Comparative Performance of Students in Mock and WASSCE Examination in Physics in Senior Secondary School in Obio/Akpor Local Government Area
Chapter One
Research Questions
The following research questions were posed to give direction to the study:
- How are the grades of students in Physics who took mock examination and WASSCE from 2016-2018 distributed in each of the years?
- How are the grades of male students in Physics who took mock examination and WASSCE from 2016-2018 distributed in each of the years?
- How are the grades of female students in Physics who took mock examination and WASSCE from 2016-2018 distributed in each of the years?
- What percentage of students passed Physics in mock examinationand WASSCE from 2016-2018 in each of the years?
- What percentage of male students passed Physics in mock examination and WASSCE from 2016-2018 in each of the years?
CHAPTER TWO
LITERATURE REVIEW
Concept of Examinations
The term Examination means different things to different people. Examination is a means by which students’ knowledge and understanding are assessed and the basis for awarding cerificate (Orji, 2013). The periodic testing and measurement of students after acquisition of experience is known as examination (Olusola, 2006). Olusola went further to state that Examination is the pivotal point around which the whole system of education revolves and the success or failure of the system of examination is indeed an indicator of the success or failure of that particular system of education. The students are evaluated at the end of each learning programme or level of education. At the classroom level, the results are used in the form of rewards. These help students to effectively achieve as well as try as much as possible to maintain their level of achievement while those who achieved low will struggle to improve on their level of achievement (Harbor-Peters, 1999). Examination is an instrument that brings out the inbuilt abilities in learners.
Examination elicits responses from learners to place them appropriately on the ability scale. With the introduction of the Item Response Theory (IRT), it is possible to measure the level of ability of the learner. This is opposed to the old idea that an arbitrary ability scale can be used since it is difficult to measure the level of the latent trait in a person (Frank, 2001). Because of the significant role that examination plays in securing the future career of students (good credit passes are required for furthering to higher institution of learning) many want to make it at all cost, and some under tension. All these have resulted into various forms of Examination malpractices that we have in our society today. Evidences abound that both the examiness and the examiners regard examination or any form of test as anxiety provoking process. Students and parents alike fear and are always tensed because examination results affect the plan for individual career. The role of testing and examination include; to award certificates, to give progress reports to parents on their wards’ intellectual abilities, to promote students to new classes or to seek admission into higher institution of learning, to identify and adjudge those suitable for employment and to monitor, govern, and socialize individuals into a progressive and highly knowledgeable society (Abdullahi, 2009).
Examination could be external or internal, formal or informal. An example of a formal examination is the final examination administered by the teacher in a classroom while informal examination could be a form of examination conducted by a parent on the child. Examination could be in written form, multiple choice, completion type, essay, true/false e.t.c.
CHAPTER THREE
Methodology
Research Design
This study employed a survey research design, which was deemed appropriate for systematically collecting and describing data related to students’ performance in mock and WASSCE Physics examinations. According to Nworgu (2015), survey research design focuses on gathering information about a population and analyzing it to identify patterns, relationships, and key characteristics. This design was particularly suitable for the study as it involved analyzing existing student performance records across multiple academic sessions to determine the relationship between mock and WASSCE Physics examination outcomes in Obio/Akpor Local Government Area.
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Population of the Study
The target population for this study comprised the Physics examination results of students from public secondary schools in Obio/Akpor Local Government Area who took both mock and WASSCE examinations. The total population included student results from the 2015/2016, 2016/2017, and 2017/2018 academic sessions, covering a large number of students to ensure reliable and generalizable findings. Specifically, the population included:
- 8,102 students from the 2015/2016 academic session
- 7,926 students from the 2016/2017 academic session
- 7,810 students from the 2017/2018 academic session
CHAPTER FOUR
Results
Research Question 1: How are the grades of students in Physics who took mock examination and WASSCE from 2016-2018 distributed in each of the years?
CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS
Conclusion
Consequent upon the analysis of data, it was concluded that the grades of students in WAEC Physics examination were better than that of mock examination in 2016 while their grades in mock examination were better than that of WASSCE in 2017 and 2018. It was further concluded that across gender lines, a significant difference existed between the grades of students in mock examination and WASSCE in 2017.
Recommendations
In considerations of the findings of the study, the following recommendations were adumbrated:
1.School administrators should ensure that they thoroughly take a look at mock examination questions set by teachers to ensure that they are valid before administration. That way, the grades of students in WASSCE would not at variance with their grade in mock examination.
2.Physics teachers should see to it that students whose grades in mock examinations is not encouraging are given adequate tutorial attention before going in for WASSCE with a view to ensuring that they perform well in their WASSCE.
3.School administrators should ensure that Physics teachers cover what is captured in the curriculum prior to WASSCE so as to ensure consistency in distribution of students‟ grades in mock examination as well as WASSCE.
4. Physics teachers should ensure that their mock examination questions are subjected to item analysis. That way, the grades of students will be enhanced in WASSCE.
References
- Adesoji, A.F. & Kenni, A.M. (2013). Continuous assessment, mock results and gender as predictors of academic performance of chemistry students in WASSCE and NECO examinations in Ekiti State. International Education Studies, 6 (7), 63-68.
- Agwagah, U.N. & Usman, K.O. (2003). Sustaining development in secondary school Physics through constructivist framework: A model lesson plan. Journal of Physics Association of Nigeria, 31 (1), 11-26.
- Ashikhia, D. A. (2010). Students and teachers’ perceptions of the causes of poor academic performance in Ogun State secondary schools (Nigeria): Implication for counseling for national development. Retrieved fromhttp://www.eurojournal.com/ejss on august 28th, 2010.
- Boke, D.M. (2015). An investigation into the use of mock examination as a predictor of KCSE performance in Kiswahili in Rongo district, Kenya. A Research Thesis, School of Education, Department of Curriculum, Instruction and Educational Media, Moi University.
