Patrick U. Osadebe’s research while affiliated with Delta State University and other places

This study assessed the psychometric properties of the Social Studies Aptitude Test (SSAT) using the 3-Parameter Item Response Theory Model. Four research questions guided the study. A 100-item multiple choice SSAT, developed by Jessa, et al. (2023) was used as an instrument for the study. The data were collated and analysed using chi-square goodness of fit and factor analysis. The findings revealed that all the 100 items measured a single construct; that most of the items (94 out of 100) were either satisfactory (need no revision), good or moderate (needs little or no revision); most of the items (89 out of 100) were either very easy or easy; and most of the items (73 out of 100) are not susceptible to guessing. The study recommended amongst others, that the developed SSAT should be used by Social Studies teachers for the assessment of secondary school students, especially during mock examinations.

This study developed Attitude Towards Assessment Test using the rating scale model of the Item Response Theory. Three research questions guided the study. An instrumentation research design was adopted. The population consisted of secondary school students in Delta State, Nigeria. The sample size comprised 1,000 students, selected through simple random and non-probability cluster sampling techniques. The researcher developed the test, which comprises a total of 60 items. The Person separation reliability index was used to answer research question 1 and 2 on convergent and discriminant validities respectively. The Categorical Confirmatory Factor Analysis (CCFA) was used to answer research question 3 on construct validity. The Statistical Package for Social Sciences (SPSS) version 26 was used to analyse the data The findings of this study revealed that the Attitude Towards Assessment Test has an acceptable convergent validity; that the Attitude Towards Assessment Test has an acceptable discriminant validity; the instrument has a good construct validity. The study recommended that the Attitude Towards Assessment Test should be used to assess secondary school students' attitude towards assessment.

This study developed a social studies aptitude test (SSAT) that captured and measured critical thinking skills for the achievement of education for sustainable development. Eight research questions guided the study. The instrumentation research design was adopted for the study. The population comprised 72,854 Upper Basic School students, with a total of 1,000 sample size selected using simple random and cluster sampling techniques. A 100-item multiple choice Social Studies Aptitude Test (SSAT) was developed by the researcher, which was used as instrument for the study. The data were collated, entered into a computer system and analysed using chi-square goodness of fit, frequency, percentage, Item Characteristics Curve and factor analysis. The findings revealed that most of the items in the SSAT have a good fit; that the test questions measured the skills of enquiry, intellectual, manipulative and societal values; that the test items are distributed according to Upper Basic Education curriculum; and that the Social Studies Aptitude Test is reliable, having obtained 0.89 index. The study also found that all the 100 items measured a single construct; that most of the items (94 out of 100) were either satisfactory (need no revision), good or moderate (needs little or no revision); that most of the items (89 out of 100) were either very easy or easy; and most of the items (73 out of 100) are not susceptible to guessing. Based on the findings, the study concluded that the Social Studies Aptitude Test items are valid and reliable. The study recommended amongst others, that the developed Social Studies Aptitude Test should be used by Social Studies teachers for the assessment of secondary school students, especially during mock examination, in preparation for external examinations. The study has contributed to knowledge by providing a test that measures the objectives of the revised upper basic education curriculum as well as the achievement of Education for Sustainable Development (ESD).

The study assesses the level of achievement of urban and rural students in computer studies in senior secondary schools in Bayelsa state. It investigated the level of urban and rural students’ achievement in the cognitive and psychomotor domains in computer studies. two research questions and two hypotheses were formulated to guide the study. Related literature was reviewed by the researcher. The ex-post facto research design of a descriptive study was used in the study. The population was all 12,441 public senior secondary school students in their final year of study in Bayelsa state. The multistage sampling technique which involved a proportional stratified procedure and a simple random sampling technique was used to arrive at a sample of 380 students. The instrument for data collection was the West African Examination Certificate (WAEC) computer studies 2020 past question. The research instrument was a standardized achievement test constructed by WAEC which had undergone all the processes involved in the construction and validation of an achievement test and hence deemed to be valid and reliable. The results obtained from the test administered were scored and graded into a five-point range of very low, low, average, good, and excellent. The study revealed that there was a significant difference in the level of urban and rural students’ achievement in the cognitive and psychomotor domains in computer studies. It was recommended amongst others that government should ensure the provision of all necessary infrastructural facilities like computer sets, laptops, software application packages, printer, scanner, internet connectivity, amongst others that will enhance the teaching of computer studies in public senior secondary schools in Bayelsa State and that experienced and skilled teachers in ICT should be posted to the rural schools. Article visualizations: </p

This study developed Social Studies Achievement Test (SSAT) for the assessment of secondary school students. Six research questions and two hypotheses guided the study. The instrumentation and ex-post facto research designs were adopted. A total population of 13,394 students was used, while a sample size of 800 was selected using simple and stratified random sampling techniques. A 100-multiple choice item Social Studies Achievement Test (SSAT) was developed by the researcher. The data was analysed using percentage, mean, standard deviation and independent samples t-test. The findings revealed that the SSAT was very valid, as shown in the proper distribution of the contents in the table of specifications; and reliable as indicated by a reliability estimate of 0.96. The finding also revealed that the SSAT had a good difficulty and discriminatory indices, ranging from 0.08 to 0.88 and-0.03 to 0.49 respectively. The study also revealed that gender and location could influence test results of junior secondary school students assessed using the Social Studies Achievement Test (SSAT). Based on the findings of the study, it was recommended that the test should be used by teachers for the assessment of Secondary School Students in Social Studies.