I. (a) Name: Mobolanle Modupe OSOKOYA (nee OWOLOWO )

(b) Date of Birth: 29 August 1962

(c) Department: Not applicable

(c) Institute/Faculty: Institute of Education

II. (a) First Academic Appointment: Research Fellow II: 1 August, 2000

(b) Present Post (with date): Senior Research Fellow: 1 October, 2006

(c) Date of Last Promotion: 1 October, 2006

(d) Date Last Considered (in case where promotion was not through): Not applicable

III. University Education (with dates)

(a) University of Ife

(now Obafemi Awolowo University, Ile-Ife) 1979-1983

(b) University of Ibadan, Ibadan 1986-1988

(c) University of Ibadan, Ibadan 1990

(d) University of Ibadan, Ibadan 1992-1998

IV. Academic Qualifications (with dates and Granting bodies)

(a) Bachelor of Science Chemistry – University of Ife

(now Obafemi Awolowo University, Ile-Ife) 1983

(b) Post-graduate Diploma in Education (PGDE) ` 1988

(c) Master of Education University of Ibadan, Ibadan 1990

(d) Doctor of Philosophy – University of Ibadan, Ibadan 1998

V. Professional Qualifications and Diplomas (with date)

Post-graduate Diploma in Education (PGDE) 1988

VI. Scholarships, Fellowship and Prizes

Nil

VII. Honours and Membership of Learned Societies

A. Honours

Member Science Teacher Association of Nigeria (MSTAN) 1999

B. Membership of Societies

i. Science Teachers Association of Nigeria (STAN) 1992-Date

ii. Nigerian Association for Science Education Research (NASER) 2001-Date

iii. National Association of Education Researchers and Evaluators (NAERE) 2005

iv. International Society for Teacher Education (ISfTE) 2008-Date

v. Teacher’s Registration council 2006 till date

VIII. Details of Teaching/Working Experience at University Level

(a) Lecturer, PGDE programme September 2000 to Date

Teaching Course: IED 714 – Chemistry Methods

(b) Lecturer, International Centre for Educational Evaluation (ICEE)

Teaching Course:

i. EVE 705 – Formative and Summative Evaluation

of Students Achievement . 2003-2006

ii. EVE 709 – Intelligence and Aptitude Testing 2003-Date

iii. EVE 710 – Construction of Questionnaire and Rating Scales 2000-2004

iv. EVE 719 – Research Design I 2007-Date

v. EVE 713 – Public Examining in Maths and Sciences 2004-Date

vi. EVE 813 – Advanced Test Theory 2005-2006

vii. EVE 809 – Aptitude Test Standardization 2006-Date

(c) Supervision of PGDE students project (35) 2000-Date

(d) Supervision of M.ED Degree students project (27) 2000-Date

(e) Supervision of Ph.D Students project (3) 2005-Date

(f) Officer in charge of coordinating student Conversion

Examination from M.Phil/Ph.D to Ph.D 2001-2006

(g) Assistant Coordinator M.ED In-Service Programme 2005-Date

(h) Acting Head – School Services Unit 2009-2010

(i) Sub –Dean (Post-graduate) September 2010-Date

IX. Research

(a) Completed

(1) Students’ Achievement in Integrated Science as a Predictor of

Achievement in Biology, Chemistry and Physics 1999

A longitudinal study was carried out to investigate Students’ Achievement in Integrated Science as a Predictor of Achievement in Biology, Chemistry and Physics. The sample consisted of 312 senior secondary school students from nine schools in Ibadan, Oyo state. The participants offer Chemistry, Physics and Biology at SSS level, and their respective scores at JSSCE Examination were drawn out from their school records. Two research questions were answered. It was revealed that scores in Integrated Science can explain 24.6%, 14.5% and 16.1% of the variance in the scores in Biology, Chemistry and Physics respectively. At a confidence level of 99%, it is obvious that Integrated Science scores is a powerful predictor of students’ performance in the science subjects, especially Biology.

