Owerri 1 Ikeduru LGA
3.10 Methodological Challenges
Some first year students of higher institutions were not easily accessible because they were struggling to settle for higher education (such as registration, securing accommodation, locating the classrooms among others), and because of the fact that the prolonged ASUU strike was just called off at the time of our visit. Secondly, some secondary school heads did not want their staff members to respond to the instrument on the spot. They saw it as disrupting their planned academic/school programmes. But we pleaded with them and waited on them to attend to us even after school. Thirdly, it was not easy moving from one continuing education centre to another in search of past WASSCE candidates and thereafter trace their schools for their Principals, English Language and Mathematics teachers to respond to instruments on their behalf. Several visits were made to many of such centres. At some visits, we got as little as two to five past WASSCE candidates who were willing to respond to the instrument. Initially, we were discouraged, but we persevered. Finally,we met a lot of new teachers and principals in the schools visited. Here, we tried to find out if there
70
were other English Language and Mathematics teachers in the school who taught the students and who have been in the school within the same time and knows the students as well.
Generally, we made attempt to provide explanations where these and other challenges arose, while assuring the authorities of the confidentiality of the information provided.
71
CHAPTER FOUR
RESULTS AND DISCUSSION
This chapter presents the results and discussions derived from analysis of data obtained from the respondents who participated in this investigation. The results are presented and discussed with respect to the research questions raised in chapter one.
Research Question One: Does over-load of candidates (writing many examinations within the same period of WASSCE) affect performance in WASSCE English Language and Mathematics in Imo State?
1a) Which of the following examinations did you write in your final year of your secondary school along with WASSCE?
Table 4.1.1 Other Examinations written by candidates alongside WASSCE in the final year of their secondary education
Examination Number That Sat Percentage
No Response 15 3.61
NECO SSCE 227 54.57
MOCK 373 89.66
JAMB (UTME) 4 0.96
IB - -
IGCSE 3 0.72
From the table 4.1.1, 15 (3.61%) did not respond to the question. Two hundred and twenty-seven (54.57%) wrote NECO SSCE the same year they wrote WASSCE. Three hundred and seventy-three (89.66%) wrote MOCK examination before their WASSCE the same year. Four (0.96%) wrote UTME while they were preparing to write their WASSCE.
None of the candidates wrote IB while 3 (0.72%) wrote IGCSE the same year they wrote WASSCE. From the table, we find that IB is not known in Imo State schools, IGCSE is not popular in the State, while candidates want to be sure of their WASSCE result before they attempt the UTME. The result also reveals that candidates in Imo State write many examinations such as WASSCE, NECO SSCE and MOCK in the final year of their secondary education.
72
1b) Did your preparing for many examinations during your final year in secondary school affect your performance in WASSCE?
Table 4.1.2 Response of candidates on the effect ofwriting too many examinations alongside WASSCE
Response
Frequency Percentage
Yes 90 20.5
No 328 79.5
Total 418 100
Table 4.1.2 reveals the response of candidates on whether their preparation for and writing many examinations alongside their WASSCE affected their performance in the examination. Ninety (20.5%) of the candidates said preparing for several examinations (Mock, UTME and NECO SSCE) within the period of their WASSCE affected their performance in the examination while 328 (79.5%) were of the opinion that preparing for many examinations at the same period did not affect their performance in WASSCE.
Discussion
The findings of research question one revealed that students in Imo State write many examinations in the final year of their secondary education. On the average, each student writes the school based Mock which is of comparable standard with the Senior School Certificate Examination, alongside SSCE conducted by the West African Examination Council (WAEC) and the National Examination Council (NECO) in Nigeria, the Unified Tertiary Matriculation Examination (UTME) conducted by the Joint Admissions and Matriculations Board (JAMB) to qualify them for admission in September of the same year.
