration level respectively. The Smog index test is 5.82. There is significant difference in readability level of the basic six pupils in private and public schools (t = 6.294, df = 307 and p<0.05). Suggestions were made concerning low performance of public primary school pupils compared to their counterparts from private schools. This study-recommends another or closer look at the English textbooks in use in schools in Ibadan land. Also, it is recommended that Government should employ experts in English language to handle the teaching-learning of English language right from the primary school level in enhancing the reading culture of the in-coming generation.
Comparative Analysis of West African School Certificate Examinations and National Examination Council Results in Mathematics, English Language and Biology from 2001 – 2006 in Oyo State, Nigeria
(College of Applied Education, University of Lagos, 2009) Fehintola, J. O.
The study investigated the relationship between the grades awarded by both WAEC and NECO in Mathematics, English language and Biology papers in SSCE from 2001 - 2006 in Oyo State. The sample consists of 1468 participants. Pearson product moment correlation test statistic was used for analyzing the data generated in the study. The finding reveals that, there is significant correlation between the grades awarded by both WAEC and NECO from 2001 - 2006 in Mathematics, English Language and Biology papers which are principal subjects at ordinary level examinations. The necessary recommendations were made fee students, parents, guidance counsellor, government and stake holders on the reliability and validity of SSCE conducted by both WAEC and NECO.
Comparison of psychometric properties of multiple-choice test using confidence and number right scoring among senior secondary school students in Ibadan metropolis
(Faculty of Education, Al-Hikmah University, Ilorin, Nigeria, 2019) Fehintola, J. O.; Akingbade, O
This study investigated the comparison of psychometric properties of multiple-choice test using confidence and number right scoring among senior secondary school students in Ibadan metropolis. The study adopted a descriptive design of survey type. The population for the study consisted of Senior Secondary School two (SSS II) students in Ibadan Metropolis, Oyo state, Nigeria. A sample of 400 Agricultural science students was selected across 4 Local Government Areas in Ibadan metropolis, using purposive (mainly Agricultural Science Students) and random sampling techniques. The instrument used for the study was Agricultural science Multiple-choice Test. The 50 items Agricultural Science 4-option test was administered on the Students. Data collected were analyzed using paired samples t-test, Kuder-Richardson (KR-21), Cronbach alpha, and Fisher z-test. The results obtained revealed that significant difference existed in the difficulty indices with Number Right (NR) and Confidence Scoring Method (CSM) with mean of 55.42 and 44.01 respectively. Also, there was a significant difference in the CSM and NR in the discrimination indices with NR and CSM has mean of 0.57 and 0.52 respectively. It was found that NR significantly improved the difficulty and discrimination indices. Furthermore, the finding revealed that there was no significant difference between NR and CSM in the reliability coefficient. Based on these findings, it was recommended that number right scoring method should be used to assess Agricultural science students’ performances because it makes test item appear moderate in terms of difficulty level and is very easy for students to guess the items right.
Construction and validation of students’ drop out scale
(American Journal Online, 2014) Fehintola, J. O.; Olofinyo, O. E
This study constructed and validated a measure for students’ dropout from secondary school programme. The Students’ Dropout Scale (SDS) is a 25-items instrument developed according to the frame work of the social sciences literature on concepts of dropout. Descriptive survey research design was employed. Four hundred dropouts randomly selected using random sampling techniques within Ibadan metropolis were administered the SDS and Emotional Intelligence Scale (EIS). Principal Components and confirmatory factor analyses resulted to a seven component model of SDS. For further purification of data, items with factor loading less than 0.30 and those with more than 0.4 on two or more factors were removed. The instrument has high internal consistency, and adequate construct and discriminant validity. The subscales of SDS were: Self Ability, Self Ignorance, Parents’ Role, Self Desire, Individual Preference, School Relationship and Antisocial Behaviours. The implications of the findings were discussed.
Development and validation of teaching profession problems scale.
(Centre for Higher Education studies, University of Port Harcourt, 2016) Fehintola, J. O.; Otaru, O. B.
