Secondary School Certificate Examination Research Articles

Determinants of Academic Performance Among Undergraduate Students: A Case Study of University of Peshawar (Pakistan)

This study examines the factors influencing the academic performance of undergraduate students at the University of Peshawar. By employing a stratified random sampling method with 530 students, and utilizing Multiple Linear Regression, the research identifies several key predictors of cumulative grade point average (CGPA). The findings reveal that higher marks in the Secondary School Certificate (SSC) examinations are strongly associated with a higher CGPA, underscoring the significance of prior academic achievement. Additionally, a positive correlation is observed between parental education levels and students' academic performance, suggesting that parents with higher education levels contribute to a more supportive educational environment. Active parental support is also a significant predictor of higher CGPA, emphasizing the crucial role of encouragement and assistance from home. Furthermore, students who exhibit greater attention in class tend to achieve higher CGPA, highlighting the importance of classroom engagement. Other notable factors include HSSC marks, father's income, financial support for accommodation, effort in solving tutorial questions, the presence of a study space, and daily study time. These insights offer valuable guidance for educators and policymakers in developing targeted strategies to enhance student support systems and improve academic outcomes.

Relationship between Past and Present Academic Performance among Undergraduate Medical Students of Bangladesh

Background: Education is one of the most essential factors in producing a human resource & the academic performance becomes important since it is commonly used as a reflection of education. To find out the relationship between past and present academic performance among medical students of Bangladesh. Methodology: This cross-sectional study was conducted to assess the relationship between past and present academic performances of the medical students of Bangladesh. A total of 436 student respondents participated in this study from eight purposively selected of Bangladesh those are located at Dhaka and outside Dhaka) from January to December 2022 using a pretested semi-structured self-administered questionnaire. Results: This study find that out of 436 medical students’ majority i. e. 416 (95.4%) students got GPA score 5 and very few i.e. 20 (4.5%) got GPA score <5 in the Secondary School Certificate examination. In Higher School Certificate examination majority i.e. 386 (88.5%) students got GPA score 5 and 50 (11.5%) students got GPA score <5. This study also find that out of 130 responses about the result of first MBBS Professional examination, most of them (92.3%) passed regularly and 7.6% passed irregularly. Out of 83 responses about the result of second MBBS Professional examination, most of them (96.3%) passed regularly and 3.6% passed irregularly. Out of 30 responses about the result of third MBBS Professional examination 100% passed regularly and no irregularly passed was found. In the fourth MBBS Professional examination 50% passed regularly. There was an inverse relationship between the combined scores of Secondary School Certificate examination and Higher School Certificate examination with the result of professional examinations. Conclusion: Academic performance at the secondary education or pre-university college level is generally considered the strongest indicator of academic merit in tertiary education. CME J 2024; 3(2); 16-19

ENHANCED APPROACH FOR CHANGE OF COURSE OF STUDY USING FUZZY LOGIC

In tertiary institutions of Nigeria, students are admitted through the Unified Tertiary Matriculation Examination (UTME) to study courses of their choice. However, most students often perform poorly. Thus, the need to change their programme of study becomes a necessity or risk being withdrawn from the university. The student for a change of programme is required to present a cumulative grade point average (CGPA), which informs the student’s status and commonly used criteria to determine the student’s qualification for a change of programme of study. The students are allowed to choose or advised which programme to choose based on their perceived strength. This is not scientific and have proven ineffective since may be based on biased perception. Thus, most of these students still perform poorly in the new programme of study and may end up being withdrawn. In order to minimize subjectivity and handle uncertainty in such a decision process, this paper proposed a fuzzy logic approach for the change of programme of study by considering the student’s Senior Secondary School Certificate Examination (SSCE) result(s), UTME scores, and grades obtained in the various examined and related courses. The CGPA initiates the entire process. The simulation was done in MATLAB, inputs were supplied and the recommendation is generated. The strength values of each input is calibrated from, as from which the system recommends other faculties, Computer Science, Statistics, Physics and mathematics respectively. The system enhances the chance that a student may perform in their newly proposed programme.