This finding is in line with the opinion of Obanya (2012) who noted that Nigerian students are being over-examined in the final year of their secondary schooling. Although 349 (79.5%) of the candidates were of the opinion that writing many examinations did not affect their performance in WASSCE while 90 (20.5%) said it affected their performance in the examination.
However, despite the fact that many of the candidates said writing many examinations did not affect their performance in WASSCE, there is urgent need to
73
consciously reduce the number of examinations that candidates write in the final year of their secondary education. As a researcher, I feel that the 90 respondents who said that writing many examinations in the final year of their secondary education affected their performance in WASSCE were more objective in their response than those who said it did not affect their performance in the examination. From personal experience as a teacher, writing many examinations successively, with some of the examinations taking place simultaneously, leads to fatigue and redundancy in preparing for the examinations. The confusion that arises from the situation often result in some candidates mistaking and writing their identification number for one examination in another examination.
Research Question Two: What is the perception of principals and teachers on the impact of external monitoring of WASSCE by WAEC on the conduct and performance of candidates in English Language and Mathematics in Imo State?
Table 4.2.1 Principals’ and Teachers’ perception of impact of external monitoring of WASSCE
Response Principals Teachers
Freq. Percentage Cumulative Freq. Percentage Cumulative
Very High 7 13.46 51.92 12 11.32 45.28
High 20 38.46 36 33.96
Low 11 21.15 48.07 34 32.08 54.72
Very Low 14 26.92 24 22.64
Total 52 100 100 106 100 100
Table 4.2.1 reveals the perception of principals on the impact of external monitoring of WASSCE on the conduct and performance of candidates in the examination in Imo State.
27 (51.92%) of the principals were of the opinion the WAEC monitoring of WASSCE has a positive impact on the conduct and performance of candidates in examination while 25 (48.08%) feel the monitoring is not strong and does not affect the conduct and performance of candidates in the examination in Imo State. The table also reveals that 48 (45.28%) of the teachers were of the opinion that WAEC monitoring of WASSCE has a positive impact on the conduct and performance of candidates in examination while 58 (54.72%) feel the
74
monitoring is not strong and does not affect the conduct and performance of candidates in the examination in Imo State.
Table 4.2.2: Would you advocate for External Monitoring of each WASSCE paper?
Response Principals Teachers
Frequency Percentage Frequency Percentage
Yes 49 92.46 87 79.82
No 4 7.54 7 6.42
Undecided - - 15 13.76
Total 53 100 109 100
Table 4.2.2 reveals that 49 (92.46%) of the principals wants WAEC to monitor each WASSCE paper in Imo State while 4 (7.54%) do not advocate for external monitoring of each WASSCE paper. The table also reveals that 87 (79.82%) of the teachers who responded to the questionnaire wants WAEC to monitor each WASSCE paper while 7 (6.42%) do not want external monitoring to be extended to each WASSCE paper. However, 15 (13.76%) did not give their opinion on monitoring of each WASSCE paper.
Discussion
Findings from analysing research question two revealed that many principals 27 (51.92%) and a reasonable number of teachers 48 (45.28%) were of the opinion that external monitoring of WASSCE by WAEC has a significant impact on the conduct and performance of candidates in the examination. While a few principals 25 (48.07%) and more teachers 58 (54.72%) said that the monitoring does not have any impact on the conduct and performance in WASSCE. Owing to the division among the principals and teachers on the impact of monitoring on the conduct and performance in WASSCE in Imo State, it is important to reinforce the external monitoring of WASSCE. It is believed that reinforcing the monitoring of WASSCE by WAEC will significantly impact on the quality of the examination in terms of its conduct and performance of candidates. It also helps the examination body (WAEC) to ensure that all activities of the examination process are carried out by the right people and on schedule (Phil, 2007). Thus, almost all the principals 49 (92.46%) and the teachers 87 (79.82%) want regular and effective monitoring of each WASSCE paper in Imo State and by implication the entire country. Extending thorough monitoring to each paper may increase the quality of the examination in terms of its conduct and general performance of candidates.