This study has to do with development and validation of instrument to measure problems confronting the teaching profession. This study employed descriptive research design of survey type which does not involve manipulation of variables. The study made use of two hundred and forty teachers randomly selected from public primary and secondary schools in four local government areas in Ibadan land. The instrument consists of two sections, the first section was made up of demographic variables of the participants while the second section unis made up of 86 items related to leaching profession problems on a four-point likert scale of Strongly Disagree = 1, Disagree - 2, Agree = 3 and Strongly Agree = 4. Principal component analysis mid confirmatory factor analysis supported five factors of the Teaching Profession Problems Scale (TPPS). In selecting the items for the final scale, items with total-item correlation of less than 0.3, those with factor loadings of less than 0.4 and factor loadings of 0.4 on two or more factors were removed. The findings from this study showed that psychometric properties for Teaching Profession Problems Scale (TPPS) are reliable and valid measure for problems confronting the teaching profession in Nigeria. The findings demonstrated that the subscales of TPPS are internally consistent, well inter-correlated, and have a good construct validity. Also, the study reveal that TPPS has five factors which include Organizational issues, Government (or stakeholders) issues, Societal issues, Teacher- related issues and Professional body issues. Therefore, Teachers Registration Council of Nigeria (TRCN) and Nigeria Union of Teachers should intensify efforts for teaching to be fully professionalized. Teachers' salaries should be made attractive for them to be able to meet their basic needs while the payment of their salaries and allowances should not be delayed. Government should intensify efforts to renovate dilapidated school buildings and provide teaching-learning facilities. Continuing professional development and retraining of teachers should be taken more seriously by government and other stakeholders in education in order to enhance their professional knowledge and skills. Finally, teachers should change their attitude towards the profession and should not view teaching as inferior to other professions.
Effects of test format, self-concept and test anxiety on response changing behaviour among senior secondary school students in Ibadan land
(The Faculty of Education Niger Delta University, 2015) Fehintola, J. O.; Adeoye, C. A.
The study examined the effects of test format (multiple-choice, true or false and matching), self-concept and anxiety on response changing behaviour of senior secondary school students in Ibadan, Oyo State. Two hundred and eighty students in SSS1 and 2 were tested on a 50-item Economics Achievement Test in three formats. Their answers were analyzed for response changes. Results indicated that while multiple-choice, matching and anxiety had significant influence on. response changing, self-concept and true or false items did not.
Emotional and cognitive behavioural therapies on academic performance of secondary school students with attention deficit hyperactivity disorder in Ibadan, Oyo State, Nigeria
(Ahmet Pehlivan (Kıbrıs)., 2021) Fehintola, J. O.; Fehintola, R. O.; Fehintola, M. O
The study determined the effectiveness of emotional and cognitive behavioural therapies in enhancing the academic performance of ADHD in Mathematics among senior secondary school students in Ibadan. To ascertain the degree of therapeutic efficacy, a randomized sample of 45 senior secondary school students with 15 participants in each from three different senior special schools in three different local government areas in Ibadan were chosen for the purpose. The quasi-experimental study employed a randomized sample that undertook training in Emotional and Cognitive Behavioural Therapies and with a control group were used. The instrument used for data collection are Mathematics achievement tests prepared by the National Examination Council (NECO) for 2017 & 2018 objective Mathematics papers were used since the instrument was prepared by the Public Examination body there is no need for revalidation of the instrument. A pair of pre-test and post-test data was obtained from each participant who formed the basis of the findings using ANCOVA for data analyses. Three hypotheses were formulated and tested at α = 0.05 level of significance. Results showed that there were significant differences in the treatment with Cognitive Behavioural Therapy being more significant in enhancing Mathematics achievement among ADHD senior school students. Also, the results showed that gender and age have to do with the enhancement of academic performance among senior secondary school students with ADHD. It was therefore concluded that Emotional and Cognitive Behavioural Therapies can be used to enhance senior Mathematics academic performance of students with ADHD and recommendations are also offered.
Evaluation of Attrition Rate among University Freshmen in South West, Nigeria
(Ibadan Department of Human Kinetics and health Education, University of Ibadan, 2010) Fehintola, J. O.
Entering the university creates a lot of excitement for university freshmen. This is particularly so when the competitive nature of admission into the university is considered. The joy and the boasting associated with gaining admission into tertiary institution are not limited to the students alone as their parents and relatives are part of the celebration. This,study is designed to determine the attrition rate among the university freshmen and to determine the attrition rate among male and female universities freshmen in the south west, Nigeria. Ex-post facto design was employed in this study. 2518 university freshmen in the federal universities in south west Nigeria were used, with 1423 males and 1095 females. Secondary data were collected from the concerned universities' records office. Descriptive statistics and t-test analysis were used to analyze the two research questions that were raised at 0.05 levels of significance. However, there was no significant difference in the attrition rate of male and female university freshmen and the attrition rate is 7.1%. Based on the findings of this study, it was recommended that parents should see to the education need of their children early enough. That school counsellors and education stakeholders should try as much as possible to boost academic self-efficacy of learners.
Evaluation of Nigerian teachers performance by some selected parents in Oke-Ogun Local Government Education Areas of Oyo State, Nigeria
(MCSER Publishing, Rome-Italy, 2015) Fehintola, J. O.