(2) Monologue (Talking Non-Stop) Among Primary School

Teachers in Nigeria 2002

An observation technique instrument - classroom interaction sheet, was used to find out the proportion of teaching/learning time the teacher spends talking non-stop (monologue). The sample used was drawn from four out of the six geo-political zones in the country. In cases analysed, an average of 4.25 % of the teaching / learning time in social studies lessons of primary six was found to be the minimum time spent on monologue while as much as 26% of the teaching /learning time was recorded as average time for primary science in Primary six.

(3) Evaluation of Teachers’ Needs Assessment of Primary School

Teachers in Nigeria 2002

The study sought to establish profiles of perceived instructional needs of teachers in Nigerian primary schools and to ascertain whether there is any group difference in the perceived needs based on gender and class taught. It made use of 750 primary school teachers (210 males and 540 females) from 12 states of Nigeria including Abuja. The subjects responded to a 27-item questionnaire. The questionnaire contains a set of items on instructional practices based on a three-point Likert-type scale of which the respondents indicated the level of their needs. Data analysis involved the use of percentages and chi-square statistics. The results showed that a number of perceived instructional needs are common to most teachers in the Nigerian primary schools. The study also revealed that there is no group difference in the teachers’ instructional needs based on gender but that a group difference exists in the teachers’ need based on whether or not the teacher teaches lower or higher class.

(4) Factor Analytic Study of Some of the Nigerian Science

Teachers’ Needs Assessment 2004

The study sought to find out the special needs and wants of science teachers in trying to discharge their duties well, and to find out the underlying relationship among these specials needs and wants. Six hundred science teachers made up the sample. A Questionnaire for Science Teachers (QST) was designed for the study. It consisted of a twenty-eight item Likert-type scale. The questionnaire responses were later analysed using the varimax rotation method of factor analysis. Nineteen items out of twenty-eight items had an eigen value of more than 0.30 and these were retained as meaningful factors. Six factors emerged from nineteen items. These (in order of importance) are necessity of a science teachers’ allowance, opportunity for maximum productivity and liberty to decide on classroom organisation, curriculum and instruction. Others are parent-teacher involvement in students’ evaluation and advancement; works input as one of the criteria of promotion and the need to boost science teachers’ financial status.

(5) Evaluating the Trainability of Enrollees of the Leventis Foundation

(Nigeria) 2006

This study sought to assess the trainability of enrolees in three Leventis Foundation (Nigeria) Agricultural Schools LFNAS. Five research questions were posed. The CIPP evaluation model was adopted. The population and sample for the study consisted of a total of 247 enrollees. Questionnaires, structured interviews and observational techniques were used to gather information, and simple descriptive statistics was used to analyse the data. A substantive number in two of the schools had no basic education, and could not even be engaged in communication. The trainers therefore had to apply peer tutoring and having to use community language. And for those who apparently had no sincere interest in training, the trainers and the Leventis foundation had to motivate them in different ways to make them benefit from the training.

(6) Assessment Procedure and Students Locus of Control

As Determinants of Achievement in Chemistry 2006

Systematic assessment of students involves assessing continuously using variety of tools to collect information at regular intervals. The study thus investigated systematic assessment procedure as part of the strategy in the teaching-learning process along with students’ locus of control (internal and external) as determinants of students’ achievement in chemistry. It made use of 134 SS II chemistry students (76 boys, 58 girls) in a pre-test-post-test control group design in which the assessment procedure was crossed with locus of control. The results showed that students exposed to systematic assessment procedure (experimental group) performed better than their counterparts in the unsystematic assessment procedure (control group). Apparently, effects of the systematic assessment procedure do not vary between students of internal and external locus of control.

7. An Assessment of the Curriculum of Leventis Foundation (Nigeria) Agricultural Schools (LFNAS) Programme. 2007

The Leventis Foundation established Agricultural schools in Nigeria to train youths to develop the nation in the area of mechanized food production. This research study assesses the curriculum of the schools to ascertain its suitability for meeting the goals of the Programme. Primary data/information was gathered from responses to questionnaire administered to 247 trainees and 30 trainers of the three operational LFNAS making up the population of the study and from observation schedule. Secondary were discussed in relation to the objective of the study.