75
Research Question Three: a) What is the principals‟ and teachers‟ rating of student factors that affect performance in WASSCE?
Table 4.3.1: Principals and Teachers rating of student factors that affect performance in WASSCE
Principals Teachers
S/N Student Factors
High Low High Low
1 Age 45 (84.91%) 8 (15.09%) 71 (65.14%) 38 (43.86%) 2 Gender 22 (41.51%) 38 (58.09%) 57 (52.78%) 51 (47.22%) 3 Study Habit 33 (62.27%) 20 (37.74%) 76 (70.37%) 32 (29.62%) 4 Test Anxiety 23 (43.89%) 30 (56.6%) 65 (59.63%) 44 (40.37%)
5 Exam
Instructions
35 (66.04%) 18 (33.96%) 68 (62.38%) 41 (37.83%)
6 Legibility of Handwriting
36 (67.92%) 17 (32.08%) 54 (50%) 54 (50%) 7 Coverage of
Syllabus
37 (69.81%) 16 (30.19%) 70 (64.81%) 38 (35.19%)
Table 4.3.1 displays principals and teachers rating of student factors that affect candidates‟ achievement in WASSCE. From the table, 45 (84.91%) of the principals and 71 (65.14%) of the teachers rated age of candidates as having a high impact on achievement in WASSCE, while 8 (15.09%) of the principal and 38 (34.86%) of the teachers rated the variable low in determining achievement in the examination. Twenty-two (41.51%) of the principals and 57 (52.78%) of the teachers rated gender of candidates as having a high impact on achievement in WASSCE, while 38 (58.09%) of the principal and 51 (47.22%) of the teachers rated the variable low in determining achievement in the examination. Thirty-three (62.27%) of the principals and 76 (70.37%) of the teachers rated candidates‟ study habit as having a high impact on achievement in WASSCE, while 20 (37.74%) of the principal and 32 (29.62%) of the teachers rated the variable low in determining achievement in the
76
examination. 23 (43.89%) of the principals and 65 (59.63%) of the teachers rated test anxiety as having a high impact on achievement in WASSCE, while 30 (56.6%) of the principal and 44 (40.37%) of the teachers rated the variable low in determining achievement in the examination. 35 (66.04%) of the principals and 68 (62.38%) of the teachers rated candidates‟
following of examination instructions as having a high impact on achievement in WASSCE, while 18 (33.96%) of the principal and 41 (37.83%) of the teachers rated the variable low in determining achievement in the examination. Thirty-six (67.92%) of the principals and 54 (50%) of the teachers rated legibility of candidates handwriting as having a high impact on achievement in WASSCE, while 17 (32.08%) of the principal and 54 (50%) of the teachers rated the variable low in determining achievement in the examination. Thirty-seven (69.81%) of the principals and 70 (64.81%) of the teachers rated candidates‟ coverage of prescribed syllabus as having a high impact on achievement in WASSCE, while 16 (30.19%) of the principal and 38 (35.19%) of the teachers rated the variable low in determining achievement in the examination.
b) What is the principals‟ rating of teacher factors that affect performance in WASSCE?
