Abstract
This research is finance by: China National Education Science Planning on the general Project “Study on Synergy Effect of Incentive Policy For Primary and Secondary School Teachers”. Abstract Literatures were reviewed based on the study with classical test theory (CTT). Purposive sampling technique was used to select University of Ibadan in Nigeria and Beijing Normal University in China while snowball sampling approach was used to select one hundred and twenty-two (122) lecturers in Beijing Normal University in China and 100 (one hundred) lecturers in University of Ibadan in Nigeria making a total of 222 (two hundred and twenty-two) respondents (lecturers) in both countries. Three objectives were generated for this study. Descriptive statistics of frequency counts was used in analysing the results. The findings revealed that lecturers’ perspective of Gaokao was that there should be another screening exercise for students after passing Gaokao. The findings also showed lecturers’ perspective of Waec/Utme was that the presence of Post-UTME screening exercise for students after passing UTME was the best. The paper recommended that Chinese government should embark on programmes that will reorientate Chinese students on all examinations especially university entrance examination Gaokao. Nigerian government should allow score obtained in the UTME to be used for admission for more than one year. Keywords : Higher education entrance examination, lecturers’ perspective, Chinese Gaokao, Nigeria Waec/Utme, China and Nigeria education system. DOI : 10.7176/JEP/10-11-03 Publication date : April 30 th 2019
Highlights
1.1 Background to the Study Lecturers’ perspective on GAOKAO and West African Examination Council (WAEC)/Unified Tertiary Matriculation Examination (UTME) are important because lecturers are stakeholders in both countries and because they have a foundational knowledge and they had passed through GAOKAO and WAEC/UTME in their various countries
1.4 Research Questions The following research questions were answered during the course of the study. (i) What is the lecturers’ perspective of Gaokao as university entrance examination in China education system? (ii) What is the lecturers’ perspective of Waec/Utme as university entrance examination in Nigeria education system? (iii) What are the similarities and differences between lecturers’ perspective of Gaokao and Waec/Utme in China and Nigeria? The findings of this study provide empirical findings from lecturers’ perspective of university entrance examination using Gaokao and Waec/Utme in China and Nigeria education system as there are no similar studies on this topic
Lecturers in Nigeria universities were contented with the presence of Post-UTME screening exercise by individual universities for students after passing UTME examination before gaining admission to universities in the country
Summary
1.1 Background to the Study Lecturers’ perspective on GAOKAO and WAEC/UTME are important because lecturers are stakeholders in both countries and because they have a foundational knowledge and they had passed through GAOKAO and WAEC/UTME in their various countries. Lecturers partake in higher education system/process in terms of research, teaching/lecturing, evaluation, academic interaction with student etc. Nigeria and China have education policy concerning higher entrance examination. In Nigeria it is known as WAEC/UTME while China referred to it as 'the Gaokao Examination Policy' which was adopted in 1952 by the newly founded People's Republic of China. Both higher entrance examinations take place annually. Candidates that write the examination in Nigeria is over one million while that of China over nine million (Schroch, 2014)
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