NSUK Repository :: Browsing by Author "Salihu, Abdullahi Galle"

Browsing by Author "Salihu, Abdullahi Galle"

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Open Access
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.
Open Access
ANALYSIS OF PSYCHOMETRIC PROPERTIES OF ENGLISH LANGUAGE WEST AFRICAN SENIOR SCHOOL CERTIFICATE EXAMINATION IN BORNO STATE, NIGERIA
(Department of Educational Foundations, Faculty Of Education, Nasarawa State University, Keffi., 2019-03-07) Salihu, Abdullahi Galle; Alaku, Emmanuel Monica; Samuel, John
This Study Focused On The Investigation Of Psychometric Properties Of English Language West African Senior School Certificate Examination (WASSCE) In Borno Hyptheses Guided The Study. Probability Proportionate Sampling Technique Was Used. Particularly The Cluster Sampling For Selection Of The Sample Of Study.
Open Access
APPLICATION OF CONTINUOUS ASSESSMENT STRATEGIES FOR EFFECTIVE TEACHING AND LEARNING OF ECONOMICS IN COLLEGES OF EDUCATION IN NASARAWA STATE, NIGERIA
(Department of Educational Foundations, Faculty Of Education, Nasarawa State University, keffi., 2018-03-18) Salihu, Abdullahi Galle; Aminu, Danladi Abubakar; Bala, Bulus Sakks
Cross sectional survey research design was used to investigate the application of Continuous Assessment strategies for effective teaching and learning of Economics in Colleges of Education in Nasarawa State, Nigeria. The population of the study consisted of 2500 from Economics Department, Nasarawa State Colleges of Education.
Open Access
Assessing Teacher Ability on Test Construction and Economics Content Validity of Teacher-Made in Nasarawa State Secondary Schools, Nigeria
(Department of Educational Foundations, Faculty Of Education, Nasarawa State University, Keffi., 2019-02-07) Salihu, Abdullahi Galle
The study assessed teacher ability on test construction and Economics content validity of the teacher-made test in Nasarawa State secondary schools, Nigeria. Cross-sectional survey research design was adopted for the study. A sample of 110 Economics teachers was randomly selected from public and private senior secondary schools in Nasarawa north. The instrument for data collection was called Teachers Ability Questionnaire" (TAQ) contained 33 items. TAQ was validated by experts who yielded 0.78 indexes and Cronbach alpha was used to determine the reliability of the internal consistency which gave 0.82. Three research questions were answered using mean and standard deviation and three null hypotheses were tested using independent t-test at 0.05 level of significance. Findings of the study revealed that there was a significant mean difference in ability between professional teachers and non-professional teachers of Economics in test construction and there was a significant mean difference in ability between public school teachers and private school teachers of Economics in content validity among others. The study made the following recommended that: conference/workshops on items construction should organise to improve teachers' ability on valid test construction and proper evaluation routine by state government evaluators to ensure the reliable and valid content of the subject cover.
Open Access
Assessing Teachers Ability on Test Construction and Economics Content Validity in Nasarawa State Senior Secondary Schools, Nigeria
(Department of Educational Foundation, Nasarawa State University Keffi, 2019-03-01) Salihu, Abdullahi Galle
The study assessed teacher ability on test construction and Economics content validity in Nasarawa State senior secondary schools, Nigeria. The content analysis and co-relational research design were adopted for the study. A sample of 95 Economics teachers was randomly selected from public and private senior secondary schools in Nasarawa north. The instrument for data collection was called Teachers Ability Questionnaire on Test Construction" (TAQTC)" contained 33 items and profoma was used to assessed previous test questions. TAQTC was validated by experts who yielded 0.78 indexes and Cronbach alpha was used to determine the reliability of the internal consistency which gave 0.82. Three research questions were answered using mean and standard deviation while two null hypotheses were tested using independent t-test at 0.05 level of significance. Findings of the study revealed that there was a significant mean difference in ability between professional teachers and non-professional teachers of Economics in test construction and there was a significant mean difference in ability between public school teachers and private school teachers of Economics in content validity among others. The study recommended that: conference/workshops on items construction should be organised to improve teachers' ability on valid test construction and proper evaluation routine by state government evaluators to ensure the reliable and valid content for sustainable development of the subject cover in secondary schools
Open Access
Assessing Teachers Ability on Test Construction and Economics Content Validity in Nasarawa State Senior Secondary Schools, Nigeria
(Department of Educational Foundations, Faculty Of Education, Nasarawa State University, keffi., 2019-03-20) Salihu, Abdullahi Galle
The study assessed teacher ability on test construction and Economics content validity in Nasarawa State senior secondary schools, Nigeria. The content analysis and co-relational research design were adopted for the study. A sample of 95 Economics teachers was randomly selected from public and private senior secondary schools in Nasarawa north. The instrument for data collection was called Teachers Ability Questionnaire on Test Construction" (TAQTC)" contained 33 items and profoma was used to assessed previous test questions. TAQTC was validated by experts who yielded 0.78 indexes and Cronbach alpha was used to determine the reliability of the internal consistency which gave 0.82. Three research questions were answered using mean and standard deviation while two null hypotheses were tested using independent t-test at 0.05 level of significance. Findings of the study revealed that there was a significant mean difference in ability between professional teachers and non-professional teachers of Economics in test construction and there was a significant mean difference in ability between public school teachers and private school teachers of Economics in content validity among others. The study recommended that: conference/workshops on items construction should be organised to improve teachers' ability on valid test construction and proper evaluation routine by state government evaluators to ensure the reliable and valid content for sustainable development of the subject cover in secondary Schools.
