https://ijojournals.com/index.php/er <p><span id="cell-9-name" class="gridCellContainer"><span class="label"><span style="font-size: 11pt; font-family: Cambria;"><strong>IJO - International Journal of Educational Research&nbsp;(E.ISSN: 2805-413X) (P.ISSN:&nbsp;2536-6696)</strong>&nbsp;is an International High Ranking, open-access journal that publishes high-quality articles in English, in all areas of Educational researc</span></span></span><span id="cell-9-name" class="gridCellContainer"><span class="label">h</span></span> (but not limited to) given below: Academic Advising and Counselling, Adult Education, Art Education, Business Education, Counsellor Education, Cross-disciplinary Areas of Education, Curriculum, Research and Development, Distance Education, Early Childhood Education, etc.&nbsp; &nbsp;</p> <p><span style="font-size: 1.5em;"><span style="text-shadow: #FF0000 0px 0px 2px;">Impact Factor: <strong>4.53</strong></span></span></p> IJO JOURNAL en-US IJO - International Journal of Educational Research (E.ISSN: 2805-413X) (P.ISSN: 2536-6696) 2805-413X <p>Author(s) and co-author(s)&nbsp;jointly&nbsp;and severally represent and warrant that the Article is original with the author(s) and does not infringe any&nbsp;copyright or violate any other right of any third parties and that the Article has not been published&nbsp;elsewhere.&nbsp;Author(s) agree to the terms that the <strong>IJO Journal</strong> will have the full right to remove the published article on any misconduct found in the published article.</p> https://ijojournals.com/index.php/er/article/view/1271 <p><em>The research investigated the impact of the sequence of test items on the performance of Junior Secondary School Students. A quasi-experimental research design was utilized for this study. The target population consisted of all Junior Secondary School Students across the three senatorial districts in Ekiti State, Nigeria. A sample of two hundred (200) students was selected from this population through a proportional sampling technique. The participants were categorized into an experimental group designated as A and a control group identified as B. A testing instrument referred to as the “Mathematics Multiple-Choice Test (MMCT) comprising three variants, A-C, was employed. Variant A was organized in ascending order of difficulty, whereas variant B was structured in descending order of difficulty, and variant C was arranged randomly without any specific order. The validity of the instruments was established using a table of specification (TOS), and a general reliability coefficient of 0.96 was calculated through the Kuder Richardson formula 20 (KR20). Mean, standard deviation, and t-test analyses were conducted to compare the means of each group against the control group and the test. The results indicated that arranging items in ascending order of difficulty exerted a positive and significant effect on students' performance in mathematics at a 0.05 alpha level, while the descending order arrangement demonstrated a positive yet insignificant effect on students' performance in mathematics. It was suggested that educators, test developers, and professional examination organizations should prioritize the arrangement of items from simpler to more complex to enhance students' confidence..</em></p> Olawale OMOYA (Ph.D.) Rhoda Oluwaseun KOLAWOLE Gbemisola Mary OYEWALE (Ph.D.) ##submission.copyrightStatement## https://creativecommons.org/licenses/by-nc-nd/4.0/ 2026-04-08 2026-04-08 9 04 01 09 https://ijojournals.com/index.php/er/article/view/1275 <p><em>This study investigated the differences and similarities in school quality by examining the human and material resources (inputs) involved in the implementation of the English language curriculum in private and public primary schools in Ibadan. The study adopted a descriptive design of survey type. A multistage sampling approach was used to select from a stratified sample of schools of four high performing public schools, four high performing private schools, four low performing public schools and four low performing private schools; resulting in a total of 16 schools. One intact class was used from each of the schools. The research question was tested using two validated instruments; English language teaching/learning observation system (ELTLOS), Qualitative Key informant Interview (QKII). Data were analyzed using descriptive statistics, independent samples t-test and descriptive qualitative reports. In assessing the differences and similarities in the availability of teaching/learning materials, independent samples t-test was used and results show that there is a significant difference in the availability of teaching/learning materials in low and high performing public and private schools at t₍₁₄₎ =6.88; P&lt;0.5. in assessing the quality of teachers, descriptive statistics was used and results show that teachers in high performing private schools have more teachers with high qualification i.e. only 19% of the entire population of teachers have high educational degrees. However, teachers in public schools have more years of teaching experience. There is better quality in the inputs necessary for the implementation of English language curriculum in private schools than in public schools. Low performing private schools must improve on the standard of teaching/learning by employing competent teachers. High performing public and private primary schools in Ibadan must ensure quality control.</em></p> Blessing Temitope DICKSON-OMOGOYE (Ph.D.) Ifeoma Mercy ISIUGO-ABANIHE (Ph.D.) Rotimi Gbenga AKINYEDE (Ph.D.) ##submission.copyrightStatement## https://creativecommons.org/licenses/by-nc-nd/4.0/ 2026-04-26 2026-04-26 9 04 10 18