A COMPARATIVE STUDY OF THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN WASSCE AND NECO EXAMINATIONS
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A
COMPARATIVE STUDY OF THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN
WASSCE AND NECO EXAMINATIONS
CHAPTER ONE
INTRODUCTION
1.1. Background
of the study
Education is
simply defined as the total process of human learning by which knowledge is
acquired, faculties trained and skills developed. Secondary schools not only
occupy a vantage in the educational system in Nigeria, it is also the link
between the primary and the tertiary levels of education. According to Asikhai
(2010), education at secondary school level is supposed to be the bedrock and
the foundation towards higher knowledge in tertiary institutions. It is an
investment as well as an instrument that can be used to achieve a more rapid
economic, social, political, technological, scientific and cultural development
in a country. It is rather unfortunate that the secondary schools today are not
measuring up to the standards expected of them as envisaged in their
performance in external examinations. There have been public outcries over the
persistently poor performance of secondary school students in public
examinations. According to Nwokocha and Amadike (2005), academic performance of
students is the yardstick for testing the educational prowess of a nation.
Hence, it is inevitable to maintain a high performance in internal and mostly
external examinations. For some years now, reports on the pages of some
national dailies and research findings have shown the abysmal performance of
students of secondary schools in public examinations. Ajayi (2002), Nwokocha
and Amadike (2005), WAEC (2007), The Punch newspaper (September 27, 2008),
Adeyemi (2008) and Asikhia (2010) have all shown the extent of poor performance
of students in external examinations. The persistent decline in students’
performance in public examinations is not only frustrating to the students and
the parents, its effects are equally grievous on the society. One of the most
potent yardsticks so far, if not the strongest, of measuring school performance
of students is through public examinations such as Senior School Certificate
Examination (S.S.C.E.) in Nigeria. These examinations are externally moderated
and enjoy a lot of public confidence. The form of education children receive
after primary and before tertiary stage is called secondary education. Without
secondary school products, it is obvious that the basis for any future academic
study cannot be laid. From the aims and objectives of the setting up of
schools, one would expect that day and boarding senior secondary school
students’ performance in Imo State would greatly improve. Admittedly, no
educational system is problem free. However, the decay in Nigerian educational
system is becoming nothing to write home about. Ogunsaju (1990) described it as
calamitous. Though, brilliant students can be found even in public schools, the
high percentage of failure in WASSCE tends to rubbish the good ones among them.
Initially, Mathematics and English Language were recording poor results, but
later this extended to other subjects including the Sciences and Arts. The
schools can no longer justify the faith the government and the public have in
them or the huge budgetary allocations they consume yearly. Nevertheless,
students have not been doing well, and the situation is not improving. For
example, in the S.S.C.E of May/June 1992, English Language recorded only 13.8%
passes with Distinction and Credit grades, while 59.6% of the total 381,506
candidates failed. For Mathematics, only 9.7% passed in Distinction and Credit
grades while 59.4% failed (WAEC, 1994). In the examinations taken in June 1994
by 618,119 students, 14.2% and 13.7% passed with Distinction and Credit levels
in English and Mathematics respectively. The failure rates for the two subjects
were 56.3% for English and 67.4% for Mathematics (WAEC, 1994). Results in other
core-subjects were equally poor with students doing much worse in subjects with
practical work. In WASSCE of December 1996, for example, failure rates were
64.6% for English and Biology 58%. Therefore, if education is going to continue
to hold on to its old image as an instrument par excellence for achieving
national development, it has to be salvaged or resuscitated. The popular
practices of changing the curriculum or adding more subjects, changing the
duration of schooling or voting more money are not yielding the expected
results. Notably amongst the external examinations are the WASSCE examinations
and the NECO examinations. The former is a West African regional examination
while the latter is solely Nigerian controlled examination supervised by the
federal ministry of education. According to our educational rules, possessing
five credit level grades with English language and mathematics in either of the
examinations inclusive automatically qualifies students to seek tertiary
education in Nigeria.
This
research will be carried out in Imo State which is the state capital of Imo
state predominantly the Igbo tribe and people from other ethnic groups in
Nigeria. The area is urban, open to lots of vices and it attracts strangers
from all over the world, who settle and trade for a living due to the abundance
of mass land.
1.2.