Table 4.3.2 Principals’ rating of Teacher factors that affect performance in WASSCE
S/N Teacher Factors High Low
1 Teachers‟ Gender 37 (69.81%) 16 (30.19%)
2 Teaching Experience 47 (88.68%) 6 (11.32%)
3 Teachers‟ Qualification 47 (88.68%) 6 (11.32%)
4 CA Feedback 48 (90.57%) 5 (9.43%)
5 Attendance to Classes 44 (83.02%) 9 (16.98%)
6 Coverage of Syllabus 37 (69.81%) 16 (30.19%)
7 SSCE Examining Experience 46 (86.79%) 7 (13.21%)
Table 4.3.2 displays principals‟ rating of teacher factors that affect candidates‟
achievement in WASSCE. The table shows that 37 (69.81%) rated teacher gender as being a high determinant of candidates‟ achievement in WASSCE English Language and Mathematics, while 16 (30.19%) rated the variable low in determining candidates‟
achievement in the examination. Forty-seven (88.68%) rated years teaching experience as being a high determinant of candidates‟ achievement in WASSCE English Language and Mathematics, while 6 (11.32%) rated the variable low in determining candidates‟
77
achievement in the examination. Forty-seven (88.68%) rated teacher qualification as being a high determinant of candidates‟ achievement in WASSCE English Language and Mathematics, while 6 (11.32%) rated the variable low in determining candidates‟
achievement in the examination. Forty-eight (90.57%) rated teacher provision of continuous assessment feedback to students as being a high determinant of candidates‟ achievement in WASSCE English Language and Mathematics, while 5 (9.43%) rated the variable low in determining candidates‟ achievement in the examination. Forty-four (83.02%) rated teacher prompt attendance to class as being a high determinant of candidates‟ achievement in WASSCE English Language and Mathematics, while 9 (16.98%) rated the variable low in determining candidates‟ achievement in the examination. Thirty-six (69.92%) rated teacher coverage of syllabus as being a high determinant of candidates‟ achievement in WASSCE English Language and Mathematics, while 16 (30.19%) rated the variable low in determining candidates‟ achievement in the examination. Forty-six (86.79%) rated teacher SSCE examining experience as being a high determinant of candidates‟ achievement in WASSCE English Language and Mathematics, while 7 (13.21%) rated the variable low in determining candidates‟ achievement in the examination.
Discussion
The result of analysing research question three shows that majority of the principals and teachers agreed that the age at which candidates sit for WASSCE greatly affects their achievement in the examination. This is true because age affects study habit which the principals and teachers also rated as having a high impact on candidates‟ academic achievement. Thus, older students tend to study more independently and by extension cover their termly scheme of work and the syllabus than the younger ones. Many teachers equally rated test anxiety as being a high determinant of candidates‟ achievement in WASSCE English Language and Mathematics. This implies that candidates who have good study habit would be more confident in examination situations than those who do not have good study habits.
Equally, many of the principals and the teachers rated candidates‟ following of examination instruction as having high impact on their achievement in WASSCE English language and Mathematics. This rating agrees with Uduh (2010) who observed that candidates who do not read examination instructions may not answer all the questions required of them and thus lose vital marks that would have led to better achievement in the examination. Many principals and teachers rated candidates‟ coverage of syllabus high in
78
determining achievement in WASSCE English language and Mathematics. This is in line with Shikuku et al (2012) who reported that non-coverage of syllabus affects achievement of candidates in the Kenya Certificate of Secondary Education Examination. Majority of the principals rated teacher professional and academic qualifications as a high determinant of candidates‟ achievement in WASSCE English language and Mathematics. Based on this, school owners should endeavour to train and re-train their teachers regularly since such trainings improve academic achievement.
Majority of the principals (90.56%) rated teacher provision of continuous assessment to students, teacher prompt attendance to class, teacher coverage of the prescribed syllabus and teacher SSCE examining experience as being a high determinants of candidates‟
achievement in WASSCE English language and Mathematics. Therefore, teachers are advised to regularly inform students of their (students‟) achievement in school based assessment, go for their classes early so they can cover the prescribed syllabus as well as participate in WAEC coordination for WASSCE assessment so they can improve the quality of their teaching instruction.
Research Question Four: a) What is the perception of Principals, Teachers and Candidates on Examiners‟ objectivity in assessing WASSCE scripts in English Language and Mathematics in Imo State?
Table 4.4.1: Perception of Principals, Teachers and Candidates on Examiners’
Objectivity (Thoroughness) in assessing WASSCE scripts.
Question Principals Teachers Candidates
VO % NO % VO % NO % VO % NO %
To what extent are examiners objective in
assessing WASSCE scripts?
