Jumoke I. Oladele

@unilorin.edu.ng

Social Sciences Education/Faculty of Education
University of Iloin

Jumoke I. Oladele


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https://researchid.co/ajumoke

RESEARCH, TEACHING, or OTHER INTERESTS

Education, Multidisciplinary
15

Scopus Publications

340

Scholar Citations

10

Scholar h-index

11

Scholar i10-index

Scopus Publications

  • Transdisciplinary reflections for assessing the mental well-being of university undergraduates within the African context for sustainable problem-solving
    Jumoke Oladele, Ayotunde Bolatito O. Omotoso, Vera Victor-Aigbodion, Charity Neejide Onyishi, Oluwatosin Adebowale Adeosun, et al.
    Humanities and Social Sciences Communications, 2026
  • Adopting the principal instructional management rating scale for enhancing instructional delivery in Nigerian schools
    Hafsat Aliyu Bada, Habibat Abubakar Yusuf, Jumoke Iyabode Oladele, Peter Babajide Oloba
    International Journal of Evaluation and Research in Education, 2025
    <span>This study explores the validation and application of the principal instructional management rating scale (PIMRS) for enhancing instructional leadership in Nigerian secondary schools. This was achieved by checking its content, face, construct, and reliability, with a focus on how clear the language was and how it related to culture. A sample of 100 secondary school teachers from four schools in North-Central Nigeria participated in this research. Expert reviews ensured content validity, while the instrument demonstrated high reliability, with an overall Cronbach’s alpha coefficient of 0.95. The subscales for the three dimensions achieved acceptable reliability: 0.83 for defining the school mission (DSM), 0.87 for managing the instructional program (MIP), and 0.91 for shaping the school learning climate (SLC). The results also showed strong positive relationships between the PIMRS dimensions, which supports the tool’s usefulness for evaluating how Nigerian schools handle instructional leadership. This study provides a robust foundation for further research on instructional leadership in Nigeria and offers a validated tool to improve school leadership practices, enhance instructional delivery, and ultimately foster student achievement. The adoption of the PIMRS in Nigerian secondary schools has the potential to drive systemic improvements in school effectiveness and instructional leadership. The findings suggest refining the sub-scales of monitoring halls, venues, and instructional feedback to teachers (IFT) for enhanced reliability. Additionally, capacity-building workshops for principals and integration of PIMRS into leadership training programs, as well as policy adoption for standardized evaluation, are essential for successful implementation and improved instructional leadership.</span>
  • Computerised adaptive method for assessing university undergraduates’ mental well-being within an African context: An open-source set-up with Concerto
    Jumoke I. Oladele
    Methodsx, 2025
  • Evaluating diversity in career development: Implications for employability skills acquisition in the 21st century
    Jumoke I. Oladele
    Career Coaching and Employability Skills Acquisition, 2025
    This study evaluated career diversity and development initiatives using the New World Kirkpatrick Model. Descriptive survey research was used in this study with African university undergraduates and teacher trainees as the study population and target respectively. Data was collected using a validated questionnaire. The scaled response forms were given to university non-teacher trainees and tested for internal consistency. The instrument had a reliability value of 0.715, indicating its reliability and was administered electronically. Descriptive statistics answered non-testable research queries while non-parametric inferential statistics tested hypotheses. Finding revealed that teacher trainees were satisfied with their career diversification and development training, while creativity was the most important employability skill and they could largely use it for decision-making. The moderate influence of student training was significant across locations and educational fields. These findings informed the conclusions made and implications for further studies.
  • PERCEPTION OF TECHNOLOGICAL INTEGRATIONS AS A CATALYST FOR STEAM TEACHER EDUCATION
    Jumoke I. Oladele, Mdutshekelwa Ndlovu
    Journal of Vasyl Stefanyk Precarpathian National University, 2024
