West African Examinations Council Research Articles

Evaluation of Impact of UJ-Math Graphing Tool (UJ-MaGT) on Secondary School Students’ Graphing Ability

In recent years, there has been renewed call and effort by Nigerian government to encourage the enrollment of pupils into science, technology, engineering and mathematics; (STEM) subjects. Graph construction is a veritable and indispensable skill required by anyone that engages in a STEM subject. Yet, data from the West African senior school certificate exams (WASSCE) – physics practical – chief examiner’s annual report has revealed serious deficiency in graph construction by secondary school leavers. In an attempt to solve this problem, an app called UJ-Math Graphing Tool (UJ-MaGT) was developed with the aim of incorporating its algorithm in a scientific calculator. The technology was evaluated among 903 senior secondary school students within Jos. Pre-test and post-test were conducted and achievement scores were obtained by grading the test scripts in accordance with West African Examination Council’s (WAEC) marking scheme. Analysis of variance (ANOVA) was carried out using SPSS software. Results show that there was no statistical difference (P>0.05) amongst the groups before the intervention, the null hypothesis “There is no significant difference in achievement score and gap before intervention of UJ-Math Graphing Tool (UJ-MaGT) in graph plotting” was retained. Furthermore, the null hypothesis “There is no significant difference in achievement score and gap after intervention of UJ-Math Graphing Tool (UJ-MaGT) in graph plotting” was rejected because there exist a statistical significant difference (P<0.05) amongst the groups after the intervention. It is therefore concluded that the technological intervention has significant impact on the performance of the students in graph construction.

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.

Strategies for curbing examination malpractices: Perspectives of teachers and students

The purpose of the study was to examine the perception of teachers and students towards the efficiency of the techniques implemented to reduce examination malpractices in the Sekondi-Takoradi Metropolis. The design for the study was a descriptive survey. The study was guided by six research questions. The study employs the use of multi-stage sampling technique. The sample of the study comprised 280 invigilation teachers and 370 students from 10 public senior high schools in Sekondi-Takoradi. A 4-point rating scale questionnaire named “Stakeholders Perceptions of the Effectiveness of the Strategies for Curbing Examination Malpractice Questionnaire (SPESCEMQ)”, was adopted. Means, standard deviation was used for analysing data. The results of the study revealed that the strategies adopted for curbing pre-examination were effective, but post-examination malpractices were slightly effective in the Sekondi-Takoradi metropolis. Students and teachers also agreed that banning schools involved in examination malpractices from writing external examinations and imprisonment of supervisors for aiding and abetting examination malpractice are not effective. In conclusion, it appears that both teachers and students have adopted new strategies in making post-examination to be ineffective. Per the conclusions of the investigation, West African Examination Council (WAEC) is encouraged to intensify the use of electronic means in checking students since students also adopt new methods of cheating before, during and after examination.

ECWA School of Nursing, Egbe Admission Form For 2023/2024,Session Is out ☎️ 07068583206 DR MRS FELICIA +2347068583206 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)

ECWA School of Nursing, Egbe Admission Form For 2023/2024,Session Is out ☎️ 07068583206 DR MRS FELICIA +2347068583206 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)

2023/2024 School of Nursing, Anua, Uyo Akwa Ibom State Application Form is out ☎️(07065892637-07065892637 Dr.(Mrs.) GRACE 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)

2023/2024 School of Nursing, Anua, Uyo Akwa Ibom State Application Form is out ☎️(07065892637-07065892637 Dr.(Mrs.) GRACE 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)

2023/2024 School of Nursing, Eket Akwa Ibom State Application Form is out ☎️(07065892637-07065892637 Dr.(Mrs.) GRACE 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)

2023/2024 School of Nursing, Eket Akwa Ibom State Application Form is out ☎️(07065892637-07065892637 Dr.(Mrs.) GRACE 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)

2023/2024 School of Post Basic Midwifery, Umuahia, Application Form is out ☎️(07065892637-07065892637 Dr.(Mrs.) GRACE 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)

2023/2024 School of Post Basic Midwifery, Umuahia, Application Form is out ☎️(07065892637-07065892637 Dr.(Mrs.) GRACE 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)

Difficulty, Discrimination and Pseudo - Guessing Indices of West African Examinations Council Core Mathematics Multiple Choice Items: Theoretical and Practical Implications of Using Item Response Theory

