Research Articles

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https://hdl.handle.net/20.500.14155/182

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Availability and utilisation of E-supervision of instruction facilities in the post-COVID-19 Era
(Noyam, 2022-10-31) Awodiji, Omotayo Adewale; Ayanwale, Musa Adenkule; Oyedoyin, Michael Mayowa
As a result of rapid globalisation, there have been some fundamental changes in education due to the rapid changes in knowledge, concepts, technology, and philosophy. COVID-19 has had devastating effects on the education sector. In Nigerian schools, supervisors, teachers, and students have always been required to interact face-to-face before this pandemic. This has led to using electronic facilities to carry out the instruction. Since supervision of instruction plays a vital role in the effective learning outcome. The study, therefore, seeks to investigate the availability and utilisation of electronic supervision of the instruction facilities after the COVID-19 era. A survey design was used to describe the state of e-supervision of instruction using a random sampling technique to select 226 participants from private secondary schools in Education District III, Lagos State. Descriptive and inferential statistics were adopted to establish the availability and utilisation of e- supervision instructions in the post-COVID-19 era. Most of the samples studied (principals, vice-principals, and teachers) demonstrated high levels of access to various tools (both synchronous and asynchronous) used for e- supervision. Effective supervision of teaching and learning will certainly occur in schools with the availability of these tools since COVID-19 has taught teachers how to continue their professions without being hindered by the surge in technology.
The classical test or item response measurement theory
(International Journal of Learning, Teaching and educational Research, 2022-09) Ayanwale, Musa Adenkule; Chere-Masopha, Julia; Morena, Malebohang C
While the Examination Council of Lesotho (ECOL) is burdened with a huge workload of assessment tasks, their procedures for developing tests, analysing items, and compiling scores heavily rely on the classical test theory (CTT) measurement framework. The CTT has been criticised for its flaws, including being test-oriented, sample dependent, and assuming linear relationships between latent variables and observed scores. This article presents an overview of CTT and item response theory (IRT) and how they were applied to standard assessment questions in the ECOL. These theories have addressed measurement issues associated with commonly used assessments, such as multiple-choice, short response, and constructed response tests. Based on three search facets (Item response theory, classical test theory, and examination council of Lesotho), a comprehensive search was conducted across multiple databases (such as Google Scholar, Scopus, Web of Science, and PubMed). The paper was theoretically developed using the electronic databases, keywords, and references identified in the articles. Furthermore, the authors ensure that the keywords are used to identify relevant documents in a wide variety of sources. A general remark was made on the effective application of each model in practice with respect to test development and psychometric activities. In conclusion, the study recommends that ECOL switch from CTT to modern test theory for test development and item analysis, which offers multiple benefits
Cultural and technological synergy
(Elsevier, 2025-01-21) Ayanwale, Musa Adenkule
Efforts to improve learners’ achievement in Development Studies (DS) have been ongoing, yet the chief exam- iners’ reports from 2018 to 2023 show no significant improvement. This persistent issue may be linked to the use of inappropriate pedagogical practices. There is a notable lack of research exploring the Culturo-Techno- Contextual Approach (CTCA) in Southern Africa; hence, we investigated how CTCA can enhance learners’ achievement in DS classrooms. Grounded in socio-constructivism, practice architecture, and meaningful verbal learning theory, a quasi-experimental design involving grade 11 intact classes was employed to generate quantitative data. We employed an Analysis of covariance (ANCOVA) to assess the impact of CTCA on learners’ achievement and mean ranks were calculated to determine the difficulty levels of DS topics. The results indicate that the most challenging topic was theories of development (M = 4.72), followed by Population and Devel- opment (M = 3.71). More importantly, learners exposed to CTCA significantly outperformed their peers in the comparison group, as evidenced by [F (1,47) = 4.579; p < 0.05] n2 = .89 (p = 0.038). These results suggest that CTCA positively impacts learners’ achievement, particularly in Population and Development. Continuous assistance and active participation were associated with higher scores and better comprehension. We conclude that incorporating CTCA in DS teaching can improve learner outcomes. These results underscore the need for adopting innovative pedagogical approaches like CTCA to enhance educational practices and learner achieve- ment in DS.
Structural robustness of life satisfaction scale of pre-service teachers in Nigeria
(General Sir John Kotelawala Defence University, Sri Lanka, 2021-11) Akinboboye, Joseph Taiwo; Ayanwale, Musa Adenkule; Akande, Joseph Adenkule
This paper investigated the structural robustness of the Life Satisfaction Scale (LSS) among Nigerian Pre-service Teachers. The study anchors on scale development research type of non-experimental design. Participants were selected randomly, totaling 509. The adopted instrument titled satisfaction with life scale with content validity index of 0.84 and ordinal alpha reliability of (α=0.75) aided in gathering data for the study. Obtained data were analysed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and concurrent validity (that is equating with Rosenberg Self Esteem scale), respectively. The results showed that a single trait was evident in the scale, with Eigenvalues of 2.41, 0.97, 0.64, 0.53, and 0.44. Also, the CFA indicated a good fit to the data with compliance indices. A significant positive correlation of the LSS with the Rosenberg self-esteem scale (r=0.83, P<0.05) indicated acceptable concurrent validity. Similarly, LSS maintains its strict invariance regarding gender. The authors concluded that there was psychometric confirmation for a unitary structure of LSS in Nigeria, and since the two scales produced high correlations, the validity of LSS is referred to as concurrent. Therefore, it was recommended that LSS be used to complement scales that emphasise emotional well-being since it accesses an individual’s conscious evaluative judgment of his or her life using personal criteria.
Unlocking educational frontiers
(Elsevier, 2024-04-18) Ayanwale, Musa Adenkule; Molefi, Rethabile Rosemary; Shata, Liapeng
The rapid integration of google workspace tools in higher education has the potential to transform education. To fully realize this potential, it is crucial to understand the factors that influence educators’ attitudes and intentions toward adopting these tools. However, current research has mainly focused on specific contexts, highlighting the need for a comprehensive examination in different educational settings. This study delves into the complexities of the Technology Accep- tance Model and expands its scope by considering additional external variables. Data was collected through an online survey, with 396 educators sharing their perspectives and intentions regarding google workspace tools. We used composite-based structural equation modeling, implemented by the SEMinR package in the R programming language, to rigorously assess the measurement and structural models of the constructs. The study’s findings reveal significant relationships among the factors that shape educators’ perceptions and behaviors in relation to google workspace tools. Notably, all paths show significant influence, except those connecting social influence to perceived usefulness and ease of use to attitude. Additionally, the research identifies the moderating impacts of gender, which do not significantly contribute to the observed relationships. This study contributes substantially to the growing knowledge of technology adoption in higher education. Furthermore, it offers valuable insights that can benefit educators, institutions, and policymakers who want to leverage the potential of google workspace tools for teaching and assessment. Lastly, the study provides clear directions for future research in this area

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