8. Effects of Three Instructional Strategies on Students’ Learning Outcomes in Practical Physics 2008

The study investigated the effects of guided inquiry, guided inquiry with demonstrations and demonstration strategies in cognitive attainment, attitude and performance in practical skills in physics. The convectional strategy was used as control. A pretest, post test control group, quasi experimental design was used. Three null hypotheses were tested at 0.05 alpha levels for each of the dependent measure. The sample was made up of 526 senior secondary school II physics students drawn from eight schools in Ibadan.

Eight valid instruments were used while the data collected were analyzed using analysis of covariance and Scheffe post hoc. The study revealed significant main effect of treatment on students cognitive attainment (F3.526 = 322.69, P<0-05); attitude F (3.526 = 14.97; P < 0.05) and performances in practical skill (F 3.526 = 276.77; (0.05). Students exposed to guided injury with and without demonstrations strategies achieve better than those exposed to demonstration and conventional strategies.

9. A Comparative Analysis of what West Africa Examination Council, National Examination Council and Joint Admission and Matriculation Board Chemistry Tests test.

The need to ascertain the quality and standard of the items used in the three public examining bodies in Nigeria that examine students at the completion of secondary school and/or as they transit to the tertiary level of education prompted the study. A comparable analysis of the year 2010 chemistry multiple choice test items of WAEC, NECO and JAMB was carried out. The year 2010 was the year JAMB had the first Unified Tertiary Examination across all applicants for all categories of tertiary institutions in Nigeria. Data was sought and analysed on the comparable patterns of items distribution across content areas of secondary school chemistry and the various level of cognition measured by the items. The frequencies of items from some contents areas were obviously similar in the three bodies except for disparity in few content areas. The cognitive levels tested are also very similar across the three examinations bodies. The three bodies had good proportion of the items testing at the knowledge level, though NECO had relatively widest distribution of item across all the cognitive domains.

(b) In Progress

(1) Resiliency, Personality and Job satisfaction as correlates’ of Teaching Behaviours of Secondary School Teachers in Ibadan Metropolis, Nigeria

The study involves carrying out an empirical investigation of teaching behaviour as correlates of psychological attributes such as resiliency, personality and job satisfaction of teachers. Five research questions are raised. Through multi-stage sampling procedure 600 teachers are already participating in the students. A questionnaire which contains four different scales, one for each of the variables of the study, is being used to gather work.

(2) Carrier Aspiration Patterns of Chemistry under-graduates in Nigerian Universities

(3) What West African Examination Council (WAEC) and National Examination Council (NECO) O-Level Chemistry Test

The study embarks on identifying and evaluating the distribution of test items across the fourteen identified content areas of chemistry syllabus in the examination papers of the two examination bodies. Frequency counts; percentage weighting and variability of the test items in multiple choice, theory and practical papers of the examination bodies were analyzed. The analysis revealed that over 50% of the test items used by WAEC and NECO were of Carbon and its compound, Structure of the Atom, Redox Reaction, Acids, Bases and Salts and Non-metals and their compounds. The practical papers only cover six out of the identified fourteen content areas of the syllabus. Many of the items are testing candidates at the lower cognitive levels of understanding knowledge, and Application while a few especially in the practical papers is testing candidates at the higher cognitive levels. However, there is plan to compare the pattern of test constructions in this examination bodies with those of other international examination bodies.

(c) Dissertation and Thesis

(1) OWOLOWO, M.M. (1988): Cost Effectiveness and Management of Laboratory. A PGDE Research Report submitted to the Department of Teacher Education/Institute of Education, University of Ibadan, and Ibadan.

(2) OSOKOYA, M.M. (1990): Intelligence and Academic Performance. A M.ED Research Dissertation submitted to the International Centre for Educational Evaluation, University of Ibadan.

(3) OSOKOYA, M.M. (1998): Some Determinants of Secondary School Students’ Academic Achievement in Chemistry in Oyo State. A Ph.D Thesis submitted to the International Centre for Educational Evaluation University of Ibadan.