    STEAM Education connotes the addition of Arts to STEM education. The fourth industrial revolution as a buildup from the first three revolutions is rapidly changing the education landscape. This study examined students’ perception of technology integration for enhancing STEAM teacher training programmes in VUCA times while investigating influencing factors and impending challenges for a holistic assessment. The descriptive survey research design was adopted for this study. The population for the study was students for tertiary institutions while the target population was university teacher trainees offering STEAM-related subjects. The data was collected using a researcher designed and validated questionnaire with an overall Cronbach alpha reliability index of 0.81. The collected data was analysed descriptively (using frequency, percentages, percentile ranking) and inferentially (using a multi-level Factorial ANOVA) tested at 0.05 level of significance. The findings from this study revealed that students had a positive perception of technology integration for enhancing STEAM teacher training programmes. However, the highest-ranking influencing factor for technology integration was the availability of adequate infrastructure while the inadequate access to technology infrastructure was observed as the highest-ranked impediment. The findings of this study informed the conclusion drawn which shows how important technological integration is in pedagogy. As such, teacher training institutions must have the latest resources and use them to advance student growth, including soft skills while upholding STEAM education’s emphasis on creativity and innovation as hallmarks of discoveries.
  • A Literature Review of Health and Mental Well-being Indicators and Its Assessment in Sub-Saharan Africa (2014-2022)
    Jumoke Iyabode Oladele, Tharina Guse, Henry O Owolabi
    Journal of Research and Health, 2024
  • Digitising Standardised Educational Assessment in Africa Using Computerised Adaptive Testing: Transdisciplinary Framework for Action
    Jumoke I. Oladele, Mdutshekelwa Ndlovu
    Impact of Disruptive Technologies on the Socio Economic Development of Emerging Countries, 2023
    The experience of the COVID-19 pandemic has revealed a need for the educational sector in Africa to adopt innovative ways for assessment by leveraging technology with the increasing number of student enrollments at all levels of education. A systematic approach is also required to circumvent the challenges faced by developing countries transdisciplinary. Transdisciplinarity is still evolving and has been proved to be a viable tool for engagement, societal impact, new partnerships, fresh ideas, reality checks, new capacities, and systemic thinking leading to new career possibilities. This study conducted a documentary analysis of standardised examination administration in Africa and proposed a framework for action adopting a transdisciplinary approach to research for problem-solving. The study used a qualitative approach for collecting and analysing data from reports and documents supported by empirical findings from existing literature. The study created a framework for action through which the gains of the transdisciplinary approach can be translated to practice.
  • Technology Adoption for STEM Education in Higher Education: Students’ Experience from Selected Sub-Saharan African Countries
    Jumoke Iyabode Oladele, Musa Adekunle Ayanwale, Mdutshekelwa Ndlovu
    Pertanika Journal of Science and Technology, 2023
    Challenges of a lack of formal technology-embeded teacher training, collaborative learning models, adequate technology know-how, and internet access are barriers to adopting technological-enabled teaching and learning STEM subjects in the African context. This study examined technology adoption for STEM in higher education while evaluating students’ experiences with evidence and implications for less developed countries. The survey research design was adopted for the study. The study population was students in higher learning institutions in selected countries in the sub-Saharan African region using a multi-stage sampling procedure consisting of convenience and purposive sampling techniques. A self-developed questionnaire titled Technology Adoption for Teaching and Learning Questionnaire “TATLQ” premised on the unified theory of acceptance and use of technology (UTAUT) model was used for data collection. The instrument had an overall reliability coefficient of 0.96. The collated data were analysed using descriptive of the median and a network chart to answer the research questions. In contrast, the inferential statistics of t-test and Analysis of Variance statistics were used to test the hypothesis generated for the study and implemented in the psych package of R programming language version 4.0.2 software. Findings revealed that students had a positive experience with online teaching and learning and concluded that technology adoption for STEM education online teaching and learning is feasible in sub-Sahara Africa, with the need for improvements in internet access and technical support on the basis for which recommendations were made.
