Yusuf O . Shogbesan | Osun state University (original) (raw)

Papers by Yusuf O . Shogbesan

International Journal of Research and Innovation in Social Science, 2024

Overview: The study aimed to evaluate the effectiveness of civic education in enhancing voter par... more Overview: The study aimed to evaluate the effectiveness of civic education in enhancing voter participation and political engagement, particularly within the context of Zambia. Civic education plays a crucial role in fostering informed and active citizenship by equipping individuals with the knowledge, skills, and attitudes necessary for meaningful participation in democratic processes. Body of Knowledge: The study explored how civic education initiatives have influenced voter turnout, political awareness, and engagement in democratic activities among different demographics, with a focus on both urban and rural settings. By analyzing the correlation between civic education and electoral participation, this study sought to identify the strengths and limitations of current civic education programs, offering insights into how they can be improved to foster a more politically engaged and active electorate.

International Journal of Instructional Technology, 2024

Ethical considerations should be examined to determine how AI and ML affect education. Educationa... more Ethical considerations should be examined to determine how AI and ML affect education. Educational AI and ML bring privacy, security, and student data usage problems. This research examined AI and ML ethics in higher education at selected universities. Ethical issues AI and machine learning in education provide fairness, privacy, and openness. AI training data may perpetuate educational biases and impair student achievement. For complete comprehension, mixed methods research included quantitative and qualitative data. Four Lusaka district universities contributed 100 survey respondents. The initiative included four universities' department chairs, professors, and students. Structured open-ended interviews and questionnaires collected data. Quantitative questionnaire data was descriptively examined in SPSS and Excel, while semi-structured interview data was thematically evaluated. According to research, AI may reduce educational monitoring and learner engagement. Another concern is the digital gap and AI access. AI's sophisticated skills may be inaccessible to impoverished students, worsening educational inequity. The report advised training students and staff on data security and providing explicit permission procedures for data use in AI-driven educational systems, including strong encryption, anonymisation, and access limits.

DergiPark (Istanbul University), Mar 4, 2024

The study explored the IRT parameter estimates of Economics multiple-choice items using the 1, 2 ... more The study explored the IRT parameter estimates of Economics multiple-choice items using the 1, 2 and 3 parameter logistic models. The study adopted the explorative research design with a sample size of 1500 senior secondary school III Economics students' selected using multi-stage sampling procedure. The Economics Achievement Tests (EAT) and students' responses as contained in the optical mark reader (OMR) serve as instruments. Data collected was coded and analysed using Mirt package in R statistical software for item parameter calibrations. The results showed that the discrimination index estimated using the 2 Parameter Logistic (PL) and 3PL models indicated that 28 items and 25 items respectively are poor items while 32 items and 35 items are considered good items respectively. Also, the difficulty index estimated using the 1, 2 and 3 PL models shows that 23 items, 25 items and 35 items respectively are easy items, 35 items, 33 items and 23 items are moderately difficult items while 2 items are considered difficult items. Furthermore, the results of the 3PL model shows that only 9 items are considered to be vulnerable to guessing with 51 items not vulnerable to guessing. The study concluded that the IRT psychometric estimates of NECO Economics multiple-choice items possessed moderately difficult items with an average discrimination indices and items majorly found not vulnerable to guessing. It therefore recommended that test experts and examination bodies should regularly consider the use of IRT psychometric estimations to evaluate item parameters for quality check of test items.

Pedagogi: Jurnal Ilmu Pendidikan, Apr 27, 2023

Educators' pedagogical content knowledge (PCK) is crucial to the development of effective teachin... more Educators' pedagogical content knowledge (PCK) is crucial to the development of effective teaching practises and the implementation of effective curriculum. This understanding will serve as a guide for appropriate pedagogical thinking and decision making. Classroom observations, content representations (CoRes), pedagogical and professional experience registries (PaP-eRs), structured and semistructured interviews, stimulated recall interviews, artefacts from teachers' tasks, concept mapping, reflective journals, tests, and lesson observations are just a few of the complex and specialised procedures required to measure PCK. Paper and pencil assessments have been hailed as a potentially useful instrument for determining PCK due to the fact that they are a trustworthy, objective, and valid procedure that may be utilised with a greater volume of samples. The easiest way to obtain PCK data for triangulation purposes from several sources is to use a combination of these approaches.

