Influence of High-Stakes Tests on Students’ Attitude Towards Learning Science in Senior Secondary Schools in Nigeria

Abstract

The problem of students’ attitude towards learning in the science arm of secondary schools in Nigeria has been a subject of concern and discuss. This study investigated high-stakes tests as determinants of students’ attitude towards learning science in senior secondary schools in Nigeria. Two research questions were raised and answered, and three hypotheses were formulated and tested to guide the study at .05 level of significance. A sample of 6349 students and teachers was utilized for the study. The research instrument used for data collection was the questionnaire titled: High-stakes and Students’ Attitude Questionnaire (HSSAQ). The instrument was subjected to face and content validity; Cronbach Alpha reliability analysis which yielded 0.84 coefficient. The data collected were analyzed using descriptive statistics, multiple regression and independent t-test statistics. The results using multiple regression revealed that significant influence exists for the independent variable (high-stakes tests, r=0.335, p<0.05). The mean difference in the opinions of the respondents regarding high-stakes tests were higher for teachers (X̅=53.63, SD=6.77) than students (X̅=52.8904, SD=7.55), t(6347)=-2.704, p>0.05, F=1.322, p=.250), however there was no significant difference. In conclusion, high-stakes test factors have significant influence on students’ attitude towards learning science in Nigeria. Therefore, it is recommended among others, that teachers and educators need to pay more attention to the effects of high-stakes testing in their schools