Leadership for ethical conduct of Senior Secondary School Certificate Examination (SSCE) in Nigeria and the challenge of ‘Miracle Examination Centres’

ABSTRACT The importance placed on passing Senior Secondary School Certificate Examinations (SSCE) in Nigeria has led to the emergence of ‘Miracle Examination Centres’ (MECs). MECs are schools where candidates get undeserving excellent SSCE results through institutionally enabled malpractice. This undermines the Nigerian education sector and its leadership. But well-researched empirical evidence on MECs in Nigeria is scarce. Through a reconnaissance technique (recce), we provide new evidence on MECs’ activities, including their nature and patronage, while providing informed remedial pointers that can be harnessed by the education sector leadership. Interviews were conducted with 97 persons, comprising community members, teachers, and school owners across 16 communities in four study sites (Abuja, Anambra, Edo, and Kogi), and data were supported by observations. Elicited data were thematically analysed. Findings show that MECs were more interested in rents (informal and undue fees) by compromising SSCE standards and less interested in academic training. Community members were aware of the activities of MECs and could readily identify or discuss them. We uncovered the adopted processes in facilitating this kind of malpractice. A feasible strategy to address MECs and similar examination fraud syndicates across countries is for the education sector leadership to strategically focus on the demand and supply sides.

Coverage of Core Mathematics Syllabus among Senior High Schools in Ghana: The Case of Sagnarigu Municipality

As far as students’ academic performance in the West Africa Secondary School Certificate Examination is concerned, coverage of syllabus among other factors has been identified as key. The purpose of the study was to investigate the perceived factors that influence core mathematics syllabus coverage in Senior High Schools in Ghana. A qualitative research approach with case study design, guided by four research questions and semi-structured oral interview guide as well as questionnaire were used in the study. Participants were selected using a purposive and convenient sampling techniques. The data was analysed in themes and presented on frequency tables. The study found that national education policies, Covid 19 pandemic, school programs, and teacher/students-related issues were the perceived factors that influenced coverage of the core mathematics syllabus. The study employed the Goal Setting and self-Efficacy theories. The instrument was pretested by the researcher to determine its validity. It was therefore recommended that government should provide schools with textbooks, furniture, teaching and learning materials, more classrooms, library, laboratories as well as motivate teachers with better conditions of service.

Effect of Undergraduate Business Students’ Entry Characteristics on Academic Success

The purpose of this study is to explore the effects of undergraduate business students’ entry characteristics (West African Senior Secondary Certificate Examination (WASSCE), Senior Secondary School Certificate Examination (SSSCE), General Certificate of Education (GCE) ordinary level certificate, and matured entry) on academic success in terms of cumulative grade point average (CGPA), competencies (soft skills), acquired, and overall academic performance. Through a cross-sectional survey, 382 final year business students were selected from two universities in Ghana to participate in the study. Academic records of the students were obtained and complementary primary data were collected from these same respondents through questionnaire administration. Data were analyzed using PLS–SEM. The only statistically significant results the study established were that WASSCE has a positive relationship with competences and overall academic performance, and mature entry also had a negative relationship with competence. The study recommended revisions to the current admission criteria as universities need to entrench individualized curricula to cater the diversity occasioned by the variety of entry qualifications students. While direct applicants (e.g., applicants with WASSCE) may follow the current curriculum, bridging courses may be necessary to bring the mature applicants to the level of the direct applicants to ensure parity of knowledge.