From time immemorial, teaching has remained a complex process. This complexity stems from the general belief that anybody can teach. Beginning from the housewife who taught her daughter how to prepare food to a roadside mechanic who taught his apprentice how to service a car, it is the act of teaching that has taken place. The above impression of teaching also affects the societal perception of a teacher. Many people see nothing special in what a teacher does. Therefore, this paper is specifically focused on the perception of parents about how they perceive teachers and their duties in the ten Local Government Education Areas (LGEA) of Oke-ogun, Oyo state. A sample of 673 participants was taken for the study. This comprises of 391 men and 282 women with average age of 51.25years and standard deviation of 2.36years. Descriptive research design was used for the study and simple random sampling was used for the study. The study was carried out to identify the roles of the teachers as role models to the learners in the academic performance of learners in public examinations and in the mode of behaviour as means of providing solution to the problem. The manners in which they perform their duty are actually working against effective performance of our learners in schools and in their ways of life. The researcher recommends that the government should try as much as possible to inaugurate a very formidable monitoring group that will check the excesses of these teachers to forestall wastages in the educational sector. It is of the opinion of the researcher that if the abovementioned factors are put into consideration in teaching-learning process, there may be improvement in the performances and the behaviour of learners in our schools and society at large
Perspective of School Assessment in the Curriculum through the Eyes of the Administrative and Teaching Stakeholders in Nigeria
(AkiNik Publications New Delhi, 2020) Fehintola, J. O.
This chapter focuses on tools useful in the assessment of cognitive domain of learning. The procedures for constructing and using continuous assessment, paper-pencil test, quizzes, open note test, .computer-based testing, formative assessment, summative assessment, school based assessment, project based assessment, presentations assessment, journals assessment, thought process assessment, resiliency assessment, ability to work in a group assessment, fulfilling requirement assessment, questionnaire assessment and survey assessment are discussed. The chapter also discusses the advantages and limitations of the assessment tools in the teaching learning process. Keywords: perspective, assessment, curriculum, administrative, teaching, stakeholders
Predictive values of senior school cCertificate examinations, University Matriculation Examination and socio-personal factors on academic performance of university freshmen in South West, Nigeria
(2011) Fehintola, J. O.; Falaye, A. O.
This study, examined relationship among freshmen were selected at random (1423 West African Senior School Certificate males and 1095 females). Secondary data (WASSC), Setor School Certificate were collected from the selected (SSC). University Matriculation Examination (UME) scores, age, sex and academic self-efficacy of academic performance of university freshmen in southwest Nigeria. The study adopted a descriptive survey design of ex-post-facto type. The five federal universities in the southwest were selected using purposive sampling and 2518 university universities' records office and admission office. The Academic Self-confidence Scale (a -0.86) was used as a measure of academic self-efficacy while personal data form Was used 10 collect demographic information. Seven research questions were answered in the study. Correlenion and Multiple Regression were used as tools of analysis. The six variables (WASSC, SSC, UME scores, age, sex and academic self-efficacy) when combined, accounted for 54.6% of the total variance in the academic performance. There was also significant contribution of the independent variables (age, sex, academic self-efficacy, SSC, WASSC and UME scores) on academic performance of the participants [F(5.2512) 26.13 p 0.05]. Also, the WASSC made the most significant relative contribution to the prediction of academic performance (B 0.349; 1= 8.134; p< 0.05); followed by SSC (B= 0.300, t 6.125, p 0.05); academic 0.144, t 2.760, self-efficacy (B 0.153, 1-3.812, p 0.05) and then, age (B p<0.05). However, sex and UME scores were not potent predictors of academic performance of University freshmen. The six independent variables (WASSC, SSC, UME scores, age, sex and academic self-efficacy) considered in this study were potent factors to academic performance of university freshmen. Based on these findings, WASSC and SSC could be regarded as adequate entry qualifications into the university. Counselling intervention programme aims at enhancing academic self-efficacy of freshmen should be mounted during orientation programmes in the universities
question types as predictors of academic performance in English Language among secondary school students in Lagos main land, Lagos State, Nigeria
(Association for the Advancement of Vocational Education, Nigeria, 2016) Fehintola, J. O.; Ojerinde, T. M.
