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Estımatıon of Transformed Contınuous Assessment Scores of Rural and Urban Secondary Schools in Osun State

Oluseyi Peter Adeoye Temitope Babatimehin Chidubem Deborah Adamu
Pages: 0-0

This study examined the transformed continuous assessment CA scores of Osun State junior secondary schools with a view to providing information on the procedure for transforming CA scores for better comparability of scores among rural and urban secondary schools. The study adopted the ex-post-facto research design. The population for the study comprised all junior secondary school class III students who had CA scores during 2010/2011 session in both rural and urban secondary schools in Osun State. The sample consisted of 1200 students selected using multistage sampling technique. A proforma titled Continuous Assessment Scores Retrieval was used to collect CA scores of the selected students in English Language and Mathematics. Data collected were analyzed using percentages and Pearson’s Product moment correlation statistics. The results showed that the transformed CA scores of rural and urban secondary schools were above the mean score in Mathematics (62.70%) and English Language (66.0%). The result also showed that there was a significant positive relationship between the transformed CA scores and raw CA scores obtained by students in Mathematics and English Language (r=1.00; p<0.05). The results further showed that there was a significant difference in the transformed CA scores of rural and urban secondary schools in Mathematics (t=5.341; p<0.05) and English Language (t=4.395; p<0.05). Finally, it was observed that Osun State Ministry of Education did not use standardized procedures (transformation models) to transform the raw scores submitted by the schools. The study therefore concluded that transformed CA scores of rural and urban secondary schools in Osun State would be comparable if appropriate transformation models were used.

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Unprecedented Tools for Unprecedented Crisis

Azzeddine Bencherab
Pages: 0-0

In a bid to control the spread of COVID-19, governments of all countries decided to close all educational institutions as per March 2020 impacting in this way over one billion students worldwide according to UNSECO’s report (2020) and teachers as well. Overnight, teachers were required to move from physical classrooms to virtual ones. The transition from physical teaching to online teaching made teachers reshape their way of teaching, their lesson plans and ensure that their materials are accessible to their students through different tools depending on their age, level and location. This paper will discuss the impact of confinement on education, the challenges facing distance learning and suggest some strategies to grapple with the crisis.

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