Statistical Analysis on Influence of Biology Laboratory Practicalon Senior Secondary Students’ Academic Performance in Ilorin East Lga, Kwara State

High achievement especially in Biology is usually enhanced by proper Biology laboratory practical. However, it is assumed that most Biology teachers resort strictly to the use of theoretical method in teaching. This has constantly led to poor performance of students in the Senior Secondary School Certificate Examination across Nigeria. Therefore, this study investigated the statistical analysis on influence of Biology laboratory practical on students’ academic performance of Senior Secondary Students in Ilorin East, Kwara State, Nigeria. The study was a descriptive survey type. One hundred and twenty (120) students were sampled for the study using proportionate and simple random sampling technique in Ilorin East L.G.A, Kwara State, Nigeria. A researched designed questionnaire was used to accumulate information from respondents. Three research questions and two research hypotheses formulated were tested using percentage, mean, frequency count and independent t. test and ANOVA at 0.05alpha level of significant. The result of findings revealed that Biology laboratory practical has a great influence on senior secondary school students' academic performance and also on the level of understanding and retention capabilities of students but there was no significant influence of Biology laboratory practical on students’ academic performance based on gender but not was significant based on class size

Statistical Analysis on Influence of Biology Laboratory Practical on Senior Secondary Students’ Academic Performance in Ilorin East Lga, Kwara State

High achievement especially in Biology is usually enhanced by proper Biology laboratory practical. However, it is assumed that most Biology teachers resort strictly to the use of theoretical method in teaching. This has constantly led to poor performance of students in the Senior Secondary School Certificate Examination across Nigeria. Therefore, this study investigated the statistical analysis on influence of Biology laboratory practical on students’ academic performance of Senior Secondary Students in Ilorin East, Kwara State, Nigeria. The study was a descriptive survey type. One hundred and twenty (120) students were sampled for the study using proportionate and simple random sampling technique in Ilorin East L.G.A, Kwara State, Nigeria. A researched designed questionnaire was used to accumulate information from respondents. Three research questions and two research hypotheses formulated were tested using percentage, mean, frequency count and independent t. test and ANOVA at 0.05alpha level of significant. The result of findings revealed that Biology laboratory practical has a great influence on senior secondary school students' academic performance and also on the level of understanding and retention capabilities of students but there was no significant influence of Biology laboratory practical on students’ academic performance based on gender but not was significant based on class size. It is thus recommended that; all Biology teachers should engage students more in pratical activities more than the theory aspect to facilitate better understanding among the students, Ministry of Education should provide adequate laboratory equipment and good laboratory environment to promote spirit of curiosity in students and stakeholders should build more infrastructure such as laboratories, classrooms and others.

A Study of Construct Validity of English Language Reading Test of Secondary School Certificate (SSC) Examination in Bangladesh

The aim of this study was to investigate the construct validity of the English Language reading test of secondary school certificate examination in Bangladesh. A qualitative research method was incorporated to collect and analyze the data followed by a retrospective and introspective interview. For conducting the research, the eight SSC candidates of session 2021-2022 and three teaching and testing experts were invited. The students were asked to participate in an instant English reading test and the experts were invited to make judgments on three reading strategies and students’ reading performances. The study found a little agreement among specified reading strategies of secondary education curriculum, experts’ judgments and students’ used reading strategies for establishing the construct validity of the English reading test of secondary school certificate examination in Bangladesh.

English Language Proficiency: A Predictor of Academic Performance in Biology

English language is used as the medium of teaching in Ghanaian schools from Basic to the tertiary levels. Students at all stages of education are taught the content of school subjects through the use of the English language. As a result, how well students perform academically is mainly determined by their proficiency in English language. This paper therefore examined the relationship between English language proficiency and academic performance in Biology. The study employed a hybrid of ex-post facto and correlational research designs to determine the extent at which science students’ performance in English language correlates with their academic performance in Biology. Secondary data in the form of Terminal examination scores and 2019 West African Senior Secondary School Certificate Examination (WASSCE) results in English language and Biology were analysed for 157 science students in four selected Senior High Schools in the Central and Western Regions. The Pearson Product Moment Correlation Analysis of the Statistical Package for Social Sciences (SPSS) was used to assess the degree of correlation between English language proficiency and academic accomplishment in Biology. The study observed that there was a positive correlation (r = 0.379, 0.479, 0.443 and 0.345) between English language performance and academic achievement in Biology in the terminal examination scores. The WASSCE scores revealed a positive and strong correlation (r = 0.825, 0.719) between English language and Biology. Based on these findings, it was recommended that since English language is extensively used in education as a whole, science teachers should teach language across the curriculum. That is, they must lay special emphasis on contextual proficiency more than on general proficiency in the language of learning and teaching (LOLT) when the need arises.

