Browsing by Author "Ibrahim, Suleiman Agahu"

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    Analysis of Differential Item Functions of Mathematical-Economics Item Structured Test Forms Based on Item Difficulty Levels in Colleges of Education, Enugu State, Nigeria
    (Department of Educational Foundation, Nasarawa State University Keffi, 2020-11-11) Salihu, Abdullahi Galle; Gbende, Samson Kale; Ibrahim, Suleiman Agahu
    The study of Mathematical-economics is paramount to all the Economics students in Nigerian tertiary institutions in the enhancement of growth and nation development. In actualizing the dream goal of the subject two modern theories were anchored thus: Classical Test Theory (CTT) and Item Response Theory (IRT) to evaluate the study. Hence, the researchers evaluated differential item functions of Mathematical-economics item structured test forms (easy-to-hard, hard-to-easy and randomversions) based on item difficulty levels in colleges of education, Enugu State, Nigeria. Three research questions guided the study and co-relational research design was adopted. The population of study consisted of all 6420 Federal, State, and Private NCE 1 Economics students 2018-2019 academic season and a simple random sample of 610 NCE1 Economics students were selected for the study. Mathematical-Economics Achievement Test (MEAT) was used for data collection. MEAT was validated which yielded 0.86 validity index and 0.84 reliability index. Data were analyzed using factor analysis (TID,MH, LR CTT-based andX2 and Raju’s IRT-based). The result reveals that examinees gain advantages of easy-to-hard than hard-easy or even a random version test forms and differential item structured correct responses to the items for examinees with the same ability levels. It was recommended that economics lecturers in colleges of education should use easy-to-hard test form to evaluate examinees considering with psychometric functions of evaluation for valid decisions.
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    An Assessment of Examiners and Students’ Attitudes in Join Admission and Matriculation Board towards Computer-Based Tests in Kaduna State, Nigeria
    (Department of Educational Foundation, Nasarawa State University Keffi, 2020-12-14) Salihu, Abdullahi Galle; Ibrahim, Suleiman Agahu; Paul, Vincent
    As the world in advancing in technological assessment so also the process of assessing learners in cognitive domain takes a new assessment format with respect to science and technology known as Computer- Base Test (CBT). On these bases, the study focused on an assessment of examiners and students’ attitudes in Joint Admission and Matriculation Board (JAMB) towards Computer-Based Tests (CBT) in Kaduna State, Nigeria. Two research questions and its corresponding hypotheses guided the study. The study adopted an exploratory cross-sectional survey research design and 1,400 examiners and students were used as a sample size drawn from the total population of 1.90001,436 examiners and students who registered and sat for JAMB/UTME 2020/2021 in Kaduna State using a multi-stage stratified random sampling technique. The researchers developed an instrument for data collection entitled ‘‘Examiners and Students Attitude Scale toward Computer-Base Test” (ESASCBT) contained 16 structured items used for data collection. ESASCBT was anchored on the 4-point scale was validated which yielded 0.85 validity index and 0.79 reliability index. Descriptive statistics was used to answered research questions while Chi-square-X2) was used to test the null hypotheses at 0.05level of significance using SPSS version 23 on the arrayed of cross-tabulation and the findings revealed that poor internet network, failure of electricity, unfavourable examination halls among others. Further results revealed that there was a significant different in attitude of examiners and students in JAMB toward CBT and there was no significant different in the attitude of male and female students in JAMB toward CBT in Kaduna state. It was recommended that appropriate measures should be taken by concerned stakeholders to find ou tmeans of eliminating and minimizes the challenges confronting examiners and students in subsequent CBTs.
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    Impact of Instructional Materials on Students’ Academic Performance in Quantitative Economics in North-West State Colleges of Education, Nigeria
    (Department of Educational Foundation, Nasarawa State University Keffi, 2020-12-25) Salihu, Abdullahi Galle; Ibrahim, Suleiman Agahu; Tigga, Moses Riko
    The process of lecturing/teaching especially in tertiary institution in Nigeria demand good instructional material to expand communication gap between the lecturers and the students for effective understanding, but revised is the case. It on these bases the researchers embarked on impact of instructional materials on students’ academic performance in quantitative economics in North-West State Colleges of Education (COE), Nigeria. Four research questions and one hypothesis guided the study. The study adopted an exploratory cross-sectional survey research design. The population of the study consisted of all 8 accredited State COE in North-West Nigeria with 12,320 lecturers and NCE 1 students who registered for quantitative Economics 2019/2020 academic season. The sampled size for the investigation consisted of 1,085 lecturers and students of economics selected from 7 accredited State COE in North -West Nigeria through multi-stage stratified random sampling technique, 35 lecturers and 1,050 students. The researchers developed an instrument for data collection entitled ‘‘Impact of Instructional Materials on Students’ Academic Performance in Quantitative Economics Questionnaire” (IIMSAPQEQ) contained 9 items used for data collection. IIMSAPQEQ was anchored on the 2-point scale from agree and disagree was validated by expert which yielded 0.87 validity index and 0.82 reliability index. Frequency count and percentage were used to answered research questions while parametric statistics was used to test the null hypotheses at 0.05level of significance using SPSS version 23 and the findings revealed that majority of respondents agreed that they don’t always use any instructional materials during lecture period, no supplied of instructional materials available in their school and there is a significant impact of instructional materials on academic performance of students. It was recommended that appropriate measures should be taken by concerned stakeholders of colleges of education to compel all lecturers to use instructional material during lecturing and learning process and supply of instructional material to all colleges of education in Nigeria to minimize students’ poor performance in the subject.