West African Examinations Council Research Articles

Comparative analysis of the performance of male and female students in physics for the West African examination council examination in Zuarungu senior high school in the Upper East Region, Ghana

This study conducted a comparative analysis of the performance of male and female students in physics at the West African Examination Council (WAEC) examination scores over five years in Zuarungu Senior High School in the Upper East Region of Ghana with a sample size of 419. Historical data was obtained from Zuarungu Senior High School, and statistical analysis was conducted using SPSS version 26.0. The findings revealed fluctuations in performance trends over the years, with females generally showing a slightly higher count in the A1-C6 and D7-E8 grade categories, while males had a higher count in the F9 grade category. These disparities underscore the need for targeted interventions to promote gender equity in physics education. Recommendations include implementing gender-sensitive teaching practices, promoting diverse role models, and creating inclusive learning environments. Overall, the study contributes to the existing literature on gender differences in physics performance and provides insights for educators and policymakers to address these disparities effectively.

Perceived Causes of Candidates’ Weaknesses in Rigid Motion

The West African Examination Council chief examiners’ reports repeatedly indicated that B.E.C.E. and W.A.S.S.C.E. candidates have been exhibiting weaknesses in locating points, plotting points and reading rigid motion graphs, hence the need for the conduct of this study to determine the factors responsible for students’ weakness in rigid motion. This qualitative study employed a case study design using a sample size of sixteen (16) comprising five B.E.C.E. candidates, five W.A.S.S.C.E. candidates and six experienced mathematics teachers who have taught mathematics for at least seven years. Purposive and simple random sampling techniques were employed in the selection of the sample size. Interview guide was used to collect data for the study and the collected data was analysed thematically. It was found that little or late exposure of students to the topic, lack of teaching and learning materials and rote learning or memorization were contributory factors to students’ weakness in rigid motion. It was therefore recommended that the mathematics curriculum be structured in a way that students will gain the needed exposure in rigid motion and other graph related topics as early as possible. Also, schools, Ghana Education Service, the government, philanthropists and all stakeholders in education should come to the aid of teachers and students by providing graph boards, laptops and projectors for teachers and also providing graph books for students to enable them have frequent practice in rigid motion and other graph related topics.

Test score equating of multiple-choice mathematics items: techniques from characteristic curve of modern psychometric theory

Examination scores obtained by students from the West African Examinations Council (WAEC), and National Business and Technical Examinations Board (NABTEB) may not be directly comparable due to differences in examination administration, item characteristics of the subject in question, and student abilities. For more accurate comparisons, scores from different assessments or examibations must be equated. In the literature, little is known about using Stocking-Lord and Haebara Item Response Theory (IRT) methods to equalize WAEC and NABTEB mathematics multiple-choice items. The study used a counterbalanced quantitative design for a single group. As a method for dealing with order effects, counterbalancing was used to assess 50 multiple-choice four-option items developed by WAEC and NABTEB for Grade 12 mathematics. The study selected 1210 Grade 12 students who were divided into groups A (647), and B (563). The IRT equating methods were employed to compare the two test forms based on the obtained data. The findings indicate that WAEC and NABTEB have similar construct domains, though WAEC is more difficult, and discriminates better. Further, when placed on the same scale, both tests are comparable. These findings have implications for curriculum redesign, academic performance assessment, and policymaking in the education sector, as well as refuting public perceptions of the credibility and value of these certificates awarded by the testing organizations in Nigeria.

