Bamidele Faleye - Academia.edu (original) (raw)

Papers by Bamidele Faleye

Research paper thumbnail of A Review of the Enrolment and Performance of Male and Female Students in Education / Economics Programme of

The purpose of this study is to review the pattern of enrolment into and performance pattern of m... more The purpose of this study is to review the pattern of enrolment into and performance pattern of male and female students on the Education/Economics Programme of Obafemi Awolowo University, Ile-Ife, Nigeria. Data were collected from the record (in the Department) of students into the programme from 1999/2000 session to 2002/ 2003 session. The record of performance of male and female students on the programme were obtained from the students ’ record as kept in the computer programme designed for results processing (known as the ISIS). It was discovered that there are more males than female students on the programme and male students performed better than their female counterparts. Recommendations on how female enrolment and performance could be enhanced were raised.

Research paper thumbnail of Reliability and Factor Analyses of a Teacher Efficacy Scale for Nigerian Secondary School Teachers

Introduction. The suitability of 52 items for measuring Teacher Efficacy was investigated

Research paper thumbnail of Predictive Validity of Students ’ Entry Qualifications into Mathematics Programme in Nigeria ’ s Osun and Oyo States ’ Colleges of Education

This study investigated the relationship between students’ performance in entry examination and s... more This study investigated the relationship between students’ performance in entry examination and students’ mathematics performance in College of Education (CoE). The population comprised CoE students in Southwestern Nigeria. A sample of 276 CoE students was purposively selected for the study. Data collected from students’ records of two selected Colleges of Education included students’ entry qualification, their age, sex and semester results in Mathematics during 2010/2011 to 2012/2013 sessions. Results showed that the Unified Tertiary Matriculation Examination (UTME) was the best predictor of College performance. Results also indicated that there is no significant relationship between students’ performance in entry examination and their mathematics performance at the CoE. Finally, it was discovered that there was no significant relationship between students’ entry qualifications and their mathematics performance at the CoE. In conclusion, neither entry qualification nor entry examin...

Research paper thumbnail of A Revalidation of Students’ Evaluation of Teaching Effectiveness Rating Scale

IFE Psychologia: An International Journal, 2012

This study conducted a confirmatory factor analysis of the Students‟ Evaluation of Teaching Effec... more This study conducted a confirmatory factor analysis of the Students‟ Evaluation of Teaching Effectiveness Rating Scale (SETERS). The study examined the factor structure of SETERS; it also investigated its convergent validity and determined the coefficients of its internal consistency and stability reliability. The study population comprised all undergraduate students of Obafemi Awolowo University, Ile-Ife, Nigeria. A sample of 1,000 undergraduate students was selected by systematic sampling. The selected students completed SETERS developed by Toland and Ayala (2005). The collected data were subjected to confirmatory factor analysis, correlation analysis and factor analysis (using unrotated principal component analysis. Results emanating from principal component analysis suggested five factors with eigenvalue greater than 1 that accounted for 59.967% of the total scale variance. Only the values of item loadings on factor one were significant. Scree plot also suggested only one factor...

Research paper thumbnail of Análisis de fiabilidad y de factores de una escala de eficacia docente para profesores de educación secundaria de Nigeria

Electronic Journal of Research in Educational Psychology, 2008

Resumen es: Introduccion. Se investigo la adecuacion de 52 items para la medicion de la eficacia ... more Resumen es: Introduccion. Se investigo la adecuacion de 52 items para la medicion de la eficacia docente, con el fin de elaborar y validar una Escala de Eficacia Doc...

Research paper thumbnail of The Development and Validation of a Scale to Measure Bankers' Self Efficacy in Nigeria

The study developed a scale to measure Bankers’ Self Efficacy (BSS). Study population comprised b... more The study developed a scale to measure Bankers’ Self Efficacy (BSS). Study population comprised bankers in the Lagos (Nigeria) offices of the top 13 commercial banks in the industry. A 37-item Likert scale was administered on 650 bankers. Of these, 456 were properly completed and returned. Data collected were subjected factor and reliability analyses. The BSS had 9 initial factors (sub-scales). Principal Component Analysis reduced the factors to 7 which accounted for 54.68% of the total scale variance while Scree plot produced 4 factors. The factors were Customer Service, Electronic Banking, Lending and Credit Administration and Internal Controls. The standardised Crombach’s Alpha coefficients of the sub-scale were 0.88, 0.72, 0.67 and 0.65 respectively confirming that a banker’s self efficacy could be demonstrated along these factors. The 37–item BSS had Crombach’s Alpha coefficient of 0.84 and Split-half coefficient of 0.69 but the coefficient of the final 30-item BSS showed a maj...