Open Access
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.
Open Access
CONTINUOUS ASSESSMENT AND COMMON-MOCK EXAMINATION SCORES AS A PREDICTOR OF ACADEMIC PERFORMANCE OF ECONOMICS STUDENTS IN WEST AFRICAN SENIOR SCHOOL CERTIFICATE EXAMINATIONS IN AKWANGA LOCAL GOVERNMENT AREA OF NASARAWA STATE, NIGERIA
(Department of Educational Foundations, Faculty Of Education, Nasarawa State University, keffi., 2020-01-20) Salihu, Abdullahi Galle; Kukwi, N.A.
This study assessed the continuous assessment and common-mock scores as a predictor of academic performance of Economics students in WASSCE examinations in Nasarawa state, Nigeria. The two hypotheses were tested at 0.05 level of significance. Descriptive survey research design of the ex-post facto type was used. The study adopted a descriptive survey of the ex-post facto research design in which there was no treatment and manipulation of independent variable. It involves the collection of data from examination records. The target population for the study was 26, 987 students’ that sat for Economics in WASSCE 2011- 2019 in Akwanga Local Government of Nasarawa State, Nigeria. The sample of the study (N= 1,988) comprising 1,167 males and 821 females was selected from ten (10) secondary schools in Akwanga Local Government Area of Nasarawa State. The students' continuous assessment and common-mock scores were used to predict their performance in WASSEC examination. Frequency count and percentages were used for answering research questions while Pearson Product Moment Correlation Coefficient was used to test the hypotheses. Findings showed that continuous assessment and common-mock scores were good predictors of Economics students' academic performances in WASSCE. Further result indicated that there is a significant relationship between common mock scores and academics performance of male and female students in Economics WASSCE may/June 2011-2019 years in Nasarawa State secondary schools among others. It was recommended among others that educational stakeholders should ensure that only students whose pass at credit level in continuous assessment and mock exam scores should be allow to register for WASSCE.
