Senior Secondary School Certificate Examination Research Articles

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 Thus, the need to change their programme of study becomes a necessity or risk being withdrawn from the university.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 Thus, most of these students still perform poorly in the new programme of study and may end up being withdrawn.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.

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.

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.

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.

“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.

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

Relationship Between Personnel Management And Students’ Academic Performance in Ondo State Public Secondary Schools, Nigeria

This study examined the extent of personnel management and the level of academic performance of secondary schools’ students in Ondo State. The study also examined the relationship between personnel management and academic performance of students. The study adopted the descriptive research design of the survey type. The population of the study consisted of 16,563 public secondary school teachers in 304 public secondary schools in Ondo state. The sample comprised 900 teachers selected from 36 secondary schools in Ondo State using multistage sampling procedure. Two sets of instruments tagged personnel management questionnaire (PMQ) and an inventory on Senior Secondary School Certificate Examination Result (ISSCER) were used for the study. The two instruments were validated by experts in Educational management and Test and Measurement to determine the appropriateness in order to ensure the face and content validity of the instrument. Test retest method of reliability was used to ascertain the reliability of the PMQ and a reliability coefficient of 0.81 was obtained. The research questions were answered using frequency count and percentage score while Pearson Product Moment correlation was used to test the hypothesis. The findings revealed that the level of personnel management in Ondo State was moderate and academic performance of students in Ondo State was fair. It was recommended that teachers should be motivated through prompt payment of salaries, promotion as and when due and other welfare packages should be paid in order to enhance good academic performance of secondary school students in Ondo State.

The teaching of health education as a secondary school subject in Bayelsa State, Nigeria

Health education (HED) as a subject in the secondary school curriculum has been made a compulsory subject in West African Examination Council (WAEC) and Senior Secondary School Certificate (SSCE) examinations for any candidate wanting to study any course in the medical and health-related disciplines in Nigerian tertiary institutions. This study seeks to find out the extent of the teaching of HED as a school subject in secondary schools in Bayelsa State; not as components of other subjects like health science, biology, and physical and health education. The proposed approach of the study was a State-wide survey of the teaching of HED as a school subject in secondary schools. This was done by involving 114 schools out of the 192 schools in the State. Findings revealed that out of the 114 schools visited, 38 schools only teach Physical and Health Education (PHE) as a subject in the Junior Secondary School level. During interviews with heads of schools that teaches PHE; it was gathered that the teachers who teach PHE also doubles as teachers of HED at the Senior Secondary (SSS) level. Implying that only 38 schools out of the 114 sampled schools teach (HED) as a school subject; this reveals an abysmal absence of the teaching of Health Education as a school subject in Senior Secondary Schools (SSS) in Bayelsa State, Nigeria. The none-teaching of HED underscores its importance to healthful-living It is therefore recommended that health education as a subject be encouraged and taught in all SSS in the State.

COMPETENCE OF ESL STUDENTS IN GRAMMATICAL STRUCTURES

Knowledge of basic elements of English grammar facilitates communicative competence. Grammatical structure, therefore, constitutes a main component of English language study at all school levels in Nigeria. The purpose of the study is to evaluate the grammatical competence of senior secondary school three students as candidates of senior school certificate examination (SSCE). The study subjects were some one hundred regular senior secondary school certificate examination (SSCE) candidates in Makurdi town in central Nigeria. The test instrument comprises of thirty structural items adopted from a particular past SSCE English language paper 2 of West African Examination Council (WAEC). The data were analyzed with percentage and frequency statistics. The results of the data analysis show that the students are particularly weak in question tags, phrasal verbs, subject-verb concord, modal meanings, subjunctive mood, tense backshift, personal pronoun objective case, correlative conjunction and compound noun plurals. These deficiencies affect their communication in English and invariably their performance in senior school certificate English examination. It is therefore recommended that students at this level should be taught basic elements of grammar to aid their proficiency in communication. Article visualizations:

Science Education In South-West Nigeria: Implications For Educational Policy

The demand for quality science education requires periodic assessment for its improvement especially in areas with previous challenges. This study was conducted to assess the current status of science education in Ekiti State, Southwest Nigeria. A cross-sectional design, combining a mixed method of quantitative and qualitative data collection approach, was used following a records review. Schools were selected using a cluster sampling technique. Science education status was ascertained by three parameters: students’ pass rates in science subjects in the Senior Secondary School Certificate Examination, science teachers’ profile (assessed with a 14-item self-administered questionnaire) and availability and functionality of infrastructure for science education using an observational checklist. In-depth interviews were conducted among relevant stakeholders using an in-depth interview guide. Quantitative and qualitative data were analyzed with descriptive statistics and a thematic approach respectively. Students’ pass rates were below 50% in Mathematics and Biology but above in Physics, Chemistry and Agricultural Science. The science teacher: student ratio was 1:8 and 37.5% of the teachers were members of the Nigerian Science Teachers Association. One school (8.3%) had a computer library that was adequately equipped. Laboratory facilities were mostly multipurpose in nature. A quarter of the schools had no library while 33.3% had grossly inadequate library facilities. Opinions about science education status among the respondents was widely divergent with some feeling that it was good while others felt otherwise. This study revealed poor status of science education as evidenced by a low science teacher-student ratio and lack of basic infrastructure for science education. Interventions to improve these findings are recommended.