Research paper thumbnail of Cognitive Test Anxiety and Learning Outcomes of Selected Undergraduate Students

This study investigated the level of Cognitive Test Anxiety of selected undergraduate students. I... more This study investigated the level of Cognitive Test Anxiety of selected undergraduate students. It also sought to find out whether CTA of students vary by ability (performance) levels and sex. A total of 92 purposively selected undergraduate students completed the 27-items Cognitive Test Anxiety Scale. Data were analyzed using contingency table and t-test. Results showed that students CTA was generally low. It was also discovered that CTA negatively affects performance levels; the higher the level of students’ CTA, the lower the level of students learning outcome and vice-versa. However, sex differences do not lead to corresponding differences in CTA and performance levels.

Research paper thumbnail of The Predictive Validity of Osun State Junior Secondary Certificate Examination

Electronic …, 2005

Introduction: The Junior Secondary Certificate Examination (JSCE) is a summative examination take... more Introduction: The Junior Secondary Certificate Examination (JSCE) is a summative examination taken by candidates at the end (the third year) of Junior Secondary Education in Nigeria. The Examination is in two versions-(a) the one being conducted by the States' Ministries of Education (MOE) and (b) the Federal version being conducted by the National Examinations Council (NECO). There was growing concern among stakeholders about the predictive validity of the State version of the JSCE for the Senior Secondary School Certificate Examination (SSCE). The study was undertaken to find out whether there is significant relationship between the overall performance of students in the JSCE and their performance in the Senior School Certificate Examination (SSCE). Method: Schools in Osun State (of Nigeria) constituted the sample for the study. Promotion examination scores of the students in Senior Secondary School (SSS) 1 and SSS 2 as well as their SSCE in six major subjects were compared with corresponding JSCE scores using correlation analysis procedures. Results: These showed that Osun State JSCE is a poor predictor of students' performance in the SSCE. However, JSCE English Language and Mathematics were found to have a greater capacity to predict performance in SSCE English Language and Mathematics than all the other subjects (r =0.32, p<0.05 and r =0.22 p<0.05 respectively). Conclusion: Overall performance in JSCE across the six subjects investigated is a poor predictor of SSCE performance (except English Language and Mathematics). The trend could be due to the constraints facing the MOE which perform the role of an examination body.

Research paper thumbnail of Do They End at the Same Point?

Research paper thumbnail of Continuous Assessment Practices of Secondary School Teachers in Osun State, Nigeria

Journal of Psychology and Behavioral Science, 2016

The study investigated the frequency of method of administering Continuous Assessment (CA) by sec... more The study investigated the frequency of method of administering Continuous Assessment (CA) by secondary school teachers and ascertained students' attitudinal behaviour towards continuous assessment practice in Osun State secondary schools. It also compared the methods used by both private and public secondary school teachers in conducting CA. and determined the extent to which the basic characteristics of CA are captured in teachers' assessments. The descriptive research design was adopted for the study. The study population consisted of all students and teachers in Osun State secondary schools. A sample of 270 students and 90 teachers were selected (using volunteer sampling) from nine secondary schools (six public and three private) in Osun state. From each of the three senatorial districts in Osun state, three Local Government Area (LGA) were selected using simple random sampling. Three schools were thereafter selected purposively from each LGA; the criterion for selecting schools was that a school should have more than ten teachers. A total of 30 students and 10 teachers were selected from each of the schools using volunteer sampling technique. Data were collected using two instruments titled Continuous Assessment Practice Questionnaire (CAPQ) and Students' Attitude towards Continuous Assessment (SATCA). Data collected were analysed using descriptive and inferential statistics (percentages, mean, and standard deviation). The results of the analysis showed that 44.4% of the teachers who participated in the study conducted CA fortnightly. The results also revealed that 86.7% of the students had positive attitude towards CA. Findings also revealed that the CA methods used in private schools were different from that of public schools. Sixty percent (60.0%) of private school teachers employed tests while 41.7% of public secondary school teachers frequently used assignment in assessing their students. However, 57.8% of the sampled teachers indicated that characteristics of Continuous Assessment were fairly captured. Finally, a total of 77.8% secondary school teachers indicated that the failure of government to organize in-service training, seminar, and workshop on Continuous Assessment at regular interval for teachers is a major challenge to the implementation of Continuous Assessment. The study concluded that there was a gap between policy dictated and actuality of practice among secondary school teachers in Osun State.