TEACHERS' VIEWS AND OPINIONS ABOUT THE STRATEGIES TO MITIGATE THE MALPRACTICES IN SECONDARY SCHOOL CERTIFICATE EXAMINATIONS SYSTEM IN BOARDS OF KHYBER PAKHTUNKHWA

This study is being conducted to "investigate the views and opinions of teachers about the strategies to mitigate the malpractices in the secondary school certificate examination system in the boards of Khyber Pakhtunkhwa." The target population was all the teachers of secondary schools in Khyber Pakhtunkhwa, a province of Pakistan. The data was collected through questionnaires, and the following five hypotheses were tested: (1) The installation of CCTV cameras in examination halls will minimize malpractices during examinations. (2) The appointment of good-character, dutiful, and honest teachers as exam supervisors will minimize the chances of malpractice during examinations. (3) The media can play a positive role in reducing examination malpractices. (4) Good and effective teaching in schools will minimize the chances of malpractices in examinations. (5) Strict punishment for individuals involved in malpractices will reduce the occurrences of examination malpractices. The data was tabled, analyzed, and a conclusion drawn. All the hypotheses were proven true and accepted. Keywords: Teachers, malpractice, CCTV cameras, hypotheses, Khyber Pakhtunkhwa

Relationship between Emotional Intelligence and Academic Achievement of Secondary School Students in Ogbomoso Metropolis, Nigeria

This study investigated the relationship between emotional intelligence and academic achievement of secondary students in Ogbomoso metropolis. A descriptive survey and ex-post facto research were adopted for the study. A sample of two hundred and fifty junior secondary school one (JSS3) students was randomly selected from five schools, two private and three public schools within Ogbomoso metropolis. Fifty respondents were purposively selected from each of the five schools. A self – designed instrument was used to collect information on emotional intelligence while scores of each of the students in the junior secondary school certificate examination results in English Language, Mathematics and Basic Science was collected to ascertain their academic achievement. A research question was raised while three hypotheses were tested at 0.05 level of significance. Regression analysis, t-test, Pearson Product Moment Correlation were used to analyse the hypotheses raised. The result indicated that the majority of the students had high emotional intelligence. It was also found that emotional intelligence significantly contributed to students’ academic achievement. The result also showed that significant difference existed in favour of students with high emotional intelligence. Likewise, the result showed that there was a significant relationship between emotional intelligence and academic achievement among the students. It was therefore concluded that the students had high emotional intelligence and that emotional intelligence contributed to students’ academic achievement. it was recommended that school administrators and educational stakeholders should regularly organize seminars and workshops to train teachers on the importance of emotional intelligence in a bid to enhance better academic achievement among students in the secondary schools. Keyword s : Emotional intelligence, academic achievement, relationship, self-esteem, self-awareness. DOI: 10.7176/JEP/13-21-09 Publication date: June 30 th 2022

Comparative Analysis of Secondary School Students’ Performance in Science Subjects in Ekiti State, Nigeria