Influence of school location and gender on generative learning model on secondary school students' academic achievement in chemistry

This study investigated the influence of school location and gender on the generative learning model's impact on academic achievement in Chemistry among secondary school students in the Awka Education zone, Anambra State. The study employed a quasi-experimental design and used two research questions and two hypotheses as guidance. The sample consisted of 143 senior secondary school one (SS1) Chemistry students in the zone, comprising 73 males and 110 females. From the 49 co-educational secondary schools in the zone, four were selected using a simple random technique. Two schools were assigned to urban locations (47 males and 67 females), while the other two were assigned to rural locations (26 males and 43 females) through simple random sampling by balloting. Fifty Chemistry achievement tests (CAT) were adapted from West African Examination Council (WAEC) objective past question papers. The instruments were validated by experts in the science education department and education foundation. CAT reliability was established using Kudar Richardson 20 (KR-20), which yielded a reliability coefficient of 0.87. To address the research questions, mean and standard deviation were utilized, while the analysis of covariance was employed to test the hypotheses at a significance level of 0.05. The study found that the generative learning model improved student achievement in both urban and rural schools, with a significant difference in mean achievement scores between the two groups. Specifically, the generative learning model proved more beneficial for students in urban schools, particularly for male students. Based on these findings, the study draws conclusions and provides recommendations.

The Recommended Instructional Approach in Ghanaian Basic Schools; A Review of Constructivist Approach of Teaching and Learning in the Mathematics Classroom

Teaching and learning mathematics in Ghanaian basic schools has been a concern for many years. This is because of the low learner achievement in national assessments by the West African Examination Council, where learners’ performance in mathematics at the end of primary education has been consistently low. In other assessments, such as the Trends in International Mathematics and Science Survey (TIMSS) report, the average performance of Ghanaian learners has been below the international average score. In an attempt to address the issues and improve the quality of teaching and learning mathematics, there have been curriculum reforms that revised the content-objective-based curriculum to a learner-standard-based curriculum and aimed at shifting teaching from traditional teacher-centered to more learner-centered (constructivist) teaching approaches. Adopting constructivist techniques as a teaching strategy and fostering a positive learning environment produce an active learning environment that enhances learning for both students and teachers and encourages students to think critically. In this paper, we review the constructivist approach to teaching and learning, analyze its successes and challenges, and discuss the implications for students and teachers of teaching and learning mathematics through constructivism in schools.

Application of Generalizability Theory in Measurement Error in 2019 WAEC Mathematics Objective Examination in Benin Metropolis

This study investigated measurement error in 2019 WAEC senior secondary school examination using generalizability theory. The study was specifically concerned with identifying and analyzing measurement error in the senior secondary school 2019 WAEC mathematics objective examination using generalizability theory, and also to determine the highest contribution of facets: students, items and teachers to measurement error. Four research questions were raised to guide the study. The study was survey which adopted a random effect two-facet fully crossed <i>s×t×i</i> design for a generalizability (G) and decision (D) studies. The population consisted of fifty-six thousand, seven hundred and ninety-seven (5697) senior secondary three (SS3) students in the seventy-five (75) public secondary schools in Benin metropolis for the 2019/2020 academic session. The instrument for data collection was a fifty (50) multiple choice WAEC, mathematics 2019 examination. The instrument has been validated by the West African Examination Council (WAEC). The reliability of the items was ascertained using the Kuder – Richardson 20 (KR 20) to obtain internal consistency. It gave a value of 0.92. Data collected were analyzed using a software EduG version 6.0-e based on analysis of variance (ANOVA) and generalizability. The findings which emerged from the study were: the highest contribution to measurement error in examination scores was the students - teacher interaction which accounted for 68.9%, this was followed by the student factor (27.5%) and the residual, that is, interaction of student, teachers and items (3.6%). A generalizability coefficient of 0.97 high enough to rank order students according to their relative abilities in examinations was obtained when the number of teachers was increased to 78. Based on the findings, it was therefore recommended that generalizability analysis should be carried out by researchers, test developers and examination bodies so as to reduce or eliminate measurement error and hence maximize reliability.

The current approved entry requirement is five (5) O'level credit passes in Mathematics, English Language, Physics, Chemistry and Biology at not more than two (2) sittings from any of the following: West African Examination Council (WAEC), National Examination Council (NECO)

The current approved entry requirement is five (5) O'level credit passes in Mathematics, English Language, Physics, Chemistry and Biology at not more than two (2) sittings from any of the following: West African Examination Council (WAEC), National Examination Council (NECO)

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