Research paper thumbnail of Mentoring among Academic Staff of Obafemi Awolowo University, Ile-Ife, Nigeria

Journal of Education and Human Development, 2015

The study examined the perception of mentoring (and its nature) by academic staff of the Obafemi ... more The study examined the perception of mentoring (and its nature) by academic staff of the Obafemi Awolowo University. Being a survey, the population included all academic staff in the university. Purposive sampling was used to select 200 academic staff from the 13 faculties in the university. An instrument titled 'Academic Staff Mentoring Questionnaire' was used for data collection. Results showed that 86.5% of academic staff was involved in mentoring relationship and 93.5% of academic staff had a favourable perception of mentoring. The study concluded that most academic staff in the university were involved in mentoring relationship and perceived mentoring as a veritable means of academic development.

Research paper thumbnail of Análisis de fiabilidad y de factores de una escala de eficacia docente para profesores de educación secundaria de Nigeria

Electronic Journal of Research in Educational Psychology, 2008

Método. La EED se administró a 2.400 profesores (edad media = 36,75 años). Se sometieron los dato... more Método. La EED se administró a 2.400 profesores (edad media = 36,75 años). Se sometieron los datos a análisis de factores y de fiabilidad. Resultados. Se eliminaron veintiocho ítems, quedando la versión final en 24 ítems. En cuanto a la fiabilidad del instrumento, las coeficientes Alfa de Cronbach y por dos mitades fueron 0,88 y 0,90 respectivamente. Un análisis factorial exploratorio descubrió que los ítems de la versión final de la EED dan mayor peso a dos factores, explicando así 46,40% del total de la varianza de la escala. Los dos factores son 'la eficacia a la hora de influir en el aprendizaje de los alumnos' (Alfa de Cronbach = 0,86), y 'la eficacia a la hora de conseguir el apoyo de los padres en la aprendizaje de los alumnos' (Alfa de Cronbach = 0,72). Conclusión. Se concluyó que la EED con sus 24 ítems en su forma actual es capaz de medir eficazmente la ED de los profesores de Educación Secundaria.

Research paper thumbnail of Factor Analytic Study of Lecturer’s Teaching Assessment Scale in Obafemi Awolowo University, Nigeria

World Journal of Education, 2015

This study presents a validation report of the Lecturer's Teaching Assessment Scale (LTAS) develo... more This study presents a validation report of the Lecturer's Teaching Assessment Scale (LTAS) developed for the assessment of lecturer's teaching effectiveness in Obafemi Awolowo University, Ile-Ife, Nigeria. It also examined the factor structure of the LTAS, its construct validity, and internal consistency reliability coefficients. The study adopted the survey research design. A total of 13,000 students that completed the LTAS online constituted the sample for the study. The 34-item LTAS was used to collect data for the study. Collected data were subjected to reliability and factor analyses. Results showed that the LTAS has two subscales-Attitude to Teaching and Lecture Presentation and Organisation. The LTAS was adjudged to possess construct validity, and it was established through experts' judgement. The results also revealed that the LTAS was reliable (Cronbach Alpha reliability coefficient of 0.985, Spearman Brown's Split-half reliability coefficient of 0.998 and Gutman's Split-half coefficient of 0.997). Thus, the LTAS possessed adequate psychometric qualities that make it suitable for use among Nigerian undergraduate students.

Research paper thumbnail of Continuous Assessment Practices of Secondary School Teachers in Osun State, Nigeria