Open Access
CONTINUOUS ASSESSMENT AND COMMON-MOCK EXAMINATION SCORES AS A PREDICTOR OF ACADEMIC PERFORMANCE OF ECONOMICS STUDENTS IN WEST AFRICAN SENIOR SCHOOL CERTIFICATE EXAMINATIONS IN AKWANGA LOCAL GOVERNMENT AREA OF NASARAWA STATE, NIGERIA
(Department of Educational Management,Nasarawa State University Keffi., 2020-03-19) Salihu, Abdullahi Galle; Kukwi, N/A
This study assessed the continuous assessment and common-mock scores as a predictor of academic performance of Economics students in WASSCE examinations in Nasarawa state, Nigeria. The two hypotheses were tested at 0.05 level of significance. Descriptive survey research design of the ex-post facto type was used. The study adopted a descriptive survey of the ex-post facto research design in which there was no treatment and manipulation of independent variable. It involves the collection of data from examination records. The target population for the study was 26, 987 students’ that sat for Economics in WASSCE 2011- 2019 in Akwanga Local Government of Nasarawa State, Nigeria. The sample of the study (N=1,988) comprising 1,167 males and 821 females was selected from ten (10) secondary schools in Akwanga Local Government Area of Nasarawa State. The students' continuous assessment and common-mock scores were used to predict their performance in WASSEC examination. Frequency count and percentages were used for answering research questions while Pearson Product Moment Correlation Coefficient was used to test the hypotheses. Findings showed that continuous assessment and common-mock scores were good predictors of Economics students' academic performances in WASSCE. Further result indicated that there is a significant relationship between common mock scores and academics performance of male and female students in Economics WASSCE may/June 2011-2019 years in Nasarawa State secondary schools among others. It was recommended among others that educational stakeholders should ensure that only students whose pass at credit level in continuous assessment and mock exam scores should be allow to register for WASSCE
Open Access
CONTRIBUTION OF ISLAMIC SOCIETY TO ENHANCING WELFARE OF EGGON YOUTHS OF NASARAWA STATE, NIGERIA
(Department of Educational Foundations, Faculty Of Education, Nasarawa State University, keffi., 2020-08-20) Jibrin, Yusuf Danladi; Salihu, Abdullahi Galle; Umar, Abdullahi Galle
The study investigated the contribution of Islamic society to enhancing welfare of Eggon youths of Nasarawa State. Three research questions and two null hypotheses were formulated for the study. Cross-sectional survey research design was adopted. The population of the study comprises all Nasarawa State indigenes. A total of 350 under/post-graduates and community people were sampled through multistage stratified random sampling technique. Islamic Society Welfare Questionnaire (ISWQ) and Focus Group Discussion (FGD) were used for data collection. Data were collected from four Nasarawa State tertiary institutions with the aid of research assistants. The instrument “ISWQ and FGD" were validated by experts which yielded 0.80 and 0.78 indices. Cronbach Alpha was used to determine the reliability of the internal consistency of the instruments which gave 0.84. Mean and standard deviation were used to answer the research questions. Paired samples t-test and Analysis of Variance (ANOVA) were used to test the hypotheses at 0.05 level of significance. The findings revealed that there is no significant difference between under-graduate and post graduate students on welfare enhancement of Islamic society (IS) of Nasarawa State and FGD also shows that IS contributed significantly to the welfare of Eggon youths of Nasarawa State, especially financing the education of youths. The study recommended among others that the beneficiaries should make use of the welfare supported by IS of Eggon land to acquire sound education and community members such as parents should give a supporting hand toward development of youths in the society.
Open Access
COPING WITH PLAGIARISM IN HIGHER EDUCATIONAL INSTITUTIONS IN NIGERIA:
(Department of Educational Foundations, Faculty Of Education, Nasarawa State University, Keffi., 2020-03-08) Salihu, Abdullahi Galle; Samuel, John; Audu, Samson Blani
Open Access
Effect of Changes in Item-Sequence on Students Academic Achievement In Multiple-Choice Test Of Mathematical-Economics In Colleges Of Education, Lagos State Nigeria
(Department of Educational Foundation, Nasarawa State University Keffi, 2020-10-05) Salihu, Abdullahi Galle; Paul, Vincent; Gabriel, Akwashiki
The significant of studying mathematical economics in colleges of education in Nigeria cannot be over emphasis because of the vital role it plays in enhancement of growth and development of the nation. A shortfall in the knowledge of the students in the area would led to failure in dream goal, therefore the need to improve strategies in developing item sequence to minimize students failure in the subject, this called for investigation into the effect of changes in item sequence on students academic achievement in multiple choice test mathematical-economics in colleges of education in Lagos State. Two research questions and two hypotheses guided the study. Repeated measures two-group within subject experimental research design was adopted. The population of this study consisted of all 3420 NCE one economics students 2018/2019 academic season from four Colleges of Education (COE) in Lagos State and 240 fromtwo COE. 130 students from St. Augustine College of Education (Project Time) (70 males and 60 females) and 110 students from Ansar-Ud-Deen College of Education, Isolo (60 male and 50 females) were used as a sample of the study. ‘‘Mathematical-Economics Achievement Test was used as an instrument for data collection consisted of 40 multiple-choice items was developed and subjected to experts for face and content validity. The consensus of the experts’ judgment for MEAT yielded 0.94 validity index and 0.863 reliability index. Mean and standard deviation were used to answered research questions while paired samples t-test was used to test hypotheses at confidence level and the findings reveals that students in format A performed better than the student in format B when item sequence changed and male and female students in format A had highest mean scores than their counterpart in format B. It was recommended that, test should be arranged in random version and the lecturers teaching the mathematical economics should Endeavour to present the same item arrangement to all students regardless of the school type.