Journal of Counselling and School Psychology, 2022

This study examined predictive influence of peer pressure and time management on academic perform... more This study examined predictive influence of peer pressure and time management on academic performance of secondary school students. The study adopted the nonexperimental research design of the descriptive type. The population consisted of all secondary schools' students in Ife Central Local Government Area (LGA), of Osun State.A multi-stage sampling technique was used to select a sample of 200 senior secondary school class two (SSSII) physics students for the study. In the LGA, ten secondary schools (5 public and 5 private) were selected using stratified random sampling technique. Three self-developed research instruments which includes Questionnaire on Peer Pressure with 16 items, Time Management with 24 items and Students' Cumulative Academic Assessment Score record sheet in Physics. Peer Pressure and Time Management scales were trial-tested and Cronbach alpha of 0.67 and 0.72 reliability coefficients were obtained. The results of the regression analysis showed that a significant linear and predictive effect of independent variables (peer pressure and time management) exist on 2 academics' performance of the physics students (F = 26.107; R= .458; R = .210; P < 2, 197 0.05) with the model accounting for 21% variance. Also, peer pressure contributed the most and time management the least. (Peer pressure, â =.663, t = 6.717, P < 0.05; Time management, â =-.315, t =-4.699, P < 0.05). It was recommended among others that secondary school students should be guided by school counsellors and teachers on proper time management and how to manage the negative effect of peer pressure.

Global Journal of HUMAN-SOCIAL SCIENCE: G Linguistics & Education, 2022

The study investigated individual, and joint contribution effect of family cohesion, distress dis... more The study investigated individual, and joint contribution effect of family cohesion, distress disclosure, retirement adjustment, and social support to the mental health status of retirees in Ondo State. Survey research design was used in the study. The population comprises all teacher retirees from the public primary and secondary schools in the State. A sample of n = 115 was purposively drawn from retirees in two Local Government Areas in the State. Two hypotheses guided the study. The results showed that family cohesion has a positive significant effect (Beta weight = 0.621, R2 =0.386, F-value = 71.636, p-value = 0.000< 0.05), while distress disclosure has a negative significant effect (Beta weight = -0.221, R2 =0.049, F-value = 5.86, p-value = 0.017< 0.05) on the mental health status of the retirees. Further results showed that retirement adjustment has a positive significant effect (Beta weight = 0.418, R2 =0.175, F-value = 24.126, p-value = 0.000< 0.05) while social support has a non-significant effect (Beta weight = 0.022, R2 =0.000, F-value = 0.054, p-value = 0.817> 0.05) on the mental health status of the respondents.

Strategies and Constraints of Portfolio Assessment Practice Among Science Teachers in Secondary Schools in Ife Central Local Government Area of Osun State , 2022

The study assessed strategies used for effective implementation and the constraints associated wi... more The study assessed strategies used for effective implementation and the constraints associated with the use of portfolio assessment among science teachers in secondary schools in Ife Central Local Government of Osun State. Descriptive survey research design. The study population comprised all the science teachers in secondary schools in Ife Central Local Government Area of Osun State. The study sample comprised 100 science teachers who were purposively selected from the 20 secondary schools (10 public and 10 private) in the area. An instrument developed by the researcher titled Questionnaire on the strategies and constraints of Portfolio Assessment was used for the study. The internal consistency reliability coefficients of the research instrument using Cronbach Alpha yielded 0.96 and 0.83. The data collected were analyzed using frequency counts, percentages and Relative Significance Index. The results showed that the most prominent strategy used by teachers for implementation is that they rate a portfolio without looking at students' names with the highest RSI value of 0.704. The teachers also make use of more than one trained rater for the assessment of student's portfolios and also encourage students to make plans for revising the products in their portfolios with also high RSI values of 0.696 and 0.688 respectively. Finally, the result showed that the most prominent identified constraint is that the intensity of the curriculum makes it difficult to implement portfolio assessments. It was recommended that science teachers in secondary schools need to gain a better understanding of how to use portfolio assessment as an alternate method of assessment through workshops, symposia, and seminars.

Item Response Theory is a measurement framework used in the design and analysis of educational an... more Item Response Theory is a measurement framework used in the design and analysis of educational and psychological assessments (achievement tests, rating scales, inventories, or other instruments) that measure mental traits. This is becoming increasingly popular among educational assessment experts to analyse cognitive measurement but little is known about the theory to analyse noncognitive measurement. (E.g. personality, attitude, and psychopathology) This paper provides information on models, assumptions and application of IRT in the analysis of cognitive and no-cognitive measurements. The paper concludes that, IRT is a better framework that can be exploited by researchers in analyzing cognitive data for assessment and evaluation research, and non-cognitive data, for sociological, psychological and psychopathological assessments. However, all the statistical assumptions must be met, and the test data must fit the IRT model for valid, reliable and credible results.

