The study made an investigation as to whether the study interest and school location of students have significant influence on the attitudes of secondary school students towards Mathematics. The population of the study consisted of all secondary school students in Ekiti State, Nigeria. 600 students comprising of 300 male and 300 female secondary school students were randomly selected for the study from 12 secondary schools in ten out of the 16 local government areas in Ekiti State, Nigeria. A 28-item attitude scale in Mathematics constructed and validated by the researcher was the instrument used. The items in the scale have discriminating power of 0.72 and above and item total correlation coefficients of 0.23 and above. The scale used has a construct validity coefficient of 0.29 using discriminant analysis and reliability coefficient of 0.81 using Cronbach reliability method. Two hypotheses were tested at 0.05 level of significance. Hypothesis one was tested using Students' t-test while hypothesis two was tested using Analysis of Variance (ANOVA) and Scheffe's post-hoc test for pairwise comparison. The results of the analysis showed that there was no significant difference in the attitude of students from rural and urban setting towards Mathematics and that location did not influence the attitude of secondary school students towards Mathematics. The results also showed that study interest has significant difference on the attitude of students towards Mathematics and that study interest has influence on the attitude of secondary school students towards Mathematics. Therefore, it is recommended that efforts should be made by the teachers, parents and government to inculcate positive attitude of students towards Mathematics irrespective of their study interest.

West Africa Examination Council (WAEC) and National Examination Council (NECO) are the two major examination bodies saddled with the responsibility of awarding Senior Secondary School Certificate in Nigeria. This study examined the comparability of the psychometric properties of the items constructed by the two examination bodies using Item Response Theory (IRT) approach. Three parameters (difficulty, discriminating and distrator Indices) logistic model was adopted for the study. The study employed descriptive research design of the survey type. The population for the study comprised all Senior Secondary School Students who enrolled for 2019 WAEC and NECO examinations in South West, Nigeria. The sample for the study consisted of 1,200 Senior Secondary School Students selected using multistage sampling procedure. The instruments for the study were objective items constructed by the examination bodies. The findings of the study showed that the difficulty and guessing indices of the mathematics items constructed by the two examination bodies are comparable while the discriminating powers not comparable. It is, therefore, recommended that certificates issued by WAEC and NECO could be used for same purposes without any discrimination since the items constructed by the examination bodies are of comparable standard in terms of their qualities.

The study investigated the effect of testwiseness on academic performance of Senior Secondary School students in Economics in Oyo State, Nigeria.The study employed quasi-experimental pre-test and post-test two group design. The population for the study comprised all the public Senior Secondary School Two (SSS2) students offering Economics in Oyo State, Nigeria. The sample for the study consisted of 240 senior secondary school Two (SSS2) students using multistage sampling procedure. The instrument for the study were Economics Achievement Test (EAT) and Testwiseness Questionnaire (TQ). Face and content validity of the instrument were established by expert judgment. The reliability coefficient of EAT was estimated using test re-test reliability method while the reliability coefficient of TQ was estimated using Cronbach Alpha reliability method. The reliability coefficients of EAT and TQ were 0.79 and 0.82 respectively. The data collected were analysed using both descriptive and inferential statistics. The research questions raised were answered using mean and standard deviation and bar chart while the hypotheses formulated were tested using Student’s t -test and Analysis of Covariance (ANCOVA) at 0.05 level of significance. Results of the study showed that there was significant difference in the performance of students exposed to testwisness strategy and those in control group. Also, the results showed that there was no significant effect of the testwisness strategy on the performance of the students based on gender and school location. It was, therefore, concluded that students with testwiseness strategy perform better than those without testwiseness strategy and that gender and school location have no significant interactive effect on students’ achievement in Economics when exposed to testwiseness strategy.It was recommended that students should be exposed to testwiseness strategy to improve their performance in Economics irrespective of their gender and school location.

The study assessed the Objective Structured Clinical Examination (OSCE) and Traditional Practical Examination (TPE) methods of testing Nursing Students’ Clinical competence in Nigeria by examining the strengths and weaknesses of OSCE and TPE as perceived by Nurse Educators and Nursing Students in Osun State, Nigeria. Descriptive research design of the survey type was used in the study. The population of the study comprised Seven Hundred and Fifteen (715) Nursing Students and Seventy-Five (75) Nurse Educators in Private and Public Nursing Institutions in Osun State, Nigeria. A sample of Three Hundred and Eighteen (318) participants was used which consisted of Two Hundred and Eighty-Eight (288) Nursing Students and Thirty (30) Nurse Educators drawn from Public and Private Nursing Institutions in Osun State, Nigeria using a multi-stage sampling procedure. Two research instruments were used to collect data for the study which were: Questionnaire on Students’ Assessment (QSA) administered to the students, and Questionnaires on Teachers’ Assessment (QTA) administered to the Nurse Educators. Validity of the instruments was ensured using expert judgment while the reliability of the instruments was estimated using the Cronbach Alpha reliability method. The reliability coefficients of QSA and QTA were 0.87 and 0.84 respectively. Two Research questions were raised, and two hypotheses were formulated for the study. Frequency counts and percentages were used to answer the research questions while the hypotheses were tested using a student’s t-test at 0.05 level of significance. The findings of the study indicated that the students perceived that OSCE has more strengths than TPE while Nursing Educators were of the view that the two methods complement each other. Based on the findings of the study, it is concluded that each of the methods has its weaknesses and strengths, and therefore, it is recommended that the two methods should be jointly used in training and testing Nursing students’ clinical competence in Nigeria.