Journal of Psychology and Behavioral Science, 2016

The study investigated the frequency of method of administering Continuous Assessment (CA) by sec... more The study investigated the frequency of method of administering Continuous Assessment (CA) by secondary school teachers and ascertained students' attitudinal behaviour towards continuous assessment practice in Osun State secondary schools. It also compared the methods used by both private and public secondary school teachers in conducting CA. and determined the extent to which the basic characteristics of CA are captured in teachers' assessments. The descriptive research design was adopted for the study. The study population consisted of all students and teachers in Osun State secondary schools. A sample of 270 students and 90 teachers were selected (using volunteer sampling) from nine secondary schools (six public and three private) in Osun state. From each of the three senatorial districts in Osun state, three Local Government Area (LGA) were selected using simple random sampling. Three schools were thereafter selected purposively from each LGA; the criterion for selecting schools was that a school should have more than ten teachers. A total of 30 students and 10 teachers were selected from each of the schools using volunteer sampling technique. Data were collected using two instruments titled Continuous Assessment Practice Questionnaire (CAPQ) and Students' Attitude towards Continuous Assessment (SATCA). Data collected were analysed using descriptive and inferential statistics (percentages, mean, and standard deviation). The results of the analysis showed that 44.4% of the teachers who participated in the study conducted CA fortnightly. The results also revealed that 86.7% of the students had positive attitude towards CA. Findings also revealed that the CA methods used in private schools were different from that of public schools. Sixty percent (60.0%) of private school teachers employed tests while 41.7% of public secondary school teachers frequently used assignment in assessing their students. However, 57.8% of the sampled teachers indicated that characteristics of Continuous Assessment were fairly captured. Finally, a total of 77.8% secondary school teachers indicated that the failure of government to organize in-service training, seminar, and workshop on Continuous Assessment at regular interval for teachers is a major challenge to the implementation of Continuous Assessment. The study concluded that there was a gap between policy dictated and actuality of practice among secondary school teachers in Osun State.

Research paper thumbnail of An Assessment of the Learning Environment of Selected Secondary Schools in Nigeria

The International Journal of Learning: Annual Review, 2008

Research paper thumbnail of Continuous Assessment Practices in Osun State (Nigeria) Secondary Schools: From Policy to Practice

The International Journal of Learning: Annual Review, 2007

Research paper thumbnail of Reliability and Factor Analyses of a Teacher Efficacy Scale for Nigerian Secondary School Teachers

Electronic Journal of Research in Educational Psychology, Dec 1, 2008

Introduction. The suitability of 52 items for measuring Teacher Efficacy was investigated with th... more Introduction. The suitability of 52 items for measuring Teacher Efficacy was investigated with the aim of developing and validating a Teacher Efficacy Scale (TES) for Nigerian secondary school teachers. Method. The TES was administered on 2400 teachers (mean age = 36.75 years). Data were subjected to factor and reliability analyses. Results. Twenty-eight items were dropped, resulting in the retention of 24 items on the final version. The instrument had a Cronbach's Alpha and Split-half reliability coefficients of 0.88 and 0.90 respectively. Exploratory Factor Analysis revealed that the items on the final version of TES loaded on two factors, which accounted for 46.40% of the total scale variance. They are 'efficacy to influence students' learning' (Cronbach's Alpha = 0.86), and 'efficacy to enlist parental support in students' learning' (Cronbach's Alpha = 0.72). Conclusion. It was concluded that the 24-item TES in its present form was capable of effectively measuring TE among secondary school teachers.

Research paper thumbnail of Mentoring among Academic Staff of Obafemi Awolowo University, Ile-Ife, Nigeria

Journal of Education and Human Development, 2015

The study examined the perception of mentoring (and its nature) by academic staff of the Obafemi ... more The study examined the perception of mentoring (and its nature) by academic staff of the Obafemi Awolowo University. Being a survey, the population included all academic staff in the university. Purposive sampling was used to select 200 academic staff from the 13 faculties in the university. An instrument titled 'Academic Staff Mentoring Questionnaire' was used for data collection. Results showed that 86.5% of academic staff was involved in mentoring relationship and 93.5% of academic staff had a favourable perception of mentoring. The study concluded that most academic staff in the university were involved in mentoring relationship and perceived mentoring as a veritable means of academic development.

Research paper thumbnail of Taxonomial Analysis of Selected Teacher-Made Multiple Choice Tests in Obafemi Awolowo University, Nigeria

Journal of Educational and Social Research, May 2, 2014

The study determined the content and cognitive validity of the selected undergraduate objective t... more The study determined the content and cognitive validity of the selected undergraduate objective tests used in Obafemi Awolowo University, Ile-Ife, Nigeria. The population of the study included all the undergraduate objective tests in Obafemi Awolowo University, lecturers from four selected universities and part one students. Sample consisted of tests of four courses purposefully selected. Ten lecturers as raters and 50 students participated in the study. Data were analyzed using percentage and Content Validity Ratio (CVR). The results showed that only one course has a very high content coverage and CVR of 94.60 and 0.91respectively. Majority of the items on the tests measured lower cognitive outcomes (knowledge, comprehension and application). Some items were either too simple or too difficult. The study concluded that objective tests in Obafemi Awolowo University have content validity but some items of tests constructed for use are superficial, sampling candidates' lower level of mental process.