Effect of Item Pre Knowledge on Local Item Dependence and Distracter Efficiency Among Economics Students in Ogun State Nigeria

International Journal of Psychology and Education, 2020

This study investigated the effect of item pre-knowledge on occurrence of Local Item Dependence a... more This study investigated the effect of item pre-knowledge on occurrence of Local Item Dependence and Distracter efficiency. The study adopted the quasi-experimental research design. The Sample consisted of 1500 Economics students selected through multi-stage sampling technique. The research instrument used was Economics Achievement Test (EAT) which contained 60 multiple-choice items with five options scored dichotomously and adapted from 2015 NECO SSCE Economics Paper III. Fifty percent of the items were pre-known (experimental items-Form A) while the other 50% were secured items (control items-Form B). Data collected was analysed using Yen Q3 statistic, frequency counts and percentages. The results showed that the 5 pairs of items comprising 6 pre-known items and 1 secured item exhibited local item dependence for Form A of the EAT while only 1 pair of item comprising 1 pre-known and 1 secured item exhibited local item dependence for Form B. However, the 6 pre-known items in the Form A did not exhibit local item dependence when they were secured in the Form B. Also, amongst the items with Non-Functional Distractors in form A, 12 (40%) were pre-known and 6(20%) were secured. With form B, only I item (42, 3.33%) was pre-known and 3 items (item 12, 16 and 26; 10%) were secured. It was recommended among others that feasible approach to eliminate the occurrence of cheating through any form especially pre-knowledge be considered as well as items with inefficient distractors be assessed and reviewed for any further usage.

Journal of Digital Learning and Education

The purpose this study was to determine whether undergraduate students’ testwiseness and access t... more The purpose this study was to determine whether undergraduate students’ testwiseness and access to digital devices are key factors critical to enhancing their attitude towards Computer-Assisted Testing (CAT) in some selected Universities in the North-west geo-political zone of Nigeria. It also examined if a significant difference existed in undergraduate students’ attitude to CAT in Universities in the North-west Nigeria. These were with a view to improving the CAT outcome directed towards certifying the quality in education by the Nigerian universities. The study adopted a descriptive survey research design. The sample consisted of an intact class of 5,880 Part I undergraduate students selected from federal and state-owned Universities in the North-west. A self-developed instrument tagged: “Undergraduate’s Testwiseness Digital Accessibility and Attitude Inventory (UTDAAI)”, was used to collect data. Data were analysed using Stepwise Multiple Regression and independent t-test stati...

Journal of Measurement and Evaluation in Education and Humanities, 2020

The study developed a scale for measuring assessment literacy of university teachers and determin... more The study developed a scale for measuring assessment literacy of university teachers and determined the validity and reliability of the scale. This is with a view of improving university teachers' assessment literacy. The study adopted the non-experimental research design of the descriptive type. The population comprised all lecturers working in universities within Osun State. The sample consisted of 549 university teachers (lecturer II and above) that were not in training position from different disciplines selected using convenient sampling technique in all the eight accredited universities within Osun state. The study made use of three instruments namely; University Teachers Assessment Literacy Scale (UTALS), Teacher Self-Efficacy Scale (TSES) and Teacher Burnout Scale (TBS). The results showed that the 60-item UTALS was reduced to 43 items after the psychometric procedure of item retention and deletion were applied. Scree plot and eigen value methods showed that the final UTALS construct validity had seven factors of university teachers' assessment literacy that accounted for 86.46% of the total scale variance and also converged and discriminate significantly with the Teacher Efficacy Scale (r = 0.75) and Teacher Burnout Scale (0.52) respectively. The internal consistency reliability of the scale was 0.96 (Guttman), 0.90(Cronbach), and 0.96 (Spearman). The study concluded that the university teachers assessment literacy scale developed in this study had adequate psychometric characteristics and is suitable for measuring assessment literacy of university teachers in Osun State.

