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The study of gaze tracking is a significant research area in computer vision. It focuses on real-world applications and the interface between humans and computers. Recently, new eye-tracking applications have boosted the need for low-cost methods. The eye region is a crucial aspect of tracking the direction of the gaze. In this paper, several new methods have been proposed for eye-tracking by using methods to determine the eye area as well as find the direction of gaze. Unmodified webcams can be used for eye-tracking without the need for specialized equipment or software. Two methods for determining the eye region were used: facial landmarks or the Haar cascade technique. Moreover, the direct method, based on the convolutional neural network model, and the engineering method, based on distances determining the iris region, were used to determine the eye’s direction. The paper uses two engineering techniques: drawing perpendicular lines on the iris region to identify the gaze direction junction point and dividing the eye region into five regions, with the blackest region representing the gaze direction. The proposed network model has proven effective in determining the eye’s gaze direction within limited mobility, while engineering methods improve their effectiveness in wide mobility.

This study investigated whether undergraduate students' cognitive experiences of using digital devices influenced their behaviour towards the conduct of e-assessment in Nigerian universities. It also examined if students' experiences of digital space in various ways using different platforms significantly influences their behaviour towards the conduct of e-assessment in Nigerian universities. The investigation was for the purpose of improving the assessment process and removing barriers that impede digital assessment in Nigerian universities. Ex-post-facto research design was adopted in the study. The sample consisted of an intact class of 280 Part 3 undergraduate students selected from a public university in Jigawa state during the 2020/2021 academic session. A self-developed instrument tagged: "Digital Learning and Assessment Questionnaire (DLAQ)", was used to collect data. Data were analysed using Pearson Product Moment Correlation and Chi-Square (χ²) statistics. Also, percentile analysis was done using simple percentage statistical method. The results revealed that students' digital experiences significantly influenced their behaviour towards the conduct of e-assessment in Nigerian universities. Also, students' digital experiences significantly influenced their perceived efficiency of e-assessment delivery in Nigerian universities. Further, students' experiences of digital space in various ways using different platforms significantly influenced their behaviour towards the conduct of e-assessment in Nigerian universities. It was concluded that the need for fair assessment of undergraduate students becomes imperative through digital devices. Thus, the heterogeneity of student digital experiences raises some key considerations for Nigerian universities to rethink practices and to adopt diversified approaches to assess and examine their students. [ABSTRACT FROM AUTHOR]

This study conducted a capacity building training programme to determine whether there exists effect of treatment on teachers' knowledge of basic test development and construction skills in public Junior Secondary Schools in Jigawa state, Nigeria. Also, it examined if there exists effect of treatment on subject and vocational teachers' item writing and test analysis skills, teachers' ability to categorize and interpret test scores for learning improvement in public Junior Secondary Schools in the state. This is with a view to enhance teachers' test construction competence and improve both validity and equity in achievement testing. An equally randomized quasi-experimental research design was employed in the study. The population studied comprised all male and female teachers in government-owned Junior Secondary Schools in all 27 Local Government Areas (LGAs) of Jigawa state, Nigeria. 520 secondary school personnel constituting 400 subject and vocational teachers, 40 Guidance Counsellors and 80 School Administrators constituted the sample in the study. Three self-developed research instruments were used in the study to collect data. These are: "Test Development Questionnaire (TDQ); Item Writing Questionnaire (ITQ), and Impact Assessment Questionnaire (IAQ)". Independent t-test statistics was used to test hypotheses in the study at 0.05 level of significance. The results showed that there existed a significant effect of treatment on subject and vocational teachers' knowledge of basic test development and construction skills in Junior Secondary Schools in Jigawa state. Also, there was a significant effect of treatment on subject and vocational teachers' item writing skills and teachers' skills in item and test analysis in Junior Secondary Schools in the state. However, a non-significant effect of treatment on subject and vocational teachers' ability to categorize and interpret test scores for learning improvement in Junior Secondary Schools in Jigawa state existed. It was concluded that continuous improvement in test development and construction is imperative for the 21st Century classroom teachers in the country. The study recommended that there was an urgent need to strengthening teacher education in view of competence-based test and item writing skills enhancement amongst secondary school teachers in Nigeria. [ABSTRACT FROM AUTHOR]

The study aims at investigating the differences in attitudes towards mathematics between boys and girls at the ninth grade level. the relationship between attitudes towards mathematics of ninth grade students and the qualification and experience of their teachers, and the effect of interaction between the qualification and experience of the teachers on attitudes towards mathematics.This study aims at answering the following questions: 1. Are there significant differences in attitude towards mathematics between boys and girls at the ninth grade level? 2. Are there differences in attitude towards mathematics of ninth grade students caused by the differences in qualification among their teachers? (educationists - non educationists) 3. Are there differences in attitudes towards mathematics of ninth grade students caused by the differences of experience among their teachers? 4. Is there an interaction between qualification and experience of mathematics teachers? Does this interaction influence the attitude of students towards mathematics? The samples consisted of 477 boys and girls of the ninth grade students in Riyadh area school district.

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