  • Simulated computer adaptive testing method choices for ability estimation with empirical evidence
    Jumoke I. Oladele, Mdutshekelwa Ndlovu, Erica D. Spangenberg
    International Journal of Evaluation and Research in Education, 2022
    <p><span lang="EN-US">Computer adaptive testing (CAT) is a technological advancement for educational assessments that requires thorough feasibility studies through computer simulations to ensure strong testing foundations. This advancement is especially germane in Africa being adopters of technology, and this should not be done blindly without empirical evidence. A quasi-experimental design was adopted for this study to establish methodological choices for CAT ability estimation. Five thousand candidates were simulated with 100 items simulate through the three-parameter logistic model. The simulation design stipulated a fixed-length test of 30 items, while examinee characteristics were drawn from a normal distribution with a mean of 0 and a standard deviation of 1. Also, controls for the simulation were set not to control item exposure or to use the progressive restricted method. Data gathered were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Two-way multivariate analysis of variance: MANOVA) for testing the generated hypotheses. This study provided empirical evidence for choosing ability estimation methods for CAT as part of the efforts geared towards designing accurate testing programs for use in higher education.</span></p>
  • Feature Data Generation for Computer Adaptive Testing: A Novel method for Transdisciplinary Psychometrics Improvements using Post-hoc Simulation Approach
    Jumoke Oladele
    Transdisciplinary Journal of Engineering and Science, 2022
    There is no gain-saying that machines can learn from data to derive patterns and insights to aid various applications, also known as artificial intelligence, which is gaining relevance today. This study implemented feature data generation (FDG) as a novel technique for psychometrics improvements using the Post-hoc Simulation approach. The descriptive design of the correlation type was adopted for this study and deployed quantitatively. The instrument for the study was a test aligned to the behavioural objectives of the Postgraduate Certificate Curriculum with the programme enrollees as the study participants. The test underwent a thorough validation procedure which yielded a reliability coefficient of 0.98. The item parameters of the test were analysed using XCalibre 4.2 to analyse the real data from 38 respondents, while the WINGEN application through the post-hoc approach was used to generate the simulated data with 500 respondents. The findings of the study revealed that the 3 Parameter Logistic Model fit the generated data determined using chi-square goodness of fit statistics, and the FDG is a viable approach with a strong and positive correlation between real data and simulated data, which enables the generalisation of findings on the basis on which conclusions were made. The developed FDG method for psychometric improvement has wide applicability, a plus for the novel technique while strengthening transdisciplinary research.
  • Estimating Measurement Error in University Students’ Work Experience Programme (SWEP) Assessment using Generalizability Theory: Implications for Transdisciplinarity in Engineering Training
    Jumoke I. Oladele
    Transdisciplinary Journal of Engineering and Science, 2022
  • Computer Adaptive-Based Learning and Assessment for Enhancing STEM Education in Africa: A Fourth Industrial Revolution Possibility
    Jumoke I. Oladele, Mdutshekelwa Ndlovu, Musa A. Ayanwale
    Mathematics Education in Africa the Fourth Industrial Revolution, 2022
  • Mathematics Education and the Fourth Industrial Revolution: Are the High School Mathematics Teachers Ready?
    Musa A. Ayanwale, Mdutshekelwa Ndlovu, Jumoke I. Oladele
    Mathematics Education in Africa the Fourth Industrial Revolution, 2022
  • A review of standardised assessment development procedure and algorithms for computer adaptive testing: Applications and relevance for fourth industrial revolution
    Jumoke I Oladele, Mdutshekelwa Ndlovu
    International Journal of Learning Teaching and Educational Research, 2021
  • Simulated evidence of computer adaptive test length: Implications for high stakes assessment in Nigeria
    M. Ogunjimi, M. A. Ayanwale, J. Oladele, D. S. Daramola, I. M. Jimoh, et al.
    Journal of Higher Education Theory and Practice, 2021