The purpose of this study was to compare secondary school students' scientific performance in Ekiti State, Nigeria. To accomplish this, the researcher used an ex-post facto research method. The results of students who sat the West African Senior School Certificate Examinations (WASSCE) in all 141 secondary schools in Ekiti State from 2015 to 2019 were used by the researcher. Science students who sat for WASSCE in all of Ekiti State's public secondary schools between 2015 and 2019 made up the study's sample. As a result, data from the May/June 2014/2015, 2015/2016, 2016/2017, 2017/2018, and 2018/2019 Senior Secondary School Certificate Examinations were used in the study. In total, the study was guided by four research questions and one hypothesis. The research questions were examined using descriptive statistics such as frequency counts, percentages, mean, standard deviation, and graphs, while the hypothesis was validated using Analysis of Variance (ANOVA) at a significance threshold of 0.05 using the SPSS version 20 package. According to the findings of the study, students' performance in Chemistry was better than their performance in Physics and Biology across the five years analyzed. Students' performance in Biology, Physics, and Chemistry does not follow a predictable pattern, according to the findings of this study. According to the findings, students performed best in Chemistry, followed by Physics, and least well in Biology. As a result of the study's findings, it was suggested that the government provide enough and up-to-date laboratory equipment for schools, and that parents and other education stakeholders assist governments by contributing their own quota to school growth.

Item Difficulty as a Source of Variability in Student Achievement in the West African Secondary School Certificate Examination (WASSCE): Application of Generalizability Theory

Students’ achievement in core subjects in the West African Secondary School Certificate Examination (WASSCE) has been a subject of concern for stakeholders due to poor performance. The purpose of this study is to assess whether item difficulty is a significant source of variability to the measurement of students’ achievement in WASSCE in Ghana, using the generalizability theory. The study had three specific objectives: (1) to examine the sources of variability (e.g., item) to students’ achievement in WASSCE in Ghana, (2) to assess the dependability of students’ responses in relation to their ability, (3) evaluate how many items are sufficient to provide an optimum measure of student achievement. The one-facet crossed random design was adopted as the research design. Data were obtained from students’ achievement in 2015 WASSCE in the four subjects, namely, Mathematics, Science, Social Studies and English Language. The generalized analysis of variance (GENOVA) was used for the analysis, conducting both G-study and D-study. The analysis revealed that the findings from this study showed that item difficulty had minimal effect on the variability in students’ achievement in English Language and Mathematics. The result further revealed that item difficulty had a significant effect on variability in students’ achievement in Science and Social Studies. Only the English Language test showed relatively low reliability. The study recommended the item difficulty and content structure of the Science and Social Studies multiple-choice test should be evaluated by WAEC officials and their examiners.

Teachers and Students Perception of Factors Influencing Girls Performance in WASSCE; The Case of a Girl Senior High School

There has been persistent reports of low performance of girls in final examination of Senior High School especially in Northern Ghana. Academic achievement at the Senior High School is a critical milestone in every Ghanaian student’s educational path and a critical step toward transition to higher levels of education. However, the rate of girls making the necessary grades in the final examination to enable them progress lags behind particularly in Northern Ghana. Far more attention has been paid to ensuring that girls enroll in school. This study investigate the determinants of girls’ performance in the West African Secondary School Certificate Examination using the case of a girl Senior High School. Participants were purposively selected from teachers who had experience in teaching final year students and past students of the school. Data was collected from fifteen (15) sampled teachers, and fifteen (15) past students of the school through interviews.

“Miracle Examination Centres” as hubs for malpractices in Senior Secondary School Certificate Examination in Nigeria: A systematic review

Certificates obtained after taking Senior Secondary School Certificate Examinations (SSCE) are priority documents that qualify students to be admitted into tertiary level education and are also a minimum requirement to contest in some political elections in Nigeria. ‘Miracle’ Examination Centres (MECs) are rogue/corrupt business outfits that position as regular schools/examination centres, but in reality deploy deviant means to secure unmerited SSCE results/certificates, and hence undermine academic integrity and country-wide development. In these rogue centres, candidates can acquire unmerited desirable grades across subjects taken in SSCE, hence the ‘miracle’ commonly ascribed to such centres in Nigeria. This paper deploys a systematic review of Nigeria-focused exam malpractice literature to explore the drivers that facilitate the establishment and spread of MECs as well as interventions that can be used to eliminate them. Identified documents that met inclusion criteria (94: 48 non-traditional academic and 46 traditional academic publications) were retrieved and reviewed. Proximate drivers of MECs involve the actions and inactions of certain actors that are within immediate reach of influence and at grassroots, such as parents, community-based groups, and schools (school owners, principals, teachers, students, etc.). Remote drivers are the actions and inactions of the examination bodies and regulatory institutions that allow MECs to thrive. We consider the remote drivers to be away from immediate reach of influence as shown in our conceptual framework. Therefore, addressing the challenge of MECs by focusing on proximate drivers, appears to be feasible within the short and mid-terms, unlike the remote drivers.