Viewing from the psychometric models of modern assessment, it is imperative to note that assessment has been undergoing major constructive modifications. One of the main modifications is the transition from the use of classical test theory (CTT) to modern test models (IRT) as well as methods used in test construction. This is to say that the pendulum swing in test construction techniques is from CTT to IRT. Clearly, the properties of IRT create several benefits in the area of test design and item banking over CTT. This paper estimated the IRT psychometric proprieties (difficulty-1PL, discrimination-2PL and guessing indices-3PL) of West African Examinations Council (WAEC) 2020 core mathematics objectives test examination in Ghana within the remit of IRT. The study revealed that averagely, the 2020 core mathematics objectives test examination were within the difficulty level (1PL) of the examines. In terms of discrimination level (2PL), the psychometric properties indicated that most of the items discriminated among the examinees. However, on the Pseudo-guessing parameter (3PL), it was found that most items were subjected to pseudo-guessing. Theoretically and practically, the way items are constructed could have influenced outcome. Therefore, we strongly advocate and recommend that item writers for examination body like West African Examinations Council (WAEC) should rigorously be trained to be more conscious of theoretical and practical implications of the guessing parameter. This will help in avoiding test items that are prone to pseudo-guessing.

Assessing Score Dependability of West Africa Examination Council (WAEC) 2019 Mathematics Objective Test Using Generalisability Theory

This study investigated score dependability in the 2019 West Africa Examination Council (WAEC) Senior Secondary School examination using the generalisability theory. The study was specifically concerned with identifying and analysing the score dependability of the Senior Secondary School 2019 WAEC mathematics objective examination using generalisability theory, and determining the highest contribution of facets: students, items and teachers to score dependability. Two research questions were raised to guide the study. The study was a survey which adopted a random effect two-facet fully crossed s×r×i design for generalisability (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 had 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 analysed using the software EduG version 6.0-e based on analysis of variance (ANOVA) and generalisability. The findings which emerged from the study were the highest effects to score dependability in examination came from the interaction of students and teachers, an index of dependability (∅)of 0.92 high enough to maximise reliability was observed only when the teachers were increased to 78. Based on the findings, it was recommended that generalisability analysis should be carried out by researchers, test developers and examination bodies so as to reduce or eliminate measurement error and hence maximise reliability, and there should be enough invigilators when conducting examinations, thereby minimising error and maximising reliability (dependability) of examination scores.

Chemistry students’ conceptual understanding of organic qualitative analysis

Organic qualitative analysis is one of the challenging chemical concepts in students learning of chemistry. The West African Examinations Council chemistry chief examiners for years, have lamented on students’ poor performance in organic qualitative analysis at the senior high school level. This study, therefore, investigated chemistry students’ conceptual understanding of organic qualitative analysis. Convergent mixed methods procedure was used to collect both quantitative and qualitative data from 263 chemistry students. The 263 students were selected through multistage sampling technique to respond to organic qualitative analysis diagnostic test for students. Quantitative data was analyzed using percentages, means, and standard deviations to determine students’ level of conceptual understanding on organic qualitative analysis. The results from the study showed that, students demonstrated no scientific understanding on organic qualitative analysis. The qualitative data was open-coded and constantly compared to establish students' conceptual difficulties on organic qualitative analysis. Students demonstrated conceptual difficulties were in the form of alternative conceptions and factual difficulties. It was, therefore, recommended that chemistry teachers should select and use appropriate conceptual change instruction approaches in their teaching to help students conceptualize organic qualitative analysis contents in organic chemistry.

Ethical Administrative Process and Malpractices in Public Examinations: A Study of the West African Examinations Council (2010-2020)

Ethical Administrative Process and Malpractices in Public Examinations: A Study of the West African Examinations Council (2010-2020)

Design of Authenticated and Trusted Academic Certification Using Blockchain Technology

It is more expensive to handle forged certificates rather than take stringent measures to prevent such occurrences. Forged certificates can lead to loss of integrity and credibility in the certificates and loss of public confidence and trust in the certificate awarding institutions. This study proposed a blend of emerging technologies that include Blockchain Smart Contract for authenticating academic certificates using the West African Examinations Council (WAEC) as the case study. The study presents a detailed design of authenticated and trusted academic certification using Blockchain technology. The Ethereum Smart Contract was used to govern, manage, and provide traceability and visibility in a manner that is secured, decentralized, and globally accessible with high integrity and transparency. Findings from the study revealed various processes by which WAEC authenticates the certificates they issued and that Blockchain technology tends to improve its methods of verification.