Research paper thumbnail of A Review of the Enrolment and Performance of Male and Female Students in Education / Economics Programme of

The purpose of this study is to review the pattern of enrolment into and performance pattern of m... more The purpose of this study is to review the pattern of enrolment into and performance pattern of male and female students on the Education/Economics Programme of Obafemi Awolowo University, Ile-Ife, Nigeria. Data were collected from the record (in the Department) of students into the programme from 1999/2000 session to 2002/ 2003 session. The record of performance of male and female students on the programme were obtained from the students ’ record as kept in the computer programme designed for results processing (known as the ISIS). It was discovered that there are more males than female students on the programme and male students performed better than their female counterparts. Recommendations on how female enrolment and performance could be enhanced were raised.

Research paper thumbnail of Reliability and Factor Analyses of a Teacher Efficacy Scale for Nigerian Secondary School Teachers

Introduction. The suitability of 52 items for measuring Teacher Efficacy was investigated

Research paper thumbnail of Predictive Validity of Students ’ Entry Qualifications into Mathematics Programme in Nigeria ’ s Osun and Oyo States ’ Colleges of Education

This study investigated the relationship between students’ performance in entry examination and s... more This study investigated the relationship between students’ performance in entry examination and students’ mathematics performance in College of Education (CoE). The population comprised CoE students in Southwestern Nigeria. A sample of 276 CoE students was purposively selected for the study. Data collected from students’ records of two selected Colleges of Education included students’ entry qualification, their age, sex and semester results in Mathematics during 2010/2011 to 2012/2013 sessions. Results showed that the Unified Tertiary Matriculation Examination (UTME) was the best predictor of College performance. Results also indicated that there is no significant relationship between students’ performance in entry examination and their mathematics performance at the CoE. Finally, it was discovered that there was no significant relationship between students’ entry qualifications and their mathematics performance at the CoE. In conclusion, neither entry qualification nor entry examin...

Research paper thumbnail of A Revalidation of Students’ Evaluation of Teaching Effectiveness Rating Scale

IFE Psychologia: An International Journal, 2012

This study conducted a confirmatory factor analysis of the Students‟ Evaluation of Teaching Effec... more This study conducted a confirmatory factor analysis of the Students‟ Evaluation of Teaching Effectiveness Rating Scale (SETERS). The study examined the factor structure of SETERS; it also investigated its convergent validity and determined the coefficients of its internal consistency and stability reliability. The study population comprised all undergraduate students of Obafemi Awolowo University, Ile-Ife, Nigeria. A sample of 1,000 undergraduate students was selected by systematic sampling. The selected students completed SETERS developed by Toland and Ayala (2005). The collected data were subjected to confirmatory factor analysis, correlation analysis and factor analysis (using unrotated principal component analysis. Results emanating from principal component analysis suggested five factors with eigenvalue greater than 1 that accounted for 59.967% of the total scale variance. Only the values of item loadings on factor one were significant. Scree plot also suggested only one factor...

Research paper thumbnail of Análisis de fiabilidad y de factores de una escala de eficacia docente para profesores de educación secundaria de Nigeria

Electronic Journal of Research in Educational Psychology, 2008

Resumen es: Introduccion. Se investigo la adecuacion de 52 items para la medicion de la eficacia ... more Resumen es: Introduccion. Se investigo la adecuacion de 52 items para la medicion de la eficacia docente, con el fin de elaborar y validar una Escala de Eficacia Doc...

Research paper thumbnail of The Development and Validation of a Scale to Measure Bankers' Self Efficacy in Nigeria

The study developed a scale to measure Bankers’ Self Efficacy (BSS). Study population comprised b... more The study developed a scale to measure Bankers’ Self Efficacy (BSS). Study population comprised bankers in the Lagos (Nigeria) offices of the top 13 commercial banks in the industry. A 37-item Likert scale was administered on 650 bankers. Of these, 456 were properly completed and returned. Data collected were subjected factor and reliability analyses. The BSS had 9 initial factors (sub-scales). Principal Component Analysis reduced the factors to 7 which accounted for 54.68% of the total scale variance while Scree plot produced 4 factors. The factors were Customer Service, Electronic Banking, Lending and Credit Administration and Internal Controls. The standardised Crombach’s Alpha coefficients of the sub-scale were 0.88, 0.72, 0.67 and 0.65 respectively confirming that a banker’s self efficacy could be demonstrated along these factors. The 37–item BSS had Crombach’s Alpha coefficient of 0.84 and Split-half coefficient of 0.69 but the coefficient of the final 30-item BSS showed a maj...