Every examiner or individual using test scores should be confident that the scores obtained by a ... more Every examiner or individual using test scores should be confident that the scores obtained by a test taker is a true indication of that person's level of knowledge or ability on the construct of interest with a proper guide against factors that can lead to score invalidity. However, this study determined the effect of test item compromise and test item practice on Economics Achievement Test Scores among secondary school students in Cross River State. It also examined whether test item compromise and test item practice affected the validity of test scores obtained in the Economics Achievement Test among secondary school students in the state. A quasiexperimental research design was adopted for the study. The population of the study consisted of all secondary schools in the 18 Local Government Areas (LGA) of Cross River State. The sample consisted of 90 SS2 Economics students randomly selected in the three Secondary Schools used for the study which was carried out in an intact classroom. There were three groups and 30 respondents were randomly assigned to each group. The three groups were compromise group (E1), practice group (E2) and control group (C1). The instrument used for the study was an Economics Achievement Test (EAT) developed by Shogbesan (2017) which consisted of 25 items of various formats with a liability index of 0.68. The EAT was administered to the three groups with 13 items exposed as treatments to E1 for the students to be familiar with some of the test items a few minutes before the test, while the practice group was given the 13 test items to practice with the help of the researchers and research assistants who are Economics teachers in the school. The results indicated among others that students' scores were inflated on compromised and practiced test items which contributed to the score invalidity. It was recommended among others that security of test items should be considered vital before and during test administration process.

Journal of Measurement and Evaluation in Education and Humanities (JMEEH), 2019

The study investigated the influence of test item formats on the construct validity of Economics ... more The study investigated the influence of test item formats on the construct validity of Economics achievement tests in Osun state Secondary Schools. It further determined whether a significant difference existed in the performance of test-takers across various test formats used in the Economics Achievement Test. The study adopted descriptive survey research design. Multi-stage sampling was used to select a sample of 300 Senior Secondary School class two (2) Economics students and 36 Economics teachers. The instrument used for data collection was titled 'Economics Achievement Test' (EAT) and was validated with alpha reliability coefficient of 0.68. The data collected were analyzed using Principal component analysis, scree plot and one-way analysis of variance. The result showed that there is a significant influence of test item format on the construct validity of Economics Achievement Test in Osun State Secondary Schools. Finally, there was a significant difference in the performances of test-takers across various test format. Economics Achievement Test used (F4,1495=290.25, p<0.05).The study concluded that test item formats as a facet have an effect on the construct validity of the Economics Achievement Test in Osun State Secondary Schools and recommend that test constructors and classroom teachers must understand the characteristics of each format and select the best format which most appropriately serves the purpose of a test in each context.

International Journal of Psychology and Education (IJOPE), 2020

Nigerian Journal of Educational Research and Evaluation, 2021

This study investigated the extent to which the IRT psychometric estimates are sensitive to item ... more This study investigated the extent to which the IRT psychometric estimates are sensitive to item compromise for Economics Achievement Test (EAT) used in Ogun State secondary schools using the 1, 2 and 3 parameter logistic models and also examined the difference in the item parameters (difficulty, discrimination and guessing) for both compromised and secured items of the EAT across the 1, 2 and 3 logistic models. The study adopted the quasi-experimental research design. Sample consisted of 1500 Economics students of both public and private secondary schools selected using multi-stage sampling procedure in Ogun State. The research instrument used was Economics Achievement Test (EAT) which contained 60 multiple-choice items with five options scored dichotomously and adapted from 2015 NECO SSCE Economics Paper III. Fifty percent (50%) of the items were compromised (experimental items) while 50% were secured items (control items) prior to administration. Data collected was analysed using MIRT package in R-statistics software and mean, standard deviation, percentages, Mann-whiney U-test. The results showed that the discrimination, difficulty and guessing item parameter estimates of the 1, 2 and 3 logistic models of EAT were sensitive to item compromise. Furthermore, there was no significant difference in the item parameter estimates (difficulty, discrimination and guessing indices) for compromised and secured items of the EAT across the 1, 2 and 3 logistic models. It was recommended among others that test experts and developers should consider test item security and the sensitivity of IRT parameters as a statistical measure for evaluating the stability of psychometric properties of test items when compromised.