USING THE WRITING WORKSHOP TO IMPROVE READING

The study investigated the effect of using the writing workshop to improve reading in senior secondary school students. Most public schools in Nigeria do not explicitly teach reading or writing to students, hence most of these students have poor reading and writing competences. This study applied the writing workshop strategy (Fletcher & Portalupi, 2001) to teach reading to a small group of secondary school students in a rural community in Ezinihitte, Mbaise, near Owerri, South East Nigeria. The study employed the qualitative method of participant observation. A comparison of students’ reading and writing performance before and after the study showed that the treatment had a positive effect on the reading and writing competences of the subjects. It was concluded that using the writing workshop to teach students who are being prepared for the senior secondary school certificate examinations to actively read and write in the English language will go a long way to improve their competence in both reading and writing the language. It is recommended that both the government and all stakeholders should adopt this strategy alongside other useful ones to improve the performance of students in internal and external examinations. Article visualizations:

Teachers’ Morale and Academic Performance of Secondary School Students in South West, Nigeria

The poor performance of students in Senior Secondary School Certificate Examination in recent time, particularly in Southwest Nigeria, appears to be discouraging. This study sought to investigate the effectiveness of teachers’ morale on secondary school students’ academic performance in South West, Nigeria. A questionnaire and a proforma were used for data collection. Public Secondary School teachers and students in South-West Nigeria formed the population for the study. The sample for the study comprised 375 teachers and 9375 students. Multistage stratified random sampling technique was used to choose the sample. Findings showed that teachers’ morale made significant contribution to the prediction of students’ academic performance. It accounted for 58.9% of the total variance in students’ academic performance. In the same vein, all the indices of teachers’ morale individually made significant contribution to the prediction of students’ academic performance, with teachers’ salary as the best predictor. Teachers’ salary alone accounted for 47.4% of the total variance in students’ academic performance, while teachers’ workload was the least predictor with 3.8% contribution of the variance. There is a significant relationship between teachers’ morale and students’ academic performance (r=0.49, p<0.05). While the paper concluded that students’ performance is influenced by teachers’ morale, it therefore recommended that policies that will enhance teachers’ morale such as improved teachers’ allowance should be put in place.

Students’ Performance in Ghana: A Discriminant Analysis

&lt;p&gt;This study employs discriminant analysis to determine students’ performance in their final West African Senior Secondary School Certificate Examination (WASSCE). Data on 104 students who completed Suhum Senior High Secondary Technical School from 2012 to 2013 were gathered from the WASSCE results sheets of the school and discriminant analysis was performed on the initial factors. Result suggest that six factors: being the BECE grade in Science, BECE grade in Mathematics, Type of basic education, Duration of the SHS system, Entry admission age to form 1 of SHS and BECE aggregate of candidate as parsimoniously representing the difference between students who performed very well and those who performed poorly in the WASSCE- determine the performance. &lt;/p&gt;

A Survey of Prison Inmates’ Utilisation of Library Media Resources in Preparation for Senior Secondary School Certificate Examination in Nigeria

This study takes a cursory look at prison inmates’ utilisation of library media resources in preparation for Senior Secondary School Certificate Examination in Nigeria from 2009 to 2013. Three of the prisons that prepare and register inmates for these Examinations were randomly selected for the study. These are Abakaliki prisons in the South-East, Ikoyi prisons in South-West and Kuje prisons in North-Central Nigeria. A total of five hundred questionnaires were administered on the inmates registered for SSSCE in the various prisons sampled, namely: Abakaliki 160 inmates with a response rate of 142, Ikoyi 240 inmates with a response rate of 209 and Kuje 100 inmates with a response rate of 87. However, 438 questionnaires were duly completed and returned, and found useable for the study, representing a response rate of 87.6%. The study revealed that 353 inmates(80.6%) utilise photocopying services, 322 inmates(73.5%) utilise journals, 311 inmates(71.0%) utilise Book loan services, 237 inmates (54.1%) utilise past examination questions, 211 inmates(50.5%) utilise West African Examinations Council curricula and syllabi, while 320 inmates(73.1%) claimed that staff attitude was not a hindrance to their utilisation of the library resources. Also, 79.0% claimed that weekend opening was not a challenge to their utilisation of library media resources, 83.6% do not see non-book loan as a challenge and 90.4% equally do not see library opening hours as a hindrance. However, 268 inmates (61.2%) claimed that they do not utilise the general reading materials and 312 inmates(71.2%) do not utilise the prescribed (recommended) textbooks. Recommendations were made accordingly as deduced from the findings.

A Meta-Analytic Assessment of Standard Fixing at Senior Secondary School Certificate Examination by West African Examinations Council, Nigeria

A Meta-Analytic Assessment of Standard Fixing at Senior Secondary School Certificate Examination by West African Examinations Council, Nigeria