Research paper thumbnail of Cognitive Test Anxiety and Learning Outcomes of Selected Undergraduate Students

This study investigated the level of Cognitive Test Anxiety of selected undergraduate students. I... more This study investigated the level of Cognitive Test Anxiety of selected undergraduate students. It also sought to find out whether CTA of students vary by ability (performance) levels and sex. A total of 92 purposively selected undergraduate students completed the 27-items Cognitive Test Anxiety Scale. Data were analyzed using contingency table and t-test. Results showed that students CTA was generally low. It was also discovered that CTA negatively affects performance levels; the higher the level of students’ CTA, the lower the level of students learning outcome and vice-versa. However, sex differences do not lead to corresponding differences in CTA and performance levels.

Research paper thumbnail of The Predictive Validity of Osun State Junior Secondary Certificate Examination

Electronic …, 2005

Introduction: The Junior Secondary Certificate Examination (JSCE) is a summative examination take... more Introduction: The Junior Secondary Certificate Examination (JSCE) is a summative examination taken by candidates at the end (the third year) of Junior Secondary Education in Nigeria. The Examination is in two versions-(a) the one being conducted by the States' Ministries of Education (MOE) and (b) the Federal version being conducted by the National Examinations Council (NECO). There was growing concern among stakeholders about the predictive validity of the State version of the JSCE for the Senior Secondary School Certificate Examination (SSCE). The study was undertaken to find out whether there is significant relationship between the overall performance of students in the JSCE and their performance in the Senior School Certificate Examination (SSCE). Method: Schools in Osun State (of Nigeria) constituted the sample for the study. Promotion examination scores of the students in Senior Secondary School (SSS) 1 and SSS 2 as well as their SSCE in six major subjects were compared with corresponding JSCE scores using correlation analysis procedures. Results: These showed that Osun State JSCE is a poor predictor of students' performance in the SSCE. However, JSCE English Language and Mathematics were found to have a greater capacity to predict performance in SSCE English Language and Mathematics than all the other subjects (r =0.32, p<0.05 and r =0.22 p<0.05 respectively). Conclusion: Overall performance in JSCE across the six subjects investigated is a poor predictor of SSCE performance (except English Language and Mathematics). The trend could be due to the constraints facing the MOE which perform the role of an examination body.

Research paper thumbnail of Do They End at the Same Point?

Research paper thumbnail of Continuous Assessment Practices of Secondary School Teachers in Osun State, Nigeria

Journal of Psychology and Behavioral Science, 2016

The study investigated the frequency of method of administering Continuous Assessment (CA) by sec... more The study investigated the frequency of method of administering Continuous Assessment (CA) by secondary school teachers and ascertained students' attitudinal behaviour towards continuous assessment practice in Osun State secondary schools. It also compared the methods used by both private and public secondary school teachers in conducting CA. and determined the extent to which the basic characteristics of CA are captured in teachers' assessments. The descriptive research design was adopted for the study. The study population consisted of all students and teachers in Osun State secondary schools. A sample of 270 students and 90 teachers were selected (using volunteer sampling) from nine secondary schools (six public and three private) in Osun state. From each of the three senatorial districts in Osun state, three Local Government Area (LGA) were selected using simple random sampling. Three schools were thereafter selected purposively from each LGA; the criterion for selecting schools was that a school should have more than ten teachers. A total of 30 students and 10 teachers were selected from each of the schools using volunteer sampling technique. Data were collected using two instruments titled Continuous Assessment Practice Questionnaire (CAPQ) and Students' Attitude towards Continuous Assessment (SATCA). Data collected were analysed using descriptive and inferential statistics (percentages, mean, and standard deviation). The results of the analysis showed that 44.4% of the teachers who participated in the study conducted CA fortnightly. The results also revealed that 86.7% of the students had positive attitude towards CA. Findings also revealed that the CA methods used in private schools were different from that of public schools. Sixty percent (60.0%) of private school teachers employed tests while 41.7% of public secondary school teachers frequently used assignment in assessing their students. However, 57.8% of the sampled teachers indicated that characteristics of Continuous Assessment were fairly captured. Finally, a total of 77.8% secondary school teachers indicated that the failure of government to organize in-service training, seminar, and workshop on Continuous Assessment at regular interval for teachers is a major challenge to the implementation of Continuous Assessment. The study concluded that there was a gap between policy dictated and actuality of practice among secondary school teachers in Osun State.