Predictive Validity of Students’ Achievement in BECE/JSSCE in Basic Science on Their Achievement in Chemistry in Some Selected States in the Southeast Zone

This study is on the predictive validity of student achievement in Basic Science in the State Ministry of Education Organized Junior Secondary School Certificate Examination on their achievement in chemistry in Senior School Certificate Examination (SSCE) organized by West African Examination Council. The study methodically x-rayed the predictive strength of students’ achievement in Basic Science in SMoE – JSSCE on their achievement in Chemistry on SSCE organized by WAEC. To carry out the study, the researchers employed a co relational survey technique as the research design. The sample of the study comprised of 291 students, made up of 134 males and 157 females. These students were drawn from six schools. The selection process involved both purposive and random techniques. Three states in southeast geopolitical zone participated in the study. These States are Ebonyi, Imo and Anambra respectively. Two research questions and two hypotheses guided the study. The hypotheses were tested at 0.05 level of significance. Data were collected from the Students Achievement Records (SAR) of the two examination bodies kept in the schools. Hence the SAR is the instrument for data collection. The data analysis was done using Person Product Moment correlation (r) and coefficient of determination (r 2 ). Linear regression analysis was further employed in the data, so as to answer the hypotheses. The findings of the study showed that Basic Science in JSSCE organized by State Ministry of Education is a poor predictor of male and female students achievement score in chemistry when they are jointly considered. It also showed that where as basic science in JSSCE is a significant predictor of female students’ achievement in chemistry; the reverse is the case for the male students. On the basis of the findings, the researchers recommended that, students, achievement in JSSCE Basic Science should not be used as basis for students’ placement in science classes in the senior secondary class. The researchers equally recommended that State Ministry of Education of the study area should recruit and post competent science teachers to both Junior and senior secondary schools. Finally, the researchers equally recommended that the State Ministry of Education of the study area should intensify regular monitoring of schools to ensure teachers’ coverage of science curriculum. DOI: 10.7176/JEP/12-36-11 Publication date: December 31 st 2021

Analysis of the Trend of Students’ Achievement in Physics in West Africa Examination Council Organized Senior Secondary School Certificate Examination

This study is on analysis of the trend of students’ achievement in physics in West African Examination Council organized Senior School Certificate Examination (SSCE). The study methodically investigated the trend of students’ achievement in physics in WASSCE in the South east geopolitical zone of Nigeria between 2015 and 2017 years. To conduct the study, the researchers adopted a survey research design of ex-post-facto method. Specifically the study carefully analysed students’ academic achievement in physics within the period of coverage. The sample of the study is made up of all physics students who sat for physics in SSCE in the zone within the period with a total population of one hundred and eleven thousand and twenty seven (111027) students. Four (4) research questions and eight (8) hypotheses guided the study. From the findings of the study, it was seen that while Abia state presented the least number of students entry, Imo state presented the highest number of students’ entry in the zone in physics in SSCE. Secondly, the zone recorded more than average mean percentage achievement in the high grade pass. Ebonyi state was seen to have recorded the least average percentage achievement and as well recorded the highest number of F9 (failure) grade within the period in the zone. On the basis of the findings, it was recommended that states should continue to support the teaching of physics in schools with provision of funds in their budgets and ensure its release for science programme implementation. It was also recommended that qualified physics teachers should be attracted to teach physics in schools. Finally, in-service training and other incentives should be provided to physics teachers to motivate them. DOI: 10.7176/JEP/12-36-04 Publication date: December 31 st 2021