Open Access
EFFECT OF GROUP DISCUSSION ON SENIOR SECONDARY SCHOOL STUDENTS ENGLISH LANGUAGE COMPREHENSION ACHIEVEMENT AND RETENTION IN KEFFI, NASARAWA STATE
(Department of Educational Foundation, Nasarawa State University Keffi, 2020-03-03) Salihu, Abdullahi Galle; Alaku, Monica Emmanuel; Paul, Vincent
This study investigated the effect of groupdiscussion on senior secondary school students’ English language comprehension achievement and retention in Nasarawa state. Three research questions and three null hypotheses were tested at 0.05 level of significance. The study adopted a quasi-experimental research design which involves the non-randomized pretest, posttest, post posttest, control group design. The populations of the study consist of 24,545, SS 2 students duly registered in public secondary schools in 2018/2019 academic session in Nasarawa State and 140 SS2 English language students from 2 public senior secondary schools (80 males and 60 female) were used as a sample of the study using lottery method. A 30 items entitled “English Language Comprehension Achievement Test (ELCAT) was used for data collection. ELCAT was subjected to two expert’s judgment for face and content validation. The logical consensus of the experts yielded 0.82 indexes, and the reliability of the instrument was determined using KR20 which gave r0.79 index. Means and standard deviations were used to answer the research questions while ANOVA and t-test were used to test the null hypotheses at the 0.05 level of significant. The findings of the study reveal that students that were taught English language reading comprehension in group discussion method performed better than those taught in conventional teaching method, students in experimental group had more retentive capacity than their counterparts in conventional group and both male and female students in discussion group achieved higher than male and female students in conventional group. It was therefore recommended that: English language teachers should use group-discussion method to teach students in secondary schools especially during reading comprehension and both male and female students should be encouraged to read in group in order to improve their reading culture and retentive capacity
Open Access
EFFECT OF HEURISTIC TEACHING APPROACH ON SOCIAL STUDIES ACHIEVEMENT OF UPPER BASIC II STUDENTS IN KARU LGA NASARAWA STATE, NIGERIA
(Department of Educational Foundations, Nasarawa State University Keffi, 2024-02-16) Salihu, Abdullahi Galle; Akuson, Felicia Danjuma; Audi, Ibrahim Abubakar
The study investigated the effect of the Heuristic Teaching Approach (HTA) on the Social Studies achievement of upper basic II students in Karu LGA of Nasarawa State, Nigeria. Two (2) research questions and its hypotheses guided the study. Quasi- experimental research design was employed, and upper basic II students were used as sample size of the study. The Social Studies Achievement Test (SOSEAT) was used as a data collection instrument. The SOSEAT was validated which yielding 0.82 validity index and 0.82 reliability index. The SOSEAT was administered and the data generated was analyzed using mean and standard deviation to answer research questions, while ANCOVA to test the null hypotheses at the 0.05 level of significance. The findings revealed that students exposed to HTA performed better than their counterpart students in CTM), and there is a significant difference in the achievement mean scores of males and females students exposed to HTA, and that of counterpart male and female students in CTM. It was concluded that students HTA achieved higher than male and female students in CTM. Based on the findings, it was recommended that Social Studies teachers HTA to teach, and trained on the application of HTA should organize by the authority of schools to improve students' academic progress in the subject.
Open Access
EFFECT OF REALIA MATERIAL ON ACHIEVEMENT OF SOCIAL STUDIES UPPER BASIC II STUDENTS IN NYANYA-ABUJA FCT
(Department of Educational Foundations, Nasarawa State University Keffi, 2024-05-11) Salihu, Abdullahi Galle; Audi, Abubakar Ahmed; Usman, Suleiman Egya
This study-assessed effect of realia material on achievement of social questions and two null studies upper basic II hypotheses using quasi- Students in Nyanyaexperimental research Abuja FCT. The study was design. The population of guided by two research the study consist of all 4,788 upper basic II students in Nyanya-Abuja FCT and 120 upper basic II student were used as sample size of the study selected from two schools. Social Studies Achievement Test (SOSAT) and Social Studies Interest Inventory (SOSII) were used instruments for data collection, were validated which yielded 0.78 and 0.82 validity indexes. SOSAT and SOSII were pilot tested which yielding 0.79 and 0.82 reliability indexes. After the treatment, data generated was analyzed using mean and standard deviation to answer research questions, while ANCOVA was used to test the hypotheses at the 95% confidence level.