This study investigated teacher question types i.e. open ended question types and close ended question types otherwise known as divergence question types and convergence question types (evaluation, inference, problem solving, comparison, application and knowledge) as predictor of academic performance among senior secondary school students in selected local government area of Lagos state. The participants were two-hundred and fifty. Three research questions were raised and tested using Pearson Product Moment Correlation and Multiple Regression Analysis. An English language achievement test consisting of open ended question types and close ended question types was used to collect data. The findings revealed that there was significant positive relationships between inference question type (r = 0.238, p < 0.05); problem solving question type (r = 0.229, p< 0.05); knowledge question type (r = 0.476, p< 0.05) while there was no significant relationship between evaluative question type (r = 0.118, p<0.05), comparison question type (r = 0.152, p < 0.05), application question type (r = 0.019, p < 0.05) on academic performance in English language among the participants. The result shows a coefficient of multiple correlations (R) of 0.996 and a multiple R square of 0.992. This means that six variables jointly accounted for 99.2% of the variance in the academic performance of students in English language. The independent variables made positive relative contribution to academic performance in English language in the following order: application question types ( = .396, t= 67.721, p < 0.05) followed by comparison question type ( = .365, t= 54.764, p<0.05), followed by inference question types ( = .296, t= 49.304, p<0.05) followed by problem solving question type ( = .273, t= 41.326, p<0.05) followed by evaluation question type ( = .237, t= 39.621, p<0.05) and finally knowledge question type ( = .230, t= 39.531, p<0.05) in that order. Based on this the teachers should be allowed to attend in-service training on tests construction and the different types of questions so as to avoid setting questions that are based on lower order of thinking
Questioning Skill sensitization and teacher self-efficacy training in enhancing students’ mathematics achievement in Oyo state, Nigeria.
(Institute of Education, University of Ibadan, 2015) Fehintola, J. O.
This study adopted the pretest-posttest control group quasi- experimental design with 3X2X3 factorial matrix. Multistage sampling technique was used to select 142 participants; representing senior secondary school II students who were selected from the three Senatorial zones in Oyo state, Nigeria. Participants were randomly assigned to two experimental groups and one control group. The mathematics achievement test (r = 0.982) was the research instruments used. Three null hypotheses were tested at a = 0.05 level of significance. Data were analysed using Analysis of Covariance (ANCOVA and Duncan post hoc test. There was a significant main effect of treatment on mathematics achievement (F2, 123 = 80.971, p < 0.05). Questioning skill sensitization (QSS) group obtained the highest adjusted post - test mean score on mathematics achievement test (X = 51.79), followed by the Teacher self-efficacy training (TSET) (X = 49.03), while the least score was obtained by the control group (X = 35.23). There was significant main effect of gender on mathematics achievement test score (Fi, 123= 5.495; P <0.05). However, there was no significant main effect of the subjects’ combination on mathematics achievement test (F 2,123 — 0.89; P > 0.05) among participants. QSS and TSET were effective in enhancing mathematics achievement. It is, consequently, recommended that conscious efforts should be made by counselling psychologists, mathematics teachers and other professionals working on student achievement to adopt these two methods during teaching-learning process. Taken into cognizance that gender and subjects combination as moderating variables improved the effectiveness of the intervention on mathematics achievement, and students are admonished to constantly practice mathematics exercise.
Relationship between Sports Knowledge, Sports performance and Academic Ability: An Empirical evidence from WAEC Physical Education Results in Oyo State
(Department of Human Kinetics and health Education, University of Ibadan, 2007) Fehintola, J. O.
The study investigated the relationship between sports knowledge, sports performance and academic ability of individuals that took part in sports activities, with regard to their performance in Physical Education at the Senior School Certificate Examination conducted by WAEC in 2001 and 2002 in Oyo State. The study is an ex-post facto of survey type. The sample consists of 120 participants (85 males and 35 females), with age range of 16 to 20 years. The Pearson product moment correlation test statistics was used for analyzing the data generated in the study. The findings revealed that there is a significant relationship between sports knowledge and sports performance on academic ability of the participants irrespective of their sports knowledge and sports performance. It was recommended, among others, that parents and guardians should encourage their children/ wards to participate in sports.
The effect of family background and environmental factors on academic achievement of secondary school students in Saki West Local Government Area.
(Distance Learning Centre University of Ibadan, 2009) Fehintola, J. O.
The study investigated the relationship between the role of family background and environment on academic is achievement of secondary school students. The study made use of the random sampling technique, which involved two thousand (2000) respondents consists of male and female students in selected secondary schools in urban and rural areas within Saki West Local Government Area of Oyo State. The correlational research design was adoptedfor the study. The research instrument used is the family backgro und and environment questionnaire. The method of data analysis used for the study is the multiple regression analysis. This was used in the study to establish the relationship between the independent and dependent variables of the study. Two research questions were tested using the data obtainedfrom the field. The research questions were tested at the 0.05 level of significance and the research findings indicated that the independent variables (Socioeconomic status, family size, school location, school environment, physical facilities and peer influence) were significant contributions to the prediction of the dependent variable (Academic Achievement). The results of the findings as well as the appropriate recommendations based on the findings were highlighted. Conclusion was drawn based on the outcome of the study.