Comparative Analysis of WAEC and NECO SSCE English Language Results in Ilorin, Kwara State, Nigeria

ABSTRACT: This study compared students’ results in WAEC ( West African Examinations Council) and NECO (National Examinations Council) SSCE (Senior Secondary School Certificate Examination) English Language examinations in Ilorin, Kwara State, Nigeria. The study was limited to public senior secondary school students' SSCE (WAEC and NECO) English Language results in Ilorin, Kwara State, for the period of two years. A total of 600 students’ results were selected for this study from five Local Government Areas using multi-stage sampling techniques. Ex post facto research design was adopted for this study; and the instrument for this study was a proforma titled “Students’ Achievement in English Language Inventory”. Descriptive statistics of frequency counts and percentages were employed to provide answers to the research questions raised, while Spearman Rank Order Correlation Co-efficient was used to test the hypotheses formulated at 0.05 significant level. Findings of this study revealed that majority of the respondents sampled passed English Language in WAEC at credit level for the year 2018 and 2019, while the performance of students in NECO is positively related and comparable in English Language. It was, therefore, recommended among others that the examining bodies should also continue to meet the standards of test construction procedures. They should ensure that experts are engaged in their activities, especially in test construction and administration. They should always strike balance by giving out items that are fair to all candidates, so that they will not see their questions as inferior to other examining bodies. KEY WORDS: SSCE; WAEC; NECO; English Language; Results. About the Authors: Oyeyemi Jumoke Jekayinfa, Ph.D. and Aminat Ozohu Aburime, Ph.D. are the Lecturers at the Department of Arts Education, Faculty of Education UNILORIN (University of Ilorin), Ilorin, Nigeria. For academic interests, the Authors are able to be contacted via e-mail addresses at: jekayinfa.oj@unilorin.edu.ng and aminataburime@unilorin.edu.ng Suggested Citation: Jekayinfa, Oyeyemi Jumoke & Aminat Ozohu Aburime. (2021). “Comparative Analysis of WAEC and NECO SSCE English Language Results in Ilorin, Kwara State, Nigeria” in EDUCARE: International Journal for Educational Studies , Volume 14(1), August, pp.49-60. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online). Article Timeline: Accepted (June 1, 2021); Revised (July 3, 2021); and Published (August 30, 2021).

Comparison of the Effectiveness of Four Scoring Techniques in Secondary School Multiple-Choice Test Items in Financial Accounting

Poor academic performance of students in senior secondary school certificate examination in some commercial subjects may be attributed to ineffective scoring techniques used by classroom teachers and examination bodies. Therefore, this study compared the effectiveness of four scoring techniques in multiple-choice financial accounting in secondary schools of Osun state, Nigeria. The study adopted a descriptive survey and Quasi-experimental research designs. The sample consisted of 420 senior secondary schools (SSSII) Financial Accounting students selected using Multi-stage sampling technique. An instrument titled “Financial Accounting Multiple-Choice Test (FAMT)” with a reliability coefficient of .80 was administered to selected students. The marks obtained through standard conventional, logical weight, corrected and confidence scoring techniques were analyzed using descriptive and inferential statistics. Findings showed that the logical weight scoring technique had the highest mean value of 40.63 when compared with other scoring techniques. It was also revealed that there was a significant difference in the performance of students in Financial Accounting multiple-choice test items using the four scoring techniques (F(3,1676) =31.494, p<.05). Based on the findings, it was concluded that students performed better using the logical weight scoring technique in Financial Accounting multiple-choice test items and is the most effective scoring technique among others. The study recommended that a logical weight scoring technique should be encouraged and used in scoring Financial Accounting multiple-choice test items in secondary schools by examination bodies.
 
 Received: 27 March 2021 / Accepted: 29 April 2021 / Published: 17 May 2021