Open Access
Effect of Scaffolding Instructional Strategy on Educational Measurement and Evaluation Students' Achievement in Benue State University, Nigeria
(Department of Educational Foundations, Faculty Of Education, Nasarawa State University, keffi., 2022-06-22) Salihu, Abdullahi Galle; Samuel, John; Yunusa, Aliyu Awaisu; Sabo, Ezekiel Saleh
This study investigated the effect of scaffolding instructional strategy on educational measurement and evaluation students' achievement in Benue state University\ Nigeria. Two research questions and its corresponding hypotheses were used. Quasi-experimental research design involving pre-test, post-test control group was employed. The population of the study comprised of all 898 students of300 levels. A sample of 9S students was used for the study. 30 items entitled Statistics Achievement Test (SAT) was used as an instrument for data collection. SAT was validated which yielded 0.82 validity index and KR-20formula was used to determine the reliability of internal consistence which yielded 0.84 reliability index. Mean and Standard Deviation were used to answer the research questions while the hypotheses were tested using Analysis of Covariance (ANCOVA). The findings of this study revealed that, significant differences were found in the achievement of students taught Educational Measurement and Evaluation using scaffolding instructional strategies and those students taught in using lecture method, and both male and female students taught Educational Measurement and Evaluation using scaffolding instructional strategy achieved higher than their counter part taught using lecture method. It was recommended that Educational Measurement and Evaluation lectures should apply scaffolding instructional strategy to improve understanding of measurement and statistical concepts.
Open Access
Effect of Simulation Instructional Package on English Language Students' Achievement and Retention in Senior Secondary Schools in Abuja Federal Capital Territory, Nigeria
(Department of Educational Foundations, Faculty Of Education, Nasarawa State University, keffi., 2022-03-22) Salihu, Abdullahi Galle; Alaku, Emmanuel Monica; Salamatu, Suleiman Kwoku
The thrust of this study was to assess the effect of simulation instructional package on English Language students' achievement and retention in senor secondary schools in FCT Abuja, Nigeria. Two research questions and its corresponding hypotheses were used. Quasi experimental research design of non-rand omized pre-test, post-test, post-posttest control group 7 design was employed for the study. The population of the study comprised of all 12,898 SS 2 students. A sample of 165 students was used for the study. A 50 items multiple choice entitled "English Language Achievement Test (ELAT)" was used as an instrument for data collection. ELAT was validated by expert's which yielded 0.86 validity index and KR-^ formula was used to determine the reliability of internal consistence which yielded 0.85 reliability index. Mean and Standard Deviation were used to answer the research questions while the hypotheses were tested at 0.05 level of significant using ANCOVA. The findings revealed that, there is a significant difference in the achievement of students taught English Language using simulation instructional package and conventional teaching method, and students taught English Language using simulation instructional package had high retentive capacity than their counterpart students taught using conventional teaching method. It was recommended that, the teaching of English Language should be simulation instructional package to enhance students' understanding and long retentive capacity of the subject.
Open Access
Effectiveness of Space Model on Cognitive Behavioral Psychotherapy Among Primary School Tutors Test Items Construction Skills in Adamawa State, Nigeria
(Department of Educational Foundations, Faculty Of Education, Nasarawa State University, keffi., 2022-07-25) Salihu, Abdullahi Galle; Sabo, Ezekiel Saleh; Yunusa, Aliyu Awaisu
Space model is a cognitive behavioural model that is used for assessment and intervention in counselling psychotherapy, coaching, stress and anxiety management in test items construction skills which the focused of this study to assessed effectiveness of space model on cognitive behavioral psychotherapy among primary school tutors test items construction skills in Adamawa State, Nigeria. Two research question and its corresponding null hypotheses guided the study. Quasi experimental research design of non- randomized pretest-posttest control group of design. The population of the study comprised all 3,444 primary school tutors and 143 were used as a sample size for this study using purposive random sampling techniques. The experimental group comprised of 74 tutors, 40 males and 34 females whereas control group are 69 tutors, 39 male and 30 female. An instrument for data collection entitled "Test Construction Skills Inventory" (TCSI) contained 40-items anchored on a 4-point Likert Scale. TCSI was validated which yielded 0.81 validity index” and 0.80 reliability index. Means, standard deviation was used for answering research question and ANCOVA was used for testing hypotheses at 0.05 level of significant. The findings revealed that, there is a significant effect of SPACE Model on primary school tutors test items construction skills using on CBPT and there is no significant different in the effect of SPACE Model on male and female primary school tutors test items construction skills using CBPT. Based on the findings it was recommendations that, primary school tutors should use the knowledge and skills gained acquired during CBPT intervention to construct classroom test items, continuous assessment and examination periodically among others.
