International Association of Educators   |  ISSN: 1308-9501

Volume 15 Issue 1 (March 2024)

Issue Information

Issue Information

Pınar Koçer

pp. i - vi   |  DOI: 10.29329/ijer.2024.652



Original Articles

Parental Influence on the Selection of Subjects for Career Choice among Senior Secondary School Students in Damaturu Metropolis, Yobe State, Nigeria 

Hi̇rhyel Audu James, Nimitein Bibi Prayer & Musa Saleh

pp. 1 - 16   |  DOI: 10.29329/ijer.2024.652.1


This study examined parental influence on the selection of subjects for career choice among senior secondary school students in Damaturu metropolis, Yobe State, Nigeria. The study had two objectives with one being a research question and another being a hypothesis. The study had survey research design and the population of the study consisted of one thousand (1,000) students. Simple random sampling technique was used to select one hundred (100) students to form the sample size. The purpose of data collection was to analyse mean and standard deviation to answer the research question and to reveal the extent of parental influence on selection of subject for career choice among senior secondary school students in Damaturu metropolis. It was found that parental influence was high, and the finding of the research hypothesis revealed that there was a significant relationship between parental influence and students selection of subjects (r=0.748; p0.05). Based on the findings of the study, it is recommended that professional counsellors should be trained and re-trained to fully understand the factors that influence the selection of subjects among students and orientation programmes should be organized to help students select a career and be prepared for it. Also, principals and teachers should cooperate with the school counsellors by referring students to counsellors as quickly as possible instead of choosing them a career that does not best suit with them or force them to perform better. 

Keywords: Parental Influence, Career Choice and Subject Selection

Autonomous Out-of-class Learning Activities, Motivation, and Academic Achievement Among University EFL Moroccan Learners 

Said Hmouri

pp. 17 - 40   |  DOI: 10.29329/ijer.2024.652.2


The main objective of this research is to investigate the relationship between autonomous out-of-class learning activities, motivation, and academic achievement among Moroccan English as a foreign language learner. The study adopts a mixedmethod research design. The data of the study was collected through a questionnaire distributed to 114 Moroccan students following their studies in the 4 th and 6th semesters. The questionnaire was used to investigate learners’ autonomous out-of-class learning activities, motivation, and academic achievement. Moreover, a follow up semi-structured interview was conducted with 10 students to shed light on their autonomous out-of-class learning activities, motivation, and academic achievement. Descriptive and inferential statistics were used to analyse the quantitative data. The correlation among autonomous out-ofclass learning activities, motivation, and academic achievement was examined by the Pearson correlation coefficient. The qualitative data was analysed using thematic analysis. The results showed that there was no statistically significant correlation among motivation, autonomous out-of-class learning activities, and academic achievement. However, students’ views revealed that autonomous outof-class learning activities could enhance their academic achievement.

Keywords: Autonomous out-of-class learning activities, motivation, and academic achievement

Assessing the Competence of Pre-Service Accounting Teachers: Stakeholder Perspectives

Paul Tongkomah Saayir & Edmond Saanu-Anu Wusa

pp. 41 - 57   |  DOI: 10.29329/ijer.2024.652.3


Using the Danielson framework for evaluating teachers, this study assessed the teaching competence of preservice accounting teachers. The four components of teaching evaluation that contribute to teacher competence were emphasized. In all, 115 preservice accounting teachers, eight supervisors, and eight mentors participated in the concurrent embedded mixed design employing a census technique. Data was collected using a questionnaire, an interview guide, and document analyses. The results were conveyed using descriptive statistics (means and standard deviations) and narratives. According to the study, preservice accounting teachers were proficient in lesson preparation and managing the classroom. But they were observed to lack instructional strategies and professional responsibility skills. It is recommended that teacher-educators should provide preservice accounting teachers with the necessary instructional strategies to engage their students in the classroom. The professional responsibility competence of preservice accounting teachers should be developed in accordance with contemporary teacher education practices.

Keywords: Preservice accounting teacher, Classroom Management, Teacher Knowledge/Competence, Learning Environment, Teaching Practicum.

Comparative Analysis of Item Statistics of WASSCE and NECO SSCE 2023 Data Processing Multiple Choice Tests Using Item Response Theory

Rioborue Alexander Oghenerume & Friday Egberha

pp. 58 - 67   |  DOI: 10.29329/ijer.2024.652.4


This investigation aimed to comparatively analyze the item statistics of West African Senior School Examination (WASSCE) and National Examinations Council Senior School Certificate Examination (NECO SSCE) 2023 Data Processing multiple choice tests using IRT 3PLM. Three hypothesized questions were expressed. In this study, survey research design was utilized. The population of this work comprised of 10,800 Data Processing SS 3 students in 21 public senior secondary schools in Abuja Municipal Area Council (AMAC). Multistage sampling procedure was used to pick a sample size of 1,080 Data Processing SS 3 students for this study. The instruments used for the current study were WASSCE and NECO SSCE 2023 Data Processing multiple choice tests. The data collected were subjected to IRT 3PLM using jMetrik psychometric software to generate the item parameters. All hypothesized questions were tested for significance utilizing independent samples t-test statistics. The findings of the study indicated no significant differences in the discrimination and difficulty parameters between WASSCE and NECO SSCE 2023 Data Processing multiple choice items. However, a significant difference existed in the guessing parameters between the two. The practical implication highlighted in the findings suggested that employing IRT 3PLM to determine the item statistics before administering the tests could further enhance the quality of Data Processing multiple choice items constructed by WAEC and NECO. 

Keywords: Data Processing, Item Statistics, West African Senior School Certificate Examination (WASSCE), National Examinations Council Senior School Certificate Examination (NECO SSCE), Item Response Theory Three Parameter Logistic Model (IRT 3PLM).