The Researcher's Journal: A Journal of Contemporary Educational Research (TRJ), 2018

As a result of the imperative need for uniformity in Nigerian Faculties of Education standard, th... more As a result of the imperative need for uniformity in Nigerian Faculties of Education standard, the study investigated the level of effective graduate thesis supervision in Nigerian universities as well as variation in standard measures used. It also identified the constraints to proper graduate supervision. The study adopted survey design. The population consisted of all universities (federal and state) in the south-south geopolitical zone in Nigeria. A sample of 60 academics was selected from 3 Faculties of Education in the selected universities in South-South Geopolitical Zone of Nigeria (20 academic staff from Faculty of Education were selected using accidental sampling technique from each of the selected universities used in the study). An instrument titled “Graduate Thesis Supervision and Uniformity in Standard Questionnaire” (GTSUSQ) was developed by the researchers and validated by two experts in measurement and evaluation was used to collect data. The GTSUSQ reliability index yielded .84 which was determined using Cronbach Alpha technique. The data was collected by the researchers and research assistants and was analyzed using percentages and Relative Significance Index (RSI).The findings of the study among others indicated the need for common standard adjudged by eggheads from universities. The recommendations include among others the need for all the universities to hold conference where best brains should brainstorm and articulate uniform standard for all graduates across the universities that should be followed as models.
Key words: Graduate Thesis Supervision, Faculty of Education, Nigerian Universities, Uniformity and Standard.

AL-HIKMAH JOURNAL OF EDUCATION, Jun 22, 2020

The study was carried out to evaluate portfolio assessment practice among science teachers in sec... more The study was carried out to evaluate portfolio assessment practice among science teachers in secondary schools in Ife Central local Government area (LGA) of Osun state with focus on their level of awareness and perception. The study adopted descriptive survey research design with a population that comprised all the science teachers in secondary schools in Ife central LGA of Osun State. The study sample comprised of hundred science teachers purposively selected from 20 secondary schools. An instrument titled Questionnaire on Awareness and Perception of Portfolio Assessment (QAPPA) with internal consistency reliability coefficient of 0.96 was used for data collection. The findings indicated that awareness of portfolio assessment was low (54, 58.7%) and that most of the science teachers have a positive perception on the use of portfolio assessment in evaluating secondary schools students (59, 64.1%). Finally, the result showed that there is no significant difference in the perception of science teachers as regards the use of portfolio assessment in evaluating students in public and private secondary schools in Ife central local government (t 90 = 0.074, p > 0.941; across the science subject taught F(5,86)= .843, P-value = 0.523,). Also, there is no significant difference in the extent to which male and female teachers use portfolio assessment in evaluating students in senior secondary schools. (t 90 = 0.074, p > 0.941).It was recommended among others that there is need to increase awareness about portfolio assessment and subsequent uses as an alternative means of assessments approaches especially among science teachers in secondary schools through short-term course, workshops, symposia and seminars.

Ife Journal of Educational Studies (IJES), 2017

The study identified the most frequently used test format by Economics teachers in Osun State sec... more The study identified the most frequently used test format by Economics teachers in Osun State secondary schools and established the predictive validity of the achievement tests used by Economics teachers in the secondary schools. These were with a view to determining the quality of the different forms of tests used by Economics teachers in Osun State Secondary Schools. Survey research design was adopted for the study. The population consisted of all public high schools (senior secondary) Economics teachers and students in Osun state. A sample of 300 Senior Secondary School (SSS) II Economics students and 36 Economics teachers were selected using multistage sampling techniques. In each of the three senatorial districts, two Local Government Areas (LGAs) were randomly selected and from each LGA, two schools were randomly selected to make a total of 12 schools selected for the study. The study made use of three research instruments: Economics Achievement Test (EAT), an Observation Record Sheet (OBS) and a Test Item Format Checklist (TIFC). The EAT was content validated using the test blueprint and a Cronbach’s Alpha reliability coefficient of 0.68 was obtained. Data collected were analysed using percentage, Relative Significant Index (RSI) and simple linear regression. The results showed that the multiple-choice test item format is the most frequently used test item format for classroom assessment (RSI= 1.0, 36). Also, the Economics tests constructed and used by the Economics teachers have a moderate predictive validity of scores (R=0.408, F (1, 298) = 59.45, p<0.05) obtained from such Economics tests. The study concluded that the Multiple-choice is the most frequently used tests format while the achievement tests used by Economics teachers in Osun state secondary schools are of moderate quality. It was recommended that classroom teachers should make an appropriate use of the other various test formats during their classroom assessment.

International Journal of Scientific Research in Education,, 2018

Keywords: Item Response Theory (IRT), Classical Test Theory (CTT),
Cognitive, Non-Cognitive, Measurement.