RECENT SCHOLAR PUBLICATIONS

  • Transdisciplinary reflections for assessing the mental well-being of university undergraduates within the African context for sustainable problem-solving
    J Oladele, ABO Omotoso, V Victor-Aigbodion, CN Onyishi, OA Adeosun, ...
    Humanities and Social Sciences Communications 13 (1), 215 , 2026
    2026
  • The Effectiveness of GeoGebra for Developing Mathematical Knowledge in Transformations of Functions and Graphs
    C Pfeiffer, N Mdutshekelwa, J Oladele
    Futurity Education 5 (4), 331-356 , 2025
    2025
  • Assessment of Nelfund and Sustainability in a Nigerian university
    J OLADELE, M ALABI, K ADEGOKE, O ADESANYA
    Confluence Journal of Education and Knowledge Management 2 (2), 63-73 , 2025
    2025
  • Adopting the principal instructional management rating scale for enhancing instructional delivery in Nigerian schools
    HA Bada, HA Yusuf, JI Oladele, PB Oloba
    International journal of evaluation and research in education 14 (6), 5067-5079 , 2025
    2025
  • Students’ perception of access to academic financing in higher education in North-Central Nigeria
    JI Oladele
    Interdisciplinary Journal of Management Sciences 2 (2), a02-a02 , 2025
    2025
  • FEMALE STUDENTS ACCESS TO TECHNOLOGY FOR LEARNING AND THE ATTAINMENT OF SDG-5
    J Oladele
    Kafaah: Journal of Gender Studies 15 (2), 173-183 , 2025
    2025
  • Computerised adaptive method for assessing university undergraduates’ mental well-being within an African context: An open-source set-up with Concerto
    JI Oladele
    MethodsX 14, 103140 , 2025
    2025
    Citations: 2
  • Assessment of the integrated curriculum model for fostering 21st century entrepreneurial skills and its implications for graduate employability
    JI OLADELE, DS Daramola, MI Jimoh, MO OGUNJIMI, HO Owolabi
    Ilorin Journal of Education 45 (2), 288-305 , 2025
    2025
    Citations: 3
  • Education undergraduates’ disposition to virtual learning and their academic performance in a Nigerian public university
    IN Balogun, JI Oladele
    2025
  • The Use of Geogebra to Develop Mathematical Knowledge of Transformations in Functions and Graphs
    C Pfeiffer
    AJSTME , 2025
    2025
  • Evaluating Diversity in Career Development: Implications for Employability Skills Acquisition in the 21st Century
    JI Oladele
    Career Coaching and Employability Skills Acquisition, 231-256 , 2025
    2025
  • Predictive Validity of Basic Education Certificate Examination Compulsory Cross-Cutting Subjects in Senior School Examination in Kwara State, Nigeria
    PK Effrim, DS Daramola, GA Obimuyiwa, JI Oladele
    Impact: Journal of Transformation 8 (2), 33-59 , 2024
    2024
    Citations: 1
  • Technology readiness and implications for higher education in Universities in North-Central Nigeria
    JI Oladele
    Interdisciplinary Journal of Education Research 6, 1-19 , 2024
    2024
    Citations: 9
  • Perception of technological integrations as a catalyst for steam teacher education
    JI Oladele, M Ndlovu
    Journal of Vasyl Stefanyk Precarpathian National University 11 (3), 75-90 , 2024
    2024
    Citations: 4
  • The effect of dynamic geometry software use for teaching and learning Grade 11 circle geometry
    SC Ntshangase, M Ndlovu, JI Oladele
    African journal of teacher education and development 3 (1), 11 , 2024
    2024
    Citations: 4
  • Path modeling of factors that predict self-regulated learning: Case Study of a Public University in Nigeria
    JI Oladele
    International Journal of New Education, 27-56 , 2024
    2024
  • Perception on the use of artificial intelligence for curbing examination malpractices during standardised examinations in Nigeria
    JI OLADELE, G JOSEPH
    Ilorin Journal of Education 44 (2), 263-278 , 2024
    2024
    Citations: 4
  • A Literature review of health and mental well-being indicators and its assessment in sub-Saharan Africa (2014-2022)
    JI Oladele, T Guse, HO Owolabi
    Gonabad University of Medical Sciences , 2024
    2024
    Citations: 7
  • Transitioning to problem-based learning in higher education: opportunities for producing 21st-century pre-service teachers in Sub-Saharan Africa
    JI Oladele, M Ndlovu, ED Spangenberg, DS Daramola, GA Obimuyiwa
    Kurdish Studies 12 (2), 609-626 , 2024
    2024
    Citations: 11
  • Modelización de los factores que predicen el aprendizaje autorregulado: Estudio de caso de una universidad pública de Nigeria: Case Study of a Public University in Nigeria
    JI Oladele
    IJNE: International Journal of New Education, 27-56 , 2024
    2024

