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Assessment of ict skills relevant for effective learning possessed by undergraduate students at university of nigeria
By Oguguo, B.C.E.
This study examined the information and communication technology (ICT) skills relevant for effective learning possessed by undergraduate students. The study made use of descriptive survey research design. The study participants were 320 undergraduate students of university of Nigeria. The instrument used for data collection was “Relevant ICT Skills for Effective Learning among Undergraduate Students Questionnaire” (RISELUSQ). The reliability of the instrument was determined using Cronbach-Alpha method and a reliability coefficient of 0.84 was obtained. Four research questions and two hypotheses guided the study. The data collected were subjected to analysis, the mean and standard deviation were used to answer the research questions while the hypotheses were tested using t-test and ANOVA at 0.05 level of significance. The findings revealed that undergraduate students possessed the relevant ICT skills that will enhance their learning and that the ICT skills of the male students were not different from that of the female. The findings also showed that the ICT skills of undergraduate students differ based on their educational level, particularly, between the 100 level and 500 levels. Equally, the finding reveals that the students face some ICT challenges like non-functional/limited projectors in classrooms, limited e-learning facilities among others. Based on the findings, it was recommended that students be encouraged to continue to improve on their ICT skills as it will enable them strive well academically and that school authorities should ensure adequate and proper infrastructures/ICT facilities be put in place within the university environment. © 2020, Sciedu Press. All rights reserved.
Assessment of Students' Data Literacy Skills in Southern Nigerian Universities
By Oguguo, B.C.E.
The data literacy skills of students in Southern Nigeria institutions of higher learning were evaluated in this study using descriptive survey method. A total of five (5) universities were selected for this study. These comprised of 150,055 students of which 2550 constituted sample for the study. Multi-stage sampling procedure was employed. The instrument used for data collection for the study was Data Literacy Questionnaire (DLQ). The reliability of DLQ was established using Cronbach-Alpha method and it yielded a reliability coefficient of 0.901. The data collected was statistical analyzed using mean and standard deviation for the research questions while t-Test and Analysis of variance were used to analyze the hypotheses. Findings revealed that the students possessed moderate level of data literacy skills. The students had their lowest rating in data analysis skills. The findings also revealed that Ph.D. students had better data literacy skills compared to M.Sc. and B.Sc. students, while M.Sc students' had better data skills compared to B.Sc. students. The study recommends that programs and workshops should be designed to help improve data skills for teachers and students in order to meet global standards. © 2020 Horizon Research Publishing. All rights reserved.
Content validity of west african examination council financial accounting questions
By Oguguo, B.C.E.
The study sought to ascertain the content validity of West African Examination Council Multiple-Choice Test Items in Financial Accounting from 2016-2018. The researchers assessed how spread taxonomically the content of the core curriculum in the WASSCE Financial Accounting questions were. The population of the study included all the West African Senior School Certificate Examination (WASSCE) multiple-choice question papers in Financial Accounting set by the Council. The sample covered multiple-choice test items from 2016-2018. Two research questions and two hypotheses guided the study. The Financial Accounting curriculum and the WASSCE Financial Accounting questions were the main instruments used for data collection. A total of 150 WASSCE objective questions papers were categorized in line with the various cognitive levels. The results revealed that some topics were overemphasized while others were underemphasized. Some topics like introduction to accounting were ignored. The spread of the questions to different cognitive levels did not comply with the required standard; therefore, the WASSCE questions within the period have low content validity. The curriculum should from time-to-time be scrutinized alongside the WASSCE syllabus in order to make the two agree in both content and objectives. © 2020 The authors and IJLTER.ORG. All rights reserved
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