AMEN V UYIGUE | University of Benin (original) (raw)

Papers by AMEN V UYIGUE

Journal of Education and Practice, 2019

The study investigated test lengths and sample sizes in the accurate and stable estimation of ite... more The study investigated test lengths and sample sizes in the accurate and stable estimation of item-difficulty parameter in the Item Response Theory (IRT) One Parameter Logistic Model (1PLM). Real data of students that sat for the June/July 2015 Economics Multiple-Choice Examinations in Edo State was obtained from the National Examinations Council (NECO), Nigeria. The statistical population of examinees were 5,158 and the test length 60. Sample sizes of 200, 500, 1000, 2000 and 5000 were randomly drawn from the population with replacement; these samples were each paired with test lengths of 10, 20, 30 and 50.all amounting to 20 statistical conditions (5 sample sizes× 4 test lengths)The parameter estimates were generated using the eirt-Item Response Theory Assistant for Excel. The generated item-difficulty parameter using the entire population was assumed to be the true parameter value against which others were compared, using the Root Mean Square Error (RMSE) as an evaluative criteria. The acceptable RMSE was ≤ 0.33. Conclusion reached was that for an accurate itemdifficulty parameter estimate in the 1PLM at least a test length of 10 and sample size of 1000 is required.

The study investigated test lengths and sample sizes in the accurate and stable estimation of ite... more The study investigated test lengths and sample sizes in the accurate and stable estimation of item-difficulty parameter in the Item Response Theory (IRT) One Parameter Logistic Model (1PLM). Real data of students that sat for the June/July 2015 Economics Multiple-Choice Examinations in Edo State was obtained from the National Examinations Council (NECO), Nigeria. The statistical population of examinees were 5,158 and the test length 60. Sample sizes of 200, 500, 1000, 2000 and 5000 were randomly drawn from the population with replacement; these samples were each paired with test lengths of 10, 20, 30 and 50.all amounting to 20 statistical conditions (5 sample sizes× 4 test lengths)The parameter estimates were generated using the eirt - Item Response Theory Assistant for Excel. The generated item-difficulty parameter using the entire population was assumed to be the true parameter value against which others were compared, using the Root Mean Square Error (RMSE) as an evaluative crite...

Abstract Some teacher factors contribute significantly to variation in students’ academic achiev... more Abstract

Some teacher factors contribute significantly to variation in students’ academic achievement. This study investigated selected teacher characteristics-Academic Qualification, Years of Teaching Experience and Students Acceptability of the Teachers- that are likely to correlate with students’ achievement in English language. The survey research design was adopted and samples were randomly selected, correlation statistics was used for data analysis and all the hypotheses were tested at .05 alpha level of significance. Results showed that the variables investigated do not significantly correlate with students’ achievement in English language hence the researchers recommend that more study be done in this area using different population, and variables that are likely to correlate with students’ academic achievement in English language.

Keywords: Teacher characteristics, Students Acceptability of Teachers, Students Achievement, Licensure test.

Abstract This research work investigated the challenges in the implementation of School Based Ass... more Abstract
This research work investigated the challenges in the implementation of School Based Assessment (SBA) in Benin City. Four research questions were raised. A survey research design was adopted; the population of the study was one thousand one hundred and three (1103) teachers in public junior secondary schools in Benin City. Two hundred and forty (240) teachers from twelve (12) schools were randomly selected from the LGAS in Benin City. Data was collected using a questionnaire and analysis was done using descriptive statistics. The results obtained showed that overcrowded classrooms, non- availability or inadequacy of assessment equipments and materials amongst others were the challenges facing teachers, in implementing SBA. The researchers gave recommendations toward addressing the identified challenges.

Keywords: School Based Assessment (SBA), Continuous Assessment (CA), Universal Basic Education (UBE).

Abstract This study is to evaluate the implementation of the school based assessment component... more Abstract

This study is to evaluate the implementation of the school based assessment component of the UBE programme in Benin City. The focus is on the cognitive, affective and psychomotor domains of learning in order to assess the adequacy or otherwise of the evaluation done in these domains by teachers at the upper basic level of the UBE programme. The Descriptive survey research design was adopted. The population of the study comprised teachers in the UBE level of education system in Benin City. A sample of two hundred and twelve (212) teachers was randomly selected from among the population and this number was used in the final analysis. The instrument for data collection was a checklist with a four point scale. The finding of the study revealed that UBE teachers in Benin city adequately assess their students in the cognitive, affective and psychomotor domains of learning and the researchers recommend that the study be replicated using a much larger population and also to increase the scope to include teachers from both rural and urban population, since this study is mainly urban-based – Benin City and restricted to the upper basic level of UBE programme.

Keywords: Cognitive domain, Affective domain, psychomotor domain, Assessment, Universal Basic Education (UBE)

Abstract The need for persons highly knowledgeable in mathematics and mathematics related subj... more Abstract

The need for persons highly knowledgeable in mathematics and mathematics related subject is on the increase. Students’ performance in mathematics is a function of many variables; in this study the researchers investigated student attitude towards mathematics and their level of sense of self – efficacy as factors that affect achievement in mathematics. Survey research design was adopted; samples of two hundred and fifty (250) students were randomly selected from the population. The instrument for data collection was a questionnaire - four points forced choice likert’s-type-having a reliability coefficient of 0.762.The researchers discovered that students have positive attitude towards mathematics and a strong sense of self –efficacy in mathematics, and that there is no significant difference between the gender in their attitude and sense of self – efficacy in mathematics. The researchers recommend that, this study be replicated in other parts of the nation, and also other variables that may be responsible for students’ poor performance in mathematics in Nigeria.

Keywords: Attitude towards mathematics, sense of self-efficacy in mathematics, academic achievement.