Research paper thumbnail of Mentoring among Academic Staff of Obafemi Awolowo University, Ile-Ife, Nigeria

Journal of Education and Human Development, 2015

The study examined the perception of mentoring (and its nature) by academic staff of the Obafemi ... more The study examined the perception of mentoring (and its nature) by academic staff of the Obafemi Awolowo University. Being a survey, the population included all academic staff in the university. Purposive sampling was used to select 200 academic staff from the 13 faculties in the university. An instrument titled 'Academic Staff Mentoring Questionnaire' was used for data collection. Results showed that 86.5% of academic staff was involved in mentoring relationship and 93.5% of academic staff had a favourable perception of mentoring. The study concluded that most academic staff in the university were involved in mentoring relationship and perceived mentoring as a veritable means of academic development.

Research paper thumbnail of Análisis de fiabilidad y de factores de una escala de eficacia docente para profesores de educación secundaria de Nigeria

Electronic Journal of Research in Educational Psychology, 2008

Método. La EED se administró a 2.400 profesores (edad media = 36,75 años). Se sometieron los dato... more Método. La EED se administró a 2.400 profesores (edad media = 36,75 años). Se sometieron los datos a análisis de factores y de fiabilidad. Resultados. Se eliminaron veintiocho ítems, quedando la versión final en 24 ítems. En cuanto a la fiabilidad del instrumento, las coeficientes Alfa de Cronbach y por dos mitades fueron 0,88 y 0,90 respectivamente. Un análisis factorial exploratorio descubrió que los ítems de la versión final de la EED dan mayor peso a dos factores, explicando así 46,40% del total de la varianza de la escala. Los dos factores son 'la eficacia a la hora de influir en el aprendizaje de los alumnos' (Alfa de Cronbach = 0,86), y 'la eficacia a la hora de conseguir el apoyo de los padres en la aprendizaje de los alumnos' (Alfa de Cronbach = 0,72). Conclusión. Se concluyó que la EED con sus 24 ítems en su forma actual es capaz de medir eficazmente la ED de los profesores de Educación Secundaria.

Research paper thumbnail of Factor Analytic Study of Lecturer’s Teaching Assessment Scale in Obafemi Awolowo University, Nigeria

World Journal of Education, 2015

This study presents a validation report of the Lecturer's Teaching Assessment Scale (LTAS) develo... more This study presents a validation report of the Lecturer's Teaching Assessment Scale (LTAS) developed for the assessment of lecturer's teaching effectiveness in Obafemi Awolowo University, Ile-Ife, Nigeria. It also examined the factor structure of the LTAS, its construct validity, and internal consistency reliability coefficients. The study adopted the survey research design. A total of 13,000 students that completed the LTAS online constituted the sample for the study. The 34-item LTAS was used to collect data for the study. Collected data were subjected to reliability and factor analyses. Results showed that the LTAS has two subscales-Attitude to Teaching and Lecture Presentation and Organisation. The LTAS was adjudged to possess construct validity, and it was established through experts' judgement. The results also revealed that the LTAS was reliable (Cronbach Alpha reliability coefficient of 0.985, Spearman Brown's Split-half reliability coefficient of 0.998 and Gutman's Split-half coefficient of 0.997). Thus, the LTAS possessed adequate psychometric qualities that make it suitable for use among Nigerian undergraduate students.

Research paper thumbnail of Continuous Assessment Practices of Secondary School Teachers in Osun State, Nigeria

