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Item Open Access PREDICTIVE VALIDITY OF UNIVERSITY MATRICULATION EXAMINATION AND POST UNIVERSITY MATRICULATION EXAMINATION SCORES FOR STUDENTS’ ACHIEVEMENT IN FEDERAL UNIVERSITIES OF NORTHERN NIGERIA(DEPARTMENT OF EDUCATIONAL FOUNDATION NASARAWA STATE UNIVERSITY, KEFF1, 2012-09-12) Funso, Samuel PopoolaThere was a general belief in the recent past that the University Matriculation Examination (UME) results are not reliable and valid, that at times, candidates have scores in the subject(s) they did not sit for, and such fictitious results are used for admission Omirin (2006). The Post-UME screening exercise was introduced following public outcry against the credibility of the examination conducted by the Joint Admission and Matriculation Board, and the universities’ persistent demand for greater participation in the process of admission. However, different reactions both for and against have trailed the introduction of the Post- UME in Nigeria. The purpose of this study was to find the predictive validity of UME and Post-UME scores for students’ first-year academic performance in Federal universities of Northern Nigeria. The study also sought to determine which of the two examinations could serve as a better predictor of performance for the selection of qualified candidates seeking admission into Nigerian Universities. The target population of this study consisted of 100-level students of federal universities in Northern Nigeria who participated in UME, Post-UME and first-year university examinations in 2006 and 2007. The estimated population size was 2500. Employing stratified random sampling technique, a sample of 468 100-level students was selected from three Northern Federal Universities, namely; University of Jos from the North-Central zone of the Federation, Federal University of Technology, Yola, from the North-East, and Ahmadu Bello University, Zaria from the North-West. An existing proforma (used by Omole (1997) and JAMB (2007)) was adapted and used for data collection. As a pilot test, the instrument was used to collect data from University of Lagos. Cronbach Alpha was used to analyse the data and determine reliability coefficient which approximated to 0.6. Data was collected from the university records by personal visit to the institutions. Regression analysis was used to determine the strength of the relationship. The findings of the study showed that significant relationship exists between UME and First-Year Cumulative Grade Point Average (FCGPA) in UNIJOS, ABU, Zaria and FUT Yola. No significant relationship exists between Post-UME and FCGPA scores in UNIJOS, ABU Zaria, and FUT Yola. No significant relationship exists between UME and Post-UME scores in UNIJOS, ABU Zaria, and FUT Yola. Combining UME and Post-UME showed a better relationship. UME scores had a better beta weight than the post UME scores. UME had a beta weight of 0.436 while Post-UME had only 0.078. Furthermore, some moderator variables were used to lend credence to the findings such as gender, discipline and location of the institution. The results revealed that the predictive power of UME is gender biased, in the sense that male students had higher regression coefficient than female students; Science predicted performance better than Social Science and Art disciplines, and Federal University of Technology, Yola had the best predictive power, followed by University of Jos and Ahmadu Bello University, Zaria. Consequently, the researcher recommends that the Federal Government should throw more weight behind the UME, so as to make it more reliable and error-free. Further studies can be conducted on the predictive validity of the recently introduced UTME.Item Open Access INFLUENCE OFTEACHERS IN THE MANAGEMENT OF GIFTED STUDENTS IN KARU LOCAL GOVERNMENT AREA OF NASARAWA STATE(Department of Educational Management,Nasarawa State University Keffi., 2019-10-26) Eunice, Eshi UsmanItem Open Access DEVELOPMENT AND VALIDATION OF INSTRUMENTS FOR ASSESSING NIGERIAN SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT, INTEREST AND ATTITUDE IN MATHEMATICS(DEPARTMENT OF EDUCATIONAL FOUNDATIONS FACULTY OF EDUCATION NASARAWA STATE UNIVERSITY, KEFFI, 2015-09-17) Chiwenite, Clement AnyaegbuThe study was designed to validate two instruments developed by the researcher for assessing Nigerian senior secondary students’ achievement, interest and attitude in the study of mathematics. The purpose of the study was to develop and validate instrument for assessing Nigerian Senior Secondary School students’ achievement, interest and attitude in the study of mathematics. The questions answered by this work are, what are the logical validity indices of the instrument and the psychometric properties of the instrument? The research design employed is instrumentation and survey research designs. The first instrument -Mathematics Instrument For Measuring Interest and Attitude, code-named MIMIAT was developed and validated for use to assess students’ interest and attitudes in the study of mathematics. It is made up of 33 items from two parts A and B. Part A contains three Bio-data items of the students and B contains 30 items for assessing the students’ interests in and attitude to mathematics. This instrument has a logical validity index of 0.89 and construct validity index of 0.80. Its reliability index is 0.80. The second instrument achievement test in mathematics (ATIM) was developed and validated for assessment of students’ achievement in the study of mathematics. It is a-20 item instrument which has a logical validity index of 0.88 and reliability coefficient 0.81. The following psychometric properties were equally established for the cognitive instrument; mean facility index = 0.51, mean discriminating index = 0.83, mean distracter index = -0.36. The instruments were administered to a sample of 1200 SSI students selected through multistage stratified random sampling and application of purposive sampling strategy in the geopolitical areas selected and the data collected was analyzed both manually and with the use of SPSS to carry out Biserial correlation, t-test, Pearson Product Moment Correlation and ANOVA. Other findings of the study are: there is no significant difference in the mean response of male and female students in the affective instrument for Mathematics; there is no significant difference in the achievement of male and female students in the cognitive instrument for Mathematics; there is no significant difference between the mean responses of the students from urban and rural areas in the affective instrument, but the mean scores of the students from urban area differed significantly from that of the students from rural area in the cognitive instrument. The study also shows that significant relationship exists between students’ interest in Mathematics and their achievement in Mathematics and there is significant relationship between students’ attitude to Mathematics and their achievement in Mathematics. It was also revealed that while there is no significant difference between the mean responses of the students from different geopolitical zones in the affective instrument, the mean difference in the scores of the students from different geo-political zones in the Mathematic aptitude test is significant. The researcher concluded that the instruments are usable irrespective df gender and school location and that students who have positive interest in and positive attitude to Mathematics are likely to achieve high scores in Mathematics. The researcher recommends that Guidance Counselors should make use of these instruments while counseling students on the subjects they will study. That Federal and State ministries of Education may find these instruments useful while admitting students into senior secondary one class. Parents could use these instruments to ascertain whether their wards can mathematics related courses in future instead of just allowing them to enroll for such courses. School authority may find these instruments useful while streaming students into classes. pursue mathematics and xi