MOST CITED SCHOLAR PUBLICATIONS

  • Technology adoption for STEM education in higher education: Students? Experience from selected Sub-Saharan African countries
    JI Oladele, MA Ayanwale, M Ndlovu
    Pertanika journal of science & technology 31 (1), 237-256 , 2023
    2023
    Citations: 37
  • Path Modeling of Online Learning Indicators and Learners’ Satisfaction During Covid-19 Pandemic
    JI Oladele, MA Ayanwale
    International Journal of Innovation, Creativity and Change 15 (10), 521-541 , 2021
    2021
    Citations: 33
  • A review of standardised assessment development procedure and algorithms for computer adaptive testing: Applications and relevance for fourth industrial revolution
    JI Oladele, M Ndlovu
    International Journal of Learning, Teaching and Educational Research 20 (5 … , 2021
    2021
    Citations: 24
  • Computer adaptive-based learning and assessment for enhancing STEM education in Africa: A fourth industrial revolution possibility
    JI Oladele, M Ndlovu, MA Ayanwale
    Mathematics education in Africa: The fourth industrial revolution, 131-144 , 2022
    2022
    Citations: 23
  • Prospects for online instructional delivery using google classrooms: Implications for higher education in sub-Sahara Africa
    JI Oladele, OS Koledafe, DS Daramola
    Journal of Digital Learning and Education 1 (3), 92-108 , 2021
    2021
    Citations: 22
  • Mathematics Education and the Fourth Industrial Revolution: Are the High School Mathematics Teachers Ready?
    MA Ayanwale, M Ndlovu, JI Oladele
    Mathematics Education in Africa: The Fourth Industrial Revolution, 77-96 , 2022
    2022
    Citations: 19
  • Paradigm shifts in computer adaptive testing in Nigeria in terms of simulated evidence
    JI Oladele, MA Ayanwale, HO Owolabi
    Journal of Social Sciences 63 (1-3), 9-20 , 2020
    2020
    Citations: 14
  • Assessment of items prone to guessing in ssce economics multiple-choice tests among students in Kwara State, Nigeria
    AO BALOGUN
    Anatolian Journal of Education , 2020
    2020
    Citations: 12
  • Transitioning to problem-based learning in higher education: opportunities for producing 21st-century pre-service teachers in Sub-Saharan Africa
    JI Oladele, M Ndlovu, ED Spangenberg, DS Daramola, GA Obimuyiwa
    Kurdish Studies 12 (2), 609-626 , 2024
    2024
    Citations: 11
  • Simulated evidence of computer adaptive test length: Implications for high stakes assessment in Nigeria
    MO Ogunjimi, MA Ayanwale, JI Oladele, DS Daramola, IM Jimoh, ...
    Journal of Higher Education Theory and Practice 21 (2), 202-212 , 2021
    2021
    Citations: 11
  • Simulated computer adaptive testing method choices for ability estimation with empirical evidence
    JI Oladele, M Ndlovu, ED Spangenberg
    Int J Eval & Res Educ ISSN 2252 (8822), 1393 , 2022
    2022
    Citations: 10
  • Technology readiness and implications for higher education in Universities in North-Central Nigeria
    JI Oladele
    Interdisciplinary Journal of Education Research 6, 1-19 , 2024
    2024
    Citations: 9
  • Computer-Adaptive-Testing Performance for Postgraduate Certification in Education as Innovative Assessment
    O Jumoke I.
    International Journal of Innovation, Creativity and Change 15 (9), 87-101 , 2021
    2021
    Citations: 8
  • A Literature review of health and mental well-being indicators and its assessment in sub-Saharan Africa (2014-2022)
    JI Oladele, T Guse, HO Owolabi
    Gonabad University of Medical Sciences , 2024
    2024
    Citations: 7
  • Students' Perception on Teaching Practice Assessment: Implications on Teacher Professional Performance in Nigeria.
    IN Balogun, JI Oladele, ZO Jamiu
    Anatolian Journal of Education 3 (2), 25-34 , 2018
    2018
    Citations: 7
  • Self-Motivation and Study Ethics as Predictors of Undergraduate Students' Academic Achievement in a Nigerian University.
    JI Oladele
    Online Submission 2 (2), 1-16 , 2023
    2023
    Citations: 6
  • Implementing assessment as learning with computer adaptive learning for enhancing STEM education in Africa: A Fourth Industrial Revolution possibility
    JI Oladele, M Ndlovu, MA Ayanwale
    The Fourth Industrial Revolution (4IR) and Mathematics Education in Africa , 2022
    2022
    Citations: 6
  • REVIEW OF FASTTEST FOR ELECTRONIC ITEM BANKING FOR STANDARDISED ASSESSMENTS: IMPLICATIONS FOR THE FOURTH INDUSTRIAL REVOLUTION AND COVID-19 INTERJECTIONS
    JI Oladele
    Journal of Research & Reviews in Social Sciences Pakistan 5 (1), 1498-1518 , 2022
    2022
    Citations: 6
  • Application of 4ir for steam education in higher education and implications for developing countries: A systematic review
    JI Oladele, M Ndlovu, ED Spangenberg
    Journal of Research and Reviews in Social Sciences Pakistan Journal of … , 2023
    2023
    Citations: 5
  • Feature Data Generation for Computer Adaptive Testing
    JI Oladele
    Transdisciplinary Journal of Engineering & Science 13 , 2022
    2022
    Citations: 5