Journal of Psychology and Behavioral Science, 2016

The study investigated the frequency of method of administering Continuous Assessment (CA) by sec... more The study investigated the frequency of method of administering Continuous Assessment (CA) by secondary school teachers and ascertained students' attitudinal behaviour towards continuous assessment practice in Osun State secondary schools. It also compared the methods used by both private and public secondary school teachers in conducting CA. and determined the extent to which the basic characteristics of CA are captured in teachers' assessments. The descriptive research design was adopted for the study. The study population consisted of all students and teachers in Osun State secondary schools. A sample of 270 students and 90 teachers were selected (using volunteer sampling) from nine secondary schools (six public and three private) in Osun state. From each of the three senatorial districts in Osun state, three Local Government Area (LGA) were selected using simple random sampling. Three schools were thereafter selected purposively from each LGA; the criterion for selecting schools was that a school should have more than ten teachers. A total of 30 students and 10 teachers were selected from each of the schools using volunteer sampling technique. Data were collected using two instruments titled Continuous Assessment Practice Questionnaire (CAPQ) and Students' Attitude towards Continuous Assessment (SATCA). Data collected were analysed using descriptive and inferential statistics (percentages, mean, and standard deviation). The results of the analysis showed that 44.4% of the teachers who participated in the study conducted CA fortnightly. The results also revealed that 86.7% of the students had positive attitude towards CA. Findings also revealed that the CA methods used in private schools were different from that of public schools. Sixty percent (60.0%) of private school teachers employed tests while 41.7% of public secondary school teachers frequently used assignment in assessing their students. However, 57.8% of the sampled teachers indicated that characteristics of Continuous Assessment were fairly captured. Finally, a total of 77.8% secondary school teachers indicated that the failure of government to organize in-service training, seminar, and workshop on Continuous Assessment at regular interval for teachers is a major challenge to the implementation of Continuous Assessment. The study concluded that there was a gap between policy dictated and actuality of practice among secondary school teachers in Osun State.

Research paper thumbnail of An Assessment of the Learning Environment of Selected Secondary Schools in Nigeria

The International Journal of Learning: Annual Review, 2008

Research paper thumbnail of Continuous Assessment Practices in Osun State (Nigeria) Secondary Schools: From Policy to Practice

The International Journal of Learning: Annual Review, 2007

Research paper thumbnail of Reliability and Factor Analyses of a Teacher Efficacy Scale for Nigerian Secondary School Teachers

Electronic Journal of Research in Educational Psychology, Dec 1, 2008

Introduction. The suitability of 52 items for measuring Teacher Efficacy was investigated with th... more Introduction. The suitability of 52 items for measuring Teacher Efficacy was investigated with the aim of developing and validating a Teacher Efficacy Scale (TES) for Nigerian secondary school teachers. Method. The TES was administered on 2400 teachers (mean age = 36.75 years). Data were subjected to factor and reliability analyses. Results. Twenty-eight items were dropped, resulting in the retention of 24 items on the final version. The instrument had a Cronbach's Alpha and Split-half reliability coefficients of 0.88 and 0.90 respectively. Exploratory Factor Analysis revealed that the items on the final version of TES loaded on two factors, which accounted for 46.40% of the total scale variance. They are 'efficacy to influence students' learning' (Cronbach's Alpha = 0.86), and 'efficacy to enlist parental support in students' learning' (Cronbach's Alpha = 0.72). Conclusion. It was concluded that the 24-item TES in its present form was capable of effectively measuring TE among secondary school teachers.

Research paper thumbnail of Mentoring among Academic Staff of Obafemi Awolowo University, Ile-Ife, Nigeria

Journal of Education and Human Development, 2015

The study examined the perception of mentoring (and its nature) by academic staff of the Obafemi ... more The study examined the perception of mentoring (and its nature) by academic staff of the Obafemi Awolowo University. Being a survey, the population included all academic staff in the university. Purposive sampling was used to select 200 academic staff from the 13 faculties in the university. An instrument titled 'Academic Staff Mentoring Questionnaire' was used for data collection. Results showed that 86.5% of academic staff was involved in mentoring relationship and 93.5% of academic staff had a favourable perception of mentoring. The study concluded that most academic staff in the university were involved in mentoring relationship and perceived mentoring as a veritable means of academic development.

Research paper thumbnail of Taxonomial Analysis of Selected Teacher-Made Multiple Choice Tests in Obafemi Awolowo University, Nigeria

Journal of Educational and Social Research, May 2, 2014

The study determined the content and cognitive validity of the selected undergraduate objective t... more The study determined the content and cognitive validity of the selected undergraduate objective tests used in Obafemi Awolowo University, Ile-Ife, Nigeria. The population of the study included all the undergraduate objective tests in Obafemi Awolowo University, lecturers from four selected universities and part one students. Sample consisted of tests of four courses purposefully selected. Ten lecturers as raters and 50 students participated in the study. Data were analyzed using percentage and Content Validity Ratio (CVR). The results showed that only one course has a very high content coverage and CVR of 94.60 and 0.91respectively. Majority of the items on the tests measured lower cognitive outcomes (knowledge, comprehension and application). Some items were either too simple or too difficult. The study concluded that objective tests in Obafemi Awolowo University have content validity but some items of tests constructed for use are superficial, sampling candidates' lower level of mental process.