NewStats: 3,262,605 , 8,177,679 topics. Date: Tuesday, 03 June 2025 at 01:08 AM 5k910

Tjra:

Rich kid. It seems you studied in England

For Naija universities exams of particular calendar session are written 1 or 2 years after.

Na u dey answer am sef

The only thing that caught my attention in that question paper is that as at May 2025 they are still in 2023/2024 session.

This kind exam if you carry bomb enter hall, you just dey waste your time, it just require Critical thinking and the indept of your knowledge about the subject matter.

Great question though....That was well structured
That was the university I wished I went to ....
Good question
But then we were afraid of the violence in the North ..
I wished I had studied Medicine there too

lumens:















Someone like helinues and yarimo who were never privileged to see the four walls of a university cannot relate.

Tell them

Spursy:


God bless you for this. Same thing I shared with a friend. Exactly what I said.
You said it all
Thanks.

POV: I can't explain how terribly hungry I am right now. My God!. How do I sleep tonight knowing that same continues tommorow?

Part of the teachings in Islam is not to allow our neighbor sleep in hunger. You're a digital neighbor. How can I help you?

Lol northern and mumu 5&6 how can someone from sokoto suggest and provide solutions in river state, is like saying darkness to tell us important of light, I expect they should ask questions relating to boko haram and home grown Taliban in sokoto

Oya Nl analyse the relationship between lala n snakes

U09ce:


Part of the teachings in Islam is not to allow our neighbor sleep in hunger. You're a digital neighbor. How can I help you?

Wow.. thanks.
I need some fin assistance to enable me buy some items to feed on🙏🙏

These are the types of questions I love during the exams. Not all those list and explain; what are the characteristics of, etc.

With real life experience questions, I'll naturally pour out my mind, including the personally generated characteristics, lists whatever need to be listed, and score my A.

aremubabs:


It is a bad question.

Leading questions can only generate biased answers.


A better question would be: "Analyze the sexual harassment allegation of Natasha Iduaghan against Akpabio, and draw your own conclusions."


Our lecturers need to do better with stimulating the brains of their students.


When you ask a leading question, you are constraining their thinking capabilities.


Then, to make it worse, the examiner makes it clear that he doesn't believe that there is gender-based political culture among our politicians because he wants the students to suggests ways to boost gender-based political culture among Nigerian politicians.


This is a really bad question.

Lol. I am an educationist, so I can assure you that your assessment is incorrect-though, of course, we all learn every day. The lecturer’s question may have seemed wrong to you because you are not an educationist. In fact, the lecturer’s question was even better than yours, although you may dislike it because it was a leading question. However, that is entirely valid in this context.

Before deciding who is right or wrong between you and the lecturer, it’s important to understand the aim of the question. When setting standard exam questions, one must cover all the cognitive abilities: knowledge, comprehension, application, analysis, synthesis, and evaluation- progressing from the lowest cognitive ability (knowledge) to the highest (evaluation or judgment).

The question you complained about was designed to test students’ ability to analyze situations without drawing conclusions. That’s why it began with the word “analyze.” Whether or not the question is a leading one is irrelevant; what matters is the student’s ability to analyze a situation.

It is not appropriate to ask students to perform two complex cognitive tasks in a single question, as you did (asking them to analyze and then evaluate or draw a conclusion). Instead, you could ask them to analyze a situation in one question and then cover evaluation or judgment in a separate question. Therefore, the alternative question you provided was incorrect.

Moreover, these questions were set by professionals and are very much up to standard. The only reason you objected is likely because the question touched on politics, and everyone tends to their preferred candidate. However, that does not affect the quality or standard of the question.


Peace!

The question is subjective to imagination or speculation !!

What if a student is not versed in Nigeria current affairs ??

Except the scandals are both being discussed in the class lecture it's a disservice for other students who haven't grasp the current affairs.

U09ce:


Part of the teachings in Islam is not to allow our neighbor sleep in hunger. You're a digital neighbor. How can I help you?

I hope you're not playing with Islam and Allah's name?
I've replied your question and have also sent u a private message, but no response from you

Is not the first time a school is using Nigerian happenings to ask questions in either test or exams

Spursy:


I hope you're not playing with Islam and Allah's name?
I've replied your question and have also sent u a private message, but no response from you

Interesting. So this is the language you're using for someone who offered to help you?

papyjaypaul:
Why is the second semester 2023/24 session exam taking place in the month May of 2025?

I like the third question about Traoré and philosophy of African leaders. What's the philosophy of the leaders we have in Nigeria now? They don't have, that's why they keep decamping every month.

You are very smart. I have been thinking same.

I hope Mr lecturer taught them? Or wanna twixt they re brain 🧠??

U09ce:


Interesting. So this is the language you're using for someone who offered to help you?

No pls, don't get me wrong. That's not it sir. Pls I need ur help. Don't feel offended, I didn't mean it that way sincerely

Exactly.

yinkus6750:
Good questions. Education is expected to evolve around real situation in individual environment. And we talking about Sociology here.