Controlling Examination Malpractice in Senior High Schools in Ghana through Performance-Base Assessment

The purpose of the study was find out the perceive impact performance-based assessment on examination malpractice at the SHS level. This study employed descriptive design. A performance-based test was developed by the researcher. The population for the study were mathematics examiners and teachers and public SHS three students in in the western region of Ghana. A multistage sampling procedure was used for the selection of respondents for the study. The study made use of stratified, simple random and census techniques for selecting participates for the study. In all, sample of 240 examiners and 150 mathematics teachers in the western region of Ghana was selected for the study. The instrument for the data collection of the study was questionnaire. Data collected was analysed with means and standard deviation. It was found that mensuration, set, equations and inequalities, business mathematics and algebraic expressions were expressed to attract much malpractice whiles graphs, angles and construction were found to least attract malpractice. The result also showed that PBA could reduce examination malpractice at the SHS level. It was therefore recommended that the West African Examination Council should give a try-out of PBA in the SHS for some selected schools to further ascertain the strength and weaken of the developed PBA.

Performance of exploratory structural equation model (ESEM) in detecting differential item functioning

The validity of a standardised test is questioned if an irrelevant construct is accounted for the performance of examinees, which is wrongly modeled as the ability in the construct (test items). A test must ensure precision in the examinee's ability irrespective of their sub-population in any demographic variables. This paper explored the potentials of gender and school location as major covariates on the West African Examinations Council (WAEC) mathematics items among examinees (N=2,866) using Exploratory Structural Equation Modeling (ESEM). The results remarked that the test is multidimensional (six-factors) with compliance fix indices of (χ2 (940)=4882.024, p &lt; 0.05, CFI=0.962, TLI=0.930, RMSEA=0.038, SRMR=0.030, 90 % CI=0.037-0.039, Akaike information criterion (AIC)=147290.577, Bayesian information criterion (BIC)=149585.436 and Sample-size adjusted BIC=148362.154) respectively. Also, there were 10 (20 %) significant DIF items in the WAEC to gender, while 3 (6 %) of the items indicated significant DIF to school location. Observed DIF items acquaint test developers; the existence of DIF may differentially affect the performance of examinees with the same ability level. The implications of the test are severe for the examinees. Hence, accurate and unbiased assessment should be the basic principles for any test item measurement, and test developers need to test the items to be free from biases psychometrically.

Assessment of Availability, Adequacy and Utilization of Instructional Resources for Teaching Public Secondary School Students in Delta State Nigeria

The purpose of the study was to assess availability, adequacy and utilization of instructional resources for teaching secondary school students in Delta State. The study examined the availability of instructional resources in the state. It also examined adequacy and extent of utilization of resources in public secondary schools in the state. The System Resource Theory of organizational effectiveness provided the theoretical base for the study. The study adopted the ex-post-facto research design. The population of the study included all public secondary schools in Delta State out of which 100 public secondary schools was selected using the stratified random sampling technique. Data was collected with the aid of a checklist adapted from West African Examination Council (WAEC) guidelines for re-inspection and recognition of schools and subjects and a questionnaire to be designed for the study. The following findings were made including the fact that instructional resources for teaching are available in 64.16% of secondary schools in Delta State. Instructional resources are 40.66% adequate in secondary schools in the state. Instructional resources for teaching students in secondary schools in the state are fully utilized. Recommendations were made to cushion the impact on the state’s educational system ; the government should strive to ensure adequacy of instructional resources in the schools by making available more resources to enhance sufficiency; The extent of physical resources adequacy should be improved upon to make the classrooms, staff rooms and general school environment conducive for learning and principals and their vice should be adequately trained on effective utilization of limited instructional resources to enhance the attainment of school goals and objectives. Keywords : Assessment of Availability, adequacy and Utilization, Instructional Resources for Teaching, Public Secondary Schools. DOI: 10.7176/JEP/13-3-08 Publication date: January 31 st 2022