X. Publications

(a) Books already published

(1) UDEANI, U and OSOKOYA M.M. (2011): Teaching and Learning the Natural Sciences. Evans Professional Teacher-Education Series. Evans Brothers (Nigeria Publishers) Limited (70 pages). (Nigeria)

(b) Chapters in Books already published

(2) OSOKOYA, M.M. (1999): Students’ Achievement in Integrated Science as a Predictor of Achievement in Biology, Chemistry and Physics in Evaluation in Africa. Obemeata et al. (Eds). Stirling-Horden Publishers (Nig.) Ltd. University of Ibadan, Chap. 17, pp. 183-192. (Nigeria)

(3) OSOKOYA, M.M. (2002): Effective Teaching and Learning of Science in Pre-Primary Schools. In Curriculum Development at the turn of the Century. The Nigerian Experience.Papers in Honour of Professor Ebo Ubahakwe. Edited by Mansaray, A. and Osokoya I.O. Published by the Department of Teacher Education, University of Ibadan, Ibadan Nigeria. Pp 141-158. (Nigeria).

(4) OSOKOYA, M.M. (2002): Modern Trends in the Teaching of Chemistry. In Teaching Strategies for Nigerian Secondary School. Edited by S.O. Ayodele, Powerhouse Press and Publishers, Ibadan Nigeria. pp 213-229. (Nigeria)

(5) OSOKOYA, M.M. (2005): Language and Science Education: The Nigerian Experience. Issues in Language, Communication and Education. Ayorinde Dada, Alade Abimbade, Olusegun Olaniran Kolawole, (Eds). Pp 399-415 (Nigeria).

(6) *OSOKOYA, M.M. and ODINKO, M.N. (2005): The Practice of Continuous Assessment in Primary Schools. In Evaluation in Theory and Practice. Edited by Emeke, E.A. and Abe, C.V. Published by Pen Services Ibadan. Pp 141-154. (Nigeria).

(c) Articles that have already appeared in Refereed Conference Proceedings

(7) *OSOKOYA, M.M. (2009): Pattern of the Practice of Assessment Techniques among Science Teachers in South-West Nigeria. 29th International Seminar for Teacher Education (ISfTE) held at Weber State University Rocky Mountain Redezvous, Ogden, Utah, USA. (United States of America).

(8) *OSOKOYA, M. M and GABRIEL (2010): Teacher Education and Nigeria’s National Development. International Society for Teaacher Educatoion (ISfTE2010; Program and Book of Abstract pg 64.Held at Pontificia Univrersidade Catolica do Rio Sul ., Porto Alegre , Brazil. (60% Contribution). (Brazil).

(9) *OSOKOYA, M.M and GABRIEL, A (2010): Science Education; An Evaluation of Teaching Effectiveness in Nigerian High Schools (75% contribution) International Society for Teaacher Educatoion (ISfTE2010; Program and Book of Abstract pg 64. pg 65 Held at Pontificia Univrersidade Catolica do Rio Sul ., Porto Alegre , Brazil. (Brazil)

Patents

Nil

(d) Articles that have already appeared in learned Journals.

(10) OSOKOYA, M.M. (1997): Determination of the Readability of Chemistry Textbooks used by Secondary School Students in Oyo State. Journal of Science Teachers Association of Nigeria, No. 32, Vol. 1 and 2. December 1997, pp 43-50. (Nigeria)

(11) ODINKO, M.N. and OSOKOYA, M.M. (2003): A Survey of Instructional Needs of Primary School Teachers in Nigeria. West African Journal of Education, vol. 24, No. 1 pp 11-21. Institute of Education, University of Ibadan. (50% contribution). (Nigeria)

(12) OSOKOYA, M.M. (2003): Pattern of Career Aspiration among Senior Secondary School Chemistry Students. Journal of Science Teachers’ Association of Nigeria Volume 38, Number 1 and 2, December 2003 pp 16-31. Institute of Education, University of Ibadan. (50% contribution). (Nigeria)

(13)OSOKOYA, M.M. (2005): A Factor Analytic Study of Some of the Nigerian Science Teachers’ Needs Assessment. Research in Education: An Interdisciplinary International Research Journal. No.73 May 2005Manchester University Press. Manchester, UK. (United Kingdom)