47 88.68 6 11.32 98 92.45 8 7.55 130 29.6 309 70.9
Key: VO: Very Objective; NO: Not Objective
Table 4.4.1 shows the perception of principals, teachers and candidates on examiners‟
objectivity in assessing WASSCE scripts in English Language and Mathematics in Imo State.
From the table, 47 (88.68%) of the principals were of the opinion that examiners are very objective in assessing WASSCE scripts while 6 (11.32%) feel they are not objective.
Ninety-79
eight (92.45%) of the teachers said that examiners were very objective in assessing candidates‟ scripts in WASSCE English Language and Mathematics in Imo State while 8 (7.55%) of the teachers said they WAEC examiners not objective in assessing candidates‟
WASSCE scripts. One hundred and thirty (29.6%) of the candidates are of the opinion that examiners were very objective in assessing their scripts while 309 (70.4%) said examiners were not objective in assessing their scripts in WASSCE English Language and Mathematics.
b)Is WAEC objective in assessing candidates‟ scripts in WASSCE English Language and Mathematics in Imo State in terms of the procedure and using the right personnel?
Table 4.4.2 Interview with WAEC Team Leaders in Imo State
S/N Questions ENGLISH LANGUAGE AND
MATHEMATICS TEAM LEADERS
RESPONSES
THEMES 1. What is
Co-ordination and
who is
involved?
English Team Leader in-charge (Owerri): Coordination is bringing all categories of examiners together to study the marking scheme and apply it in their marking. The same dummies are used all over the federation during the coordination to ensure standardization of marking. The same dummies used for the coordination of Chief Examiners are also used to coordinate both the team leaders and assistant examiners. The Chief Examiners coordinate team leaders for one day and the team leaders coordinate the assistant examiners for up to three days to ensure the assistant examiners master and apply the marking scheme in assessing candidates‟ scripts. So the Chief Examiners, Team Leaders and Assistant Examiners are involved in Coordination.
Okigwe: Co-ordination is an activity where examiners are assembled for WAEC to give them information about the making of candidates‟ scripts.
Orlu: Co-ordination is the coming together of examiners in order to deliberate on and adapt the marking scheme by marking some dummies.
Mathematics Team Leader in-charge (Owerri): Co-ordination is the harmonization of individual knowledge of
Studying the Marking Scheme for Uniform marking of scripts.
80
examiners with the marking scheme. It involves Chief Examiners, Team Leaders and Assistant Examiners. The Chief Examiners first holds a session with the Team Leaders where they read the marking scheme and agree on modalities. Questions are asked here and answers given.
Okigwe: Co-ordination is a situation where the examiners come together in order to receive instructions on the marking skill and the team leaders are involve in giving the instructions.
Orlu: Co-ordination involves organizing certain individuals or group of people for the purpose of marking exam scripts.
2. What are the processes/stages involved in marking in your subject area?
English Team Leader in-charge (Owerri): English Language coordination usually takes four days. The extra day is an extended coordination day where we do conference marking. During the conference marking, examiners mark five live scripts and show their team leaders for vetting.
After the vetting of five scripts, the assistant examiners can then carry their packs home for marking. All examiners are expected to mark package by package, while the team leaders are required to vet 10% of the scripts in each package.
Okigwe: The examiner has a copy of each of the question and marking scheme which will guide the examiner as he or she marks.
He/she has to follow the scheme strictly. If the examiner discovers any malpractice, he/she has to inform the team leader immediately.
Orlu: The chief examiners co-ordinates the team leaders who in turn co-ordinates the assistant examiners. The assistant examiners do a conference marking of dummies before marking the live scripts.
Mathematics Team Leader in-charge (Owerri): After the co-ordination of team leaders and assistant examiners, some assistant Examiners may be recruited if there are insufficient examiners. Whoever is
Eng.
1) One Day extended co-ordination for marking of five live scripts which is vetted before packs are taken away.
2) Ten percent of scripts in each pack are vetted.
Maths.
