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Articles by O.E. Abdullahi
Total Records ( 4 ) for O.E. Abdullahi
  O.E. Abdullahi and S.A. Onasanya
  This study examined some of the challenges posed to the authentic assessment and measurement procedures as a policy tool in the Nigerian education system, particularly, the acceptability and universality of common assessment of secondary school students. Considering fit diversified educational backgrounds of these students, it appears that our current educational assessment processes do not tally with, the practicability of the test end results. It was therefore, suggested that educational performance in common assessment measures should be based on the principles of crude grasp of the whole. Only in this would our pluralistic complex, society be recognized.
  M.F. Salman , M.O. Esere , J.A. Omotosho , O.E. Abdullahi and S.O. Oniyangi
  Poor academic performance of students in mathematics has been of great concern to educationists, researchers, parents and teachers and calls for a concerted effort at remediation. To determine the efficacy of goal-setting and cognitive restructuring in improving the academic performance of secondary school students in mathematics. The design was a pre-test, post-test control group quasi-experimental design. The sample consisted of 120 students aged 15-18 years purposively sampled from a randomly selected co-educational public secondary school in Ilorin metropolis. Participants were randomly assigned to three experimental groups: Cognitive restructuring (treatment groups) and Control programme (placebo). A validated Mathematics Ability Test (MAT) was administered to the three groups before and after the experimental programme which was packaged into 8 weekly workshop sessions. Analysis of covariance with Scheffe post-hoc measure were employed for the data analysis. When the treatment group was compared with the control group in an attempt to treat analysis, there were significant differences in the mathematics performance ability of the three groups. Those in the treatment groups reported improved mathematics performance ability than their counterparts in the control group. Lack of behavioural effect on the control group could be linked to differential quality of delivery of intervention. The treatment gain was however not mediated by participants’ gender. Both male and female students benefited maximally from the intervention programmes. The result is an indication that students’ mathematical ability can be improved using psychological strategies and these should be factored in secondary school mathematics curriculum.
  O.E. Abdullahi
  This study is concerned with the influence of environmental and personal factor on Kwara State secondary school students educational outcome. Using the responses from a sample of 750 students in randomly selected junior secondary school from each of the delimited urban; semi-urban and rural areas of the state with the results of their terminal examination, the results showed that there were significant differences (p≤0.05) among the three sets of students. The urban secondary students out-performed the semi-urban and the rural secondary students in their educational outcome. The researcher, therefore suggested that rather than uniformity, the educational goal should be diversified educational opportunities with maximum individual opportunity for finding the right niche and the reality of the individual differences and differences in cultural environment need not and should not mean reward for some and frustration for others.
  O.E. Abdullahi
  The thrust of the study was to compare Kwara State Secondary School Students’ study habits in English using some variables in their home-background and personal factors so as to examine the implication for counselling purposes. About 200 male and female students aged between 15 and 20 years were involved in the study. Results from students’ t-test statistical procedure revealed that there is significant difference between the various categories of students in the study habits variables of home-researchers and assignment, time allocation to study, reading and note-taking, concentration and teacher consultations. The counselling implications were examined and suggestions were made to these effects.
 
 
 
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