Open Access
Effects of Assessment for Learning and Geogebra on Mathematics Achievement and Interest in Colleges of Education in Nasarawa State, Nigeria
(Department of Educational Foundation, Nasarawa State University Keffi, 2020-07) Salihu, Abdullahi Galle; Okolo, Inonoh Achenyo; Uwelo, Danladi
The trust of this study focused on the effects of Assessment for Learning (AFL) and GeoGebra on Mathematics Achievement and Interest in Colleges of Education Akwanga, Nasarawa State. Two research questions and two hypotheses were formulated to guide the study. The study adopted quasi-experimental research design. A sample of 110 NCE 2 Mathematics students, 71 from COE Akwanga emerged-experimental group B36, and control group C35 and Hill COE Gwanje emerged experimental group A 39. Mathematics Achievement Test (MAT) and Mathematics Interest Scale (MIS) were used for data collection. The MAT and MIS were validated by two experts. One from Mathematics department, COE Akwanga and the other one from Measurement and Evaluation unit, NSU Keffi which gave 0.78 and 0.82 indices. The reliability of MAT (0.79) was determined through KR21 and MIS (0.82) using Cronbach Alpha. Means and standard deviations was used to answered the research questions while ANCOVA and post hoc test was used for testing the null hypotheses at the 0.05 level of significant. The results of the study revealed that, students taught Mathematics using AFL and GeoGebra software performed significantly higher than those students taught Mathematics using lecture method. Further result showed that high interest of students taught Mathematics using AFL and GeoGebra software performed better than those taught using lecture method. Based on the findings, the following recommendation were made that lecturers should use assessment for learning and GeoGebra software in teaching Mathematics, encouragement in the aspect of comments made by lectures concerning learning outcome/achievement and interest in Mathematics in colleges of education should be implemented.
Open Access
Effects of Assessment for Learning and Geogebra on Mathematics Achievement and Interest in Colleges of Education in Nasarawa State, Nigeria
(Department of Educational Foundations, Faculty Of Education, Nasarawa State University, keffi., 2020-07-20) Salihu, Abdullahi Galle; Okolo, Igonoh Achenyo; Uwelo, Danladi
The trust of this study focused on the effects of Assessment for Learning (AFL) and GeoGebra on Mathematics Achievement and Interest in Colleges of Education Akwanga, Nasarawa State. Two research questions and two hypotheses were formulated to guide the study The study adopted quasi-experimental research design. A sample of 110 NCE 2 Mathematics students, 71 from COE Akwanga emerged-experimental group B36, and control group C35 and Hill COE Gwanje emerged experimental group A 39. Mathematics Achievement Test (MAT) and Mathematics Interest Scale (MIS) were used for data collection. The MAT and MIS were validated by two experts. One from Mathematics department, COE Akwanga and the other one from Measurement and Evaluation unit, NSU Keffi which gave 0.78 and 0.82 indices. The reliability of MAT (0.79) was determined through KR21 and MIS (0.82) using Cronbach Alpha. Means and standard deviations was used to answered the research questions while ANCOVA and post hoc test was used for testing the null hypotheses at the 0.05 level of significant. The results of the study revealed that, students taught Mathematics using AFL and GeoGebra software performed significantly higher than those students taught Mathematics using lecture method. Further result showed that high interest of students taught Mathematics using AFL and GeoGebra software performed better than those taught using lecture method. Based on the findings, the following recommendation were made that lecturers should use assessment for learning and GeoGebra software in teaching Mathematics, encouragement in the aspect of comments made by lectures concerning learning outcome/achievement and interest in Mathematics in colleges of education should be implemented.