IJO - International Journal of Educational Research (E.ISSN: 2805-413X) (P.ISSN: 2536-6696)

Effect of Test Item arrangement on Learning Outcome in Mathematics among Junior Secondary School Students

2026-04-08T09:41:08+00:00

The research investigated the impact of the sequence of test items on the performance of Junior Secondary School Students. A quasi-experimental research design was utilized for this study. The target population consisted of all Junior Secondary School Students across the three senatorial districts in Ekiti State, Nigeria. A sample of two hundred (200) students was selected from this population through a proportional sampling technique. The participants were categorized into an experimental group designated as A and a control group identified as B. A testing instrument referred to as the “Mathematics Multiple-Choice Test (MMCT) comprising three variants, A-C, was employed. Variant A was organized in ascending order of difficulty, whereas variant B was structured in descending order of difficulty, and variant C was arranged randomly without any specific order. The validity of the instruments was established using a table of specification (TOS), and a general reliability coefficient of 0.96 was calculated through the Kuder Richardson formula 20 (KR20). Mean, standard deviation, and t-test analyses were conducted to compare the means of each group against the control group and the test. The results indicated that arranging items in ascending order of difficulty exerted a positive and significant effect on students' performance in mathematics at a 0.05 alpha level, while the descending order arrangement demonstrated a positive yet insignificant effect on students' performance in mathematics. It was suggested that educators, test developers, and professional examination organizations should prioritize the arrangement of items from simpler to more complex to enhance students' confidence..

A Comparative analysis of English Language Curriculum Implementation in Private and Public Primary Schools in Ibadan, Nigeria

2026-04-26T14:05:44+00:00

This study investigated the differences and similarities in school quality by examining the human and material resources (inputs) involved in the implementation of the English language curriculum in private and public primary schools in Ibadan. The study adopted a descriptive design of survey type. A multistage sampling approach was used to select from a stratified sample of schools of four high performing public schools, four high performing private schools, four low performing public schools and four low performing private schools; resulting in a total of 16 schools. One intact class was used from each of the schools. The research question was tested using two validated instruments; English language teaching/learning observation system (ELTLOS), Qualitative Key informant Interview (QKII). Data were analyzed using descriptive statistics, independent samples t-test and descriptive qualitative reports. In assessing the differences and similarities in the availability of teaching/learning materials, independent samples t-test was used and results show that there is a significant difference in the availability of teaching/learning materials in low and high performing public and private schools at t₍₁₄₎ =6.88; P<0.5. in assessing the quality of teachers, descriptive statistics was used and results show that teachers in high performing private schools have more teachers with high qualification i.e. only 19% of the entire population of teachers have high educational degrees. However, teachers in public schools have more years of teaching experience. There is better quality in the inputs necessary for the implementation of English language curriculum in private schools than in public schools. Low performing private schools must improve on the standard of teaching/learning by employing competent teachers. High performing public and private primary schools in Ibadan must ensure quality control.

A Constructivist Framework for Enhancing Online Database Utilization: Discipline-Specific and Student-Centered Strategies in Nigerian Academic Libraries

2026-05-01T05:10:54+00:00

Online databases have become indispensable to scholarly research in higher education, yet their
utilization in Nigerian academic libraries remains inconsistent and often inadequate. Despite
increasing investments in digital infrastructure, student engagement with these resources is
hindered by generic instructional approaches, demographic disparities, low digital literacy, and
prevailing reliance on commercial search engines. This conceptual paper introduces a theoretical
framework grounded in Constructivist Learning Theory to address these challenges through
discipline-specific, student-centered interventions. Drawing on the works of Piaget, Vygotsky,
Bruner, and Knowles, the framework emphasizes active, contextualized, and socially mediated
learning that reflects students' academic disciplines, cognitive development, and information
needs. A critical synthesis of existing literature reveals that variables such as gender, academic
level, college affiliation, and instructional design significantly influence students’ database usage
patterns. While previous research supports embedded information literacy instruction, few
models holistically integrate these findings within a constructivist pedagogical paradigm. This
paper bridges that gap by aligning learner characteristics with differentiated, curriculum-
integrated strategies that optimize access, search competency, and academic research output.
The study concludes by outlining methodological implications and providing recommendations for
librarians, faculty, and policy stakeholders committed to improving equitable, sustainable digital
engagement across Nigerian tertiary institutions