Almunjid:

Lol. I am an educationist, so I can assure you that your assessment is incorrect-though, of course, we all learn every day. The lecturer’s question may have seemed wrong to you because you are not an educationist. In fact, the lecturer’s question was even better than yours, although you may dislike it because it was a leading question. However, that is entirely valid in this context.

Before deciding who is right or wrong between you and the lecturer, it’s important to understand the aim of the question. When setting standard exam questions, one must cover all the cognitive abilities: knowledge, comprehension, application, analysis, synthesis, and evaluation- progressing from the lowest cognitive ability (knowledge) to the highest (evaluation or judgment).

The question you complained about was designed to test students’ ability to analyze situations without drawing conclusions. That’s why it began with the word “analyze.” Whether or not the question is a leading one is irrelevant; what matters is the student’s ability to analyze a situation.

It is not appropriate to ask students to perform two complex cognitive tasks in a single question, as you did (asking them to analyze and then evaluate or draw a conclusion). Instead, you could ask them to analyze a situation in one question and then cover evaluation or judgment in a separate question. Therefore, the alternative question you provided was incorrect.

Moreover, these questions were set by professionals and are very much up to standard. The only reason you objected is likely because the question touched on politics, and everyone tends to their preferred candidate. However, that does not affect the quality or standard of the question.


Peace!

You don't know the meaning of analyze.

How can you analyze and not draw conclusions?


Why would you be analyzing in the first place.

Spursy:


No pls, don't get me wrong. That's not it sir. Pls I need ur help. Don't feel offended, I didn't mean it that way sincerely

Drop the digits here. I can't access that mailbox

U09ce:


Drop the digits here. I can't access that mailbox

70/5/2/9/43/26/5
Jibrin Aruwa
Opay
I'm so sorry Pls 🙏

aremubabs:


It is a bad question.

Leading questions can only generate biased answers.


A better question would be: "Analyze the sexual harassment allegation of Natasha Iduaghan against Akpabio, and draw your own conclusions."


Our lecturers need to do better with stimulating the brains of their students.


When you ask a leading question, you are constraining their thinking capabilities.


Then, to make it worse, the examiner makes it clear that he doesn't believe that there is gender-based political culture among our politicians because he wants the students to suggests ways to boost gender-based political culture among Nigerian politicians.


This is a really bad question.
Hehe good argument. Nigerians r intelligent yet keep producing terrible dull leaders

aremubabs:



You don't know the meaning of analyze.

How can you analyze and not draw conclusions?


Why would you be analyzing in the first place.

It appears you didn't fully grasp my previous comment. Allow me to clarify it more simply. When deg standard exam questions, it's crucial to encom all cognitive abilities: knowledge, comprehension, application, analysis, synthesis, and evaluation, progressing from the most basic (knowledge) to the most advanced (evaluation or drawing conclusions).

The aforementioned questions were specifically crafted to assess students' cognitive abilities across the spectrum, from the lowest (knowledge) to the highest (evaluation or judgment). Question 1a assesses students' knowledge, 1b evaluates their synthesis skills, question 2 measures comprehension or understanding, question 3 tests application (students' ability to apply Captain Ibrahim Traore's leadership style and achievements to Nigerian regional leaders), and question 4 was specifically designed to gauge students' analytical skills without requiring them to draw conclusions or judgment. Lastly, question 5 designed to test students' capacity to evaluate or draw conclusions, and propose solutions. As seen above, a particular question (question 4) was meant to test students' ability to analyze information without drawing conclusions because there's already a question that tests students' ability to evaluate and draw conclusions (question 5). Naturally, students might gravitate towards simpler questions focused on knowledge, comprehension, and application, potentially avoiding the more complex analysis and evaluation questions.

Your question, "How can you analyze without drawing conclusions?" is akin to asking: How can you possess knowledge without comprehension or understanding? How can you apply knowledge without being able to synthesize the information? How can you evaluate or draw conclusions without the capacity to analyze information? While these enquiries hold value, exam questions must be designed to addressed them individually, as seen in the exam questions.

In education, combining two advanced cognitive tasks—such as analysis and evaluation—within a single question is incorrect; therefore, the alternative question you posed wasn't ideal. Instead, you could consider separating these tasks into distinct parts, like in question 1, using subsections (a) and (b). However, this strategy can only combine simple and complex tasks (i.e., testing students' knowledge and synthesis skills) but cannot be applied to two complex tasks simultaneously (i.e., testing analysis and evaluation or drawing conclusions). This implies that you can only ask students to either analyze or draw conclusions, but not both at the same time.

As previously mentioned, this exam questions were developed by experts who upheld high standards. Your criticism of question 4 appears to be influenced by your political affiliations and does not impact the overall quality or standard of the exam questions. You're not alone in this, as many educationists face challenges in developing high-quality exam questions and might critique these questions, as you did, due to their insufficient knowledge. Nevertheless, if you carefully read and understanding my explanation, you'll acquire valuable insights for the future.


Peace!

U09ce:


Part of the teachings in Islam is not to allow our neighbor sleep in hunger. You're a digital neighbor. How can I help you?

Hello... Sir

U09ce:


Interesting. So this is the language you're using for someone who offered to help you?