(14) OSOKOYA, M.M. and ODINKO, M.N. (2003): Monologue Patterns among Primary School Teachers in Nigeria. Education for Today. Vol. 5 No. University of Calabar, Calabar Nigeria. pp 57-70. (60% Contribution). (Nigeria)

(15) OSOKOYA, M.M. (2005): Science Education and National Development in Nigeria: Trends and Issues. African Journal of Historical Sciences in Education Volume. 1 No. 2 November 2005. (Nigeria)

(16) *OSOKOYA, M.M. and ADEKUNLE, A. (2007): Evaluating the Trainability of the Enrollees of the Leventis Foundation (Nigeria) Agricultural Schools Programmes. Australian Journal for Adult Learning Volume 47, No. 1. University of South Australia, Australia. April 2007. pp 110-135. (70% Contribution). (Australia)

(17) *OSOKOYA, M.M. (2007): Assessment Procedure and Students’ Locus of Control as determinants of Achievement in Chemistry Journal of The International Society for Teacher Education (JISTE) Volume 11, No.2 International Society for Teacher Education Canada. (Canada)

(18) *OSOKOYA, M.M. (2008): What West African Examination Council and National Examination Council Ordinary Level Chemistry Test (Summary published as short notice) Research In Education Volume 79, May 2008 Manchester University Press, England. (United Kingdom)

(19) *OSOKOYA, M.M. (2009): An Assessment of the Curriculum of Leventis Foundation (Nigeria) Agricultural Schools (LFNAS) Programme. Sustainable Human Development Review. An International Multidisciplinary Academic Research Journal Vol. 1 No. 1, 95-112. Publication of Welfare and Industrial Promotions (WIPRO) International, Enugu, Nigeria. (Nigeria)

(20) *OSOKOYA, M.M. and OPATEYE, J.O. (2009): Action-Based Testing and Test Anxiety as Determinants of Secondary School Students’ Achievement in Electrochemistry. Journal of Science Teachers Association of Nigeria 44 (1&2), 42-49.(60% Contribution). (Nigeria)

(21) *OSOKOYA, M.M. and AKUCHE, E.U. (2009): Effects of Three Instructional Strategies on Students’ Learning Outcomes in Practical Physics. West African Journal of Education, Volume 29 .pp 40-57 Institute of Education, University of Ibadan. (70% Contribution). (Nigeria)

(22) OSOKOYA, M.M. (2010): What West African Examination Council (WAEC) and National Examination Council (NECO) O-Level Chemistry Test Journal of Sociology and Education in Africa, Vol. 9, No. 1, 169-191,January 2010 ( Kampala,Uganda)

(23) *OSOKOYA, M.M. (2010): Curriculum Development and Evaluation: Issues, problems and strategies for the improvement of teaching-learning of science in Nigeria. African Journal of Historical Sciences in Education Vol. 7 No.1, pp 238-249April 2011 (Nigeria)

(24)Osokoya, M.M. (2011): Self-report Pattern of the practice of Assessment techniques among Science Teachers in South-West Nigeria. Journal of Science Teachers’ Association of Nigeria Vol.46, Nos. 1&2, (Nigeria)

(25) Osokoya, M.M. (2011): Science Education: An Evaluation of Teaching Effectiveness in Nigerian High Schools. Journal of the Nigerian Academy of Education. Vol.7 No. 2. pp 1-18 November 2011. (Nigeria)

(26)Atinnmo, M; Osokoya, T.O; Ajayi, S.A; Sarumi, A; Lawal, B.O and Osokoya, M.M 2011: An Evaluation of Nomadic Education Programme in Nigeria. African Journal of Historical Sciences in Education Vol.7 No.2. December, 2011. (Nigeria)

(27) Osokoya M.M. (2012): Age and Entry Qualification as Correlates of Students’ Achievement in Chemistry in Technical Colleges in Ogun State, Nigeria. Nigerian Journal of Educational Research and Evaluation Vol. 11, No.1 2011, pp 45-51. A Publication of the Nigerian Association of Educational Researchers and Evaluator.