Statement of the problem
The phenomenon
of poor external results among Nigerian secondary school students, especially
those in senior secondary schools is a matter that has become a serious source
of concern to successive governments and major stakeholders in the education
sector in the country. Over the years, the majority of students that sat for
the May/ June West African Examinations Council (WAEC) and November/ December
National Examination Council (NECO) have been recording mass failure, not only
in the area of overall performance of the students, but also in the core
subjects like English, Mathematics, Sciences (Biology, Physics,
Chemistry),Geography, Vocational and Technical Studies and History where the
high spate of failures have been a dominant feature of the students‘ performance
in Imo State. However, statistics reeled out by the two examination bodies, the
National Examination Council and the West African Examination Council, which is
the particular focus of this study, each time the results of West African
Examination Council (WAEC) and National Examination Council (NECO) examinations
are released, they point to the fact that students have generally been
underperforming the high investment which the government, both at the federal
and state levels, as well as the parents have been making in the sector,
though, some still pull their weight. Consequently, the out-cry on the
persistent poor and unpromising performances of students in WASSCE and NECO
examinations in Imo State, Nigeria specifically, in the past six years
(2007/2008, 2008/2009, 7 2009/2010, 2010/2011, 2011/2012, 2012/2013, 2013/2014)
in Senior Secondary School Certificate Examinations (SSCE) conducted by West
Africa Examination Council (WAEC) made educationists and the government policy
makers and the researcher wonder whether the schools are measuring up to the
expectations. The measurement of performance of students in WASSCE and NECO
examinations is for them to score at least a credit in the subjects under
comparison.
1.3.
Objectives of the study
The
following are the aims and objectives of engaging in this study
1. To
critically examine the performance of students in Mathematics, physics and
Biology in WASSCE and NECO examinations in Imo State.
2. To study
the performance of students in WASSCE AND NECO examinations simultaneously in
mathematics, physics and biology in Imo State.
3. To know
which of the examinations students perform better in when compared to the
other.
4. To know
if there is a significant difference between the performance of students in
mathematics in WASSCE and NECO examinations?
5. To know
if there is a significant difference between the performance of students in
physics in WASSCE and NECO examinations?
6. To know
if there is a significant difference between the performance of students in
Biology in WASSCE and NECO examinations?
7. To
recommend ways of improving the performances of mathematics, physics and
biology in WASSCE and NECO examinations in Imo State.
1.4.
Research Questions
1. What is
the performance of students in Mathematics, physics and Biology in WASSCE
examinations in Imo State?
2. What is
the performance of students in Mathematics, physics and Biology in NECO
examinations in Imo State?
3. Compare
the performance of students in WASSCE AND NECO examinations simultaneously in
mathematics, physics and biology in Imo State?
4. Which of
the examinations do students perform better in when compared to the other?
5. What are
the reasons for the performances in WASSCE and NECO examinations in Imo State?
6. Is there
a significant difference between the performances of students in mathematics in
WASSCE and NECO examinations?
7. Is there
a significant difference between the performances of students in physics in
WASSCE and NECO examinations?
8. Is there
a significant difference between the performances of students in Biology in
WASSCE and NECO examinations?
1.5.
Research Hypotheses
Hypothesis 1
H0: There is
no significant difference between the performances of students in WASSCE and
NECO examinations in Mathematics in Imo State.
H1: There is
significant difference between the performances of students in WASSCE and NECO
examinations in Mathematics in Imo State.
Hypothesis 2
H0: There is
no significant difference between the performances of students in WASSCE and
NECO examinations in Physics in Imo State.
H1: There is
significant difference between the performances of students in WASSCE and NECO
examinations in Physics in Imo State.
Hypothesis 3
H0: There is
no significant difference between the performances of students in WASSCE and
NECO examinations in Biology in Imo State.
H1: There is
a significant difference between the performances of students in WASSCE and
NECO examinations in Biology in Imo State.
1.6.
Significance of the study
This study
would be of immense benefit to secondary school administrators, principals and
teachers in that it would unravel the examinations between WASSCE and NECO
students perform better in. the study would also help government and
educational stakeholders and especially the Imo state ministry of education in
formulating policies that would enhance the performance of students in external
examinations in Imo state. Finally, the study would be important to all
stakeholders who are interested in knowing the performance of students in the
two major examination bodies in Nigeria.
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