But, you should know that a hungry man is an angry man. I'm not justifying his act though. You should understand that you're also very wrong to give someone hope and end up disappointing the person. The worst part is, u came up with Islam. I doubt if you are a Muslim and understand the teachings of Islam

Almunjid:

It appears you didn't fully grasp my previous comment. Allow me to clarify it more simply. When deg standard exam questions, it's crucial to encom all cognitive abilities: knowledge, comprehension, application, analysis, synthesis, and evaluation, progressing from the most basic (knowledge) to the most advanced (evaluation or drawing conclusions).

The aforementioned questions were specifically crafted to assess students' cognitive abilities across the spectrum, from the lowest (knowledge) to the highest (evaluation or judgment). Question 1a assesses students' knowledge, 1b evaluates their synthesis skills, question 2 measures comprehension or understanding, question 3 tests application (students' ability to apply Captain Ibrahim Traore's leadership style and achievements to Nigerian regional leaders), and question 4 was specifically designed to gauge students' analytical skills without requiring them to draw conclusions or judgment. Lastly, question 5 designed to test students' capacity to evaluate or draw conclusions, and propose solutions. As seen above, a particular question (question 4) was meant to test students' ability to analyze information without drawing conclusions because there's already a question that tests students' ability to evaluate and draw conclusions (question 5). Naturally, students might gravitate towards simpler questions focused on knowledge, comprehension, and application, potentially avoiding the more complex analysis and evaluation questions.

Your question, "How can you analyze without drawing conclusions?" is akin to asking: How can you possess knowledge without comprehension or understanding? How can you apply knowledge without being able to synthesize the information? How can you evaluate or draw conclusions without the capacity to analyze information? While these enquiries hold value, exam questions must be designed to addressed them individually, as seen in the exam questions.

In education, combining two advanced cognitive tasks—such as analysis and evaluation—within a single question is incorrect; therefore, the alternative question you posed wasn't ideal. Instead, you could consider separating these tasks into distinct parts, like in question 1, using subsections (a) and (b). However, this strategy can only combine simple and complex tasks (i.e., testing students' knowledge and synthesis skills) but cannot be applied to two complex tasks simultaneously (i.e., testing analysis and evaluation or drawing conclusions). This implies that you can only ask students to either analyze or draw conclusions, but not both at the same time.

As previously mentioned, this exam questions were developed by experts who upheld high standards. Your criticism of question 4 appears to be influenced by your political affiliations and does not impact the overall quality or standard of the exam questions. You're not alone in this, as many educationists face challenges in developing high-quality exam questions and might critique these questions, as you did, due to their insufficient knowledge. Nevertheless, if you carefully read and understanding my explanation, you'll acquire valuable insights for the future.


Peace!

If the questions were specifically crafted to assess students' cognitive abilities across the spectrum, from the lowest (knowledge) to the highest (evaluation or judgment).


Why then did the lecturer not ask the students to answer all the questions?


Continue to defend rubbish.


No wonder many of our graduates are barely employable.

aremubabs:



If the questions were specifically crafted to assess students' cognitive abilities across the spectrum, from the lowest (knowledge) to the highest (evaluation or judgment).


Why then did the lecturer not ask the students to answer all the questions?

Continue to defend rubbish.


No wonder many of our graduates are barely employable.

You brought up a valid concern, but it could have been expressed more politely. I'm not defending any shortcomings, as you suggested; it's crucial to acknowledge that the issues within the education system result from its structure rather than the lecturers themselves. Although your observation is valid, but lecturers cannot be held responsible for not requiring students to answer all questions, as their primary role is to teach and ister exams. The government holds the responsibility for developing and implementing educational policies.

The questions were carefully designed to assess students' cognitive abilities across a wide range, from basic knowledge to advanced evaluation or judgment. Ideally, students should answer all questions for us to accurately measure their cognitive abilities. However, students currently have the freedom to choose any three questions, leading them to select the simplest ones. When they excel in these questions, it may not reflect their true capabilities because the full range of their cognitive abilities hasn't been assessed. This may result in the misconception that they are highly intelligent, proving the saying, "Examinations are not the true test of knowledge." Therefore, your question is valid and should be directed towards educational policy makers to improve our curriculum and assessment methods.

Nigerian graduates often encounter employability challenges due to a historical lack of market-relevant skills in tertiary education, which has caused significant concern among the youth. In response to this issue, the Nigerian government has taken a step towards addressing these concerns by integrating entrepreneurship education into the curriculum. Instead of attributing blame to the graduates for their employability difficulties, we should hold the government responsible for any insufficiencies in curriculum design and implementation, as they play a crucial role in shaping the quality of education and, subsequently, the employability of graduates.

I value productive and respectful conversations. If a discussion resorts to personal attacks or insults, I choose to disengage, as I believe that engaging with mature and open-minded individuals leads to more fruitful interactions. Please don't be angry if I didn't respond to your next quote. Nonetheless, I appreciate the time you took to share your thoughts with me on this matter.

Shalom!

Social Sciences students are great thinkers...

U see sociology, u go write tire