(Nigeria)

(e) Books or Chapters in Books and Article Already Accepted for Publication.

Nil

(f) Technical Reports and Monographs

Nil

XI. Major Conferences and Workshops Attended with Papers Read (in the last 5 years)

(1) A Two-Week Workshop on Advanced Measurement and Evaluation for the IAEA Scholarship Programme. Organised by Institute of Education, University of Ibadan in collaboration with International Association for Educational Assessment (IAEA). November 23-December 6, 2008.

Paper Presented: Item Banking

(2) Workshop on Updating Pedagogical Skills and Subject Mastery for the Implementation of the 9-year Basic Education Curriculum. Dec. 16th – 19th 2008.

Paper Presented: Preparation of Comprehensive and Valid Scheme of Work, Lesson Plan and Notes of Lesson for Basic Education (Primary Schools).

(3) 29th International Seminar for Teacher Education (ISfTE) held at Weber State University Rocky Mountain Redezvous, Ogden, Utah, USA. 3-9 June, 2009.

Paper Presented: Pattern of the Practice of Assessment Techniques among Science Teaching in Southwest Nigeria.

(4) Lagos Eko Secondary Education Project. Organized by the Institute of Education, University of Ibadan. Sponsored by Lagos State Government and World Bank.

Paper Presented:

Duty: Facilitator for Basic Sciences

(5) 30th International Seminar for Teacher Education (ISfTE) held at Pontificia Universidade Catolica Rio Grande do Sul, Brazil. April 11 – 17 2010.

Papers Presented:

i. Teacher Education and Nigeria’s National Development

ii. Science Education: An Evaluation of Teaching Effectiveness in Nigerian High Schools.

(6) Workshop for Empowering Teachers for Maximum Productivity for Staff School, University of Ibadan. Organized by the Institute of Education, University of Ibadan. July 26th – 29th 2010.

Paper presented: Basic Approach to the Teaching of Science in the Primary School

(7) 31st Annual Seminar of International Society for Teacher Education (ISfTE) held at the University of Adger, Kristiansand, Norway. May 16-21, 2011

Paper Presented:

Curriculum Development and Evaluation: Issues, Problems and Strategies for the improvement of Teaching – Learning of Science in Nigeria.

(8). Lagos Èkò Secondary Education Project. Organized by the Institute of Education, University of Ibadan. Sponsored by Lagos State Government and World Bank. May 23-27, 2011 and June 20-24, 2011.

Paper Presented: Capacity Building of Basic Science Teachers’ Manual.

Duty: Facilitator for Basic Sciences. .

(9) 13th Annual Conference of Nigerian Association of Educational Researchers

and Evaluators (NAERE) held at the Conference Centre, Obafemi Awolowo

University Ile-Ife. July 11-14, 2011.

Paper Presented: Age and Entry Qualification as Correlates of Students’ Achievement in Chemistry in Technical Colleges in Ogun State, Nigeria

(10) 32 th Annual Seminar of International Society for Teacher Education (ISfTE) held at Royal University of Bhutan Paro College of Education BHUTAN between 21 – 25 May 2012.

Paper Presented:

Evaluation of Pre-NCE Programme in Science, Technical and Language Education in Colleges of Education in South-Western Nigeria

(11). Lagos Èkò Secondary Education Project. Organized by the Institute of Education, University of Ibadan. Sponsored by Lagos State Government and World Bank. CHEMISTRY............2012...........................

12. Lagos Èkò Secondary Education Project. Organized by the Institute of Education, University of Ibadan. Sponsored by Lagos State Government and World Bank. , 2012 and June 20-24, 2012.

Paper Presented: Capacity Building of Basic Science Teachers’ Manual.

Duty: Facilitator for Basic Sciences.

314th Annual Conference of Nigerian Association of Educational Researchers

and Evaluators (NAERE) held at NSUKKA

July , 2012.

. 13th Annual Conference of Nigerian Association of Educational Researchers

and Evaluators (NAERE) held at the Conference Centre, Obafemi Awolowo

University Ile-Ife. July 11-14, 2011.

July 2012