1) Only
examiners who participated in co-ordination are allowed to mark scripts.
2) Assistant Examiners retire to a place with their Team Leaders to agree marking modalities.
81
not co-ordinated will not be allowed to mark irrespective of his/her qualification.
Examiners must have read Mathematics in the University either B.Sc. or B.Sc. Ed. The original certificates must be sited and copies taken to the examination body‟s subject officer in the marking centre for approval before they can be given scripts to mark. In the marking proper, examiners are divided into teams and each team is headed by a team leader. When the assistant examiners claim their scripts, they retire with their team leader to a convenient place and agree on what to do.
Okigwe: The examiners will be given question paper packs each and also the marking schemes to enable them mark the scripts without mistakes.
Orlu: The stages involved in marking are:
collection of scripts, the examiners, marking scheme, recording sheets etc.
3. How do team leaders ensure that examiners under them follow the marking scheme in assessing scripts?
English Team Leader in-charge (Owerri): Team leaders in English Language ensure that examiners under them follow the marking scheme through 1) the extended day for conference marking and vetting of five initial scripts 2) random vetting 10% of scripts in each pack 3) examiners are asked to effect corrections arising from vetting 4) examiners may be asked to remark scripts where necessary.
Okigwe: The team leader will ensure that each examiner submits his or her marked scripts which would be submitted at the given period for the team leader to pick a few scripts and go through what the examiner has marked.
Orlu: The team leader ensures that the marked scripts are collected from the examiners and makes corrections.
Mathematics Team Leader in-charge (Owerri): When examiners retire to a convenient place, the team leaders usually ask the assistant examiners to mark twenty (20) scripts from one pack first. The scripts
Eng.
1) One day extended co-ordination.
2) Random vetting 10%of scripts in each pack.
3) Corrections on vetted scripts must be effected.
4) Scripts may be remarked.
Maths.
Team Leaders insist that Assistant Examiners mark 20 live scripts from a pack before taking their scripts away.
82
are then vetted. If the Team leader is satisfied, the examiner is requested to go ahead and complete the entire pack. After marking the whole pack, the assistant examiners must also return the pack for the team leader to vet. This is progressively until the last pack is marked.
Okigwe: It is the duty of the team leader to ensure that examiners submit their marked scripts in order to check what the examiners has marked and make some corrections.
Orlu: The team leader supervises the examiners. He monitors and instructs them very well on how to mark.
4. What do team leaders do when they identify
errors by
assistant examiners?
English Team Leader in-charge (Owerri):If Team leaders in English identify errors in marking, they can ask examiners to remark scripts if the errors are grievous. The team leader then alerts the Chief Examiner or Team Leader in-charge so that no team leader will append his/her signature on the pack except it is remarked and all corrections thoroughly effected.
Okigwe: If the team leader notices any errors in marking, he/she draws the attention of the examiner and makes necessary corrections so that the examiner will not go back doing the wrong thing.
Orlu: The team leaders make corrections immediately and ensure that more mistakes will not be made.
Mathematics Team Leader in-charge:When the team leader identifies errors in marking, they ask the examiner to remark and the remarking must be done to the satisfaction of the team leader. If the examiner refuses to remark, the team leader may report to the Chief examiner who usually insists that the scripts be remarked.
If the examiner still refuses, the chief examiner will report to the centre co-coordinator and all the packed retrieved from the examiner and given to another examiner. The first examiner will not be paid at all. He/she may be blacklisted from marking for the exam body. The remuneration for the scripts is given to the examiner that remarked.
1) If Team Leaders
identifies errors, they draw the attention of the Assistant Examiner for corrections.
2) If the error is serious, the Chief Team Leader is alerted and the scripts may be remarked.
3) If scripts are remarked, remuneration is given to whoever remarked the scripts.
4) The initial Assistant Examiner may be blacklisted from further examining.
83
Okigwe: If the team leader notices any error by the examiner, he or she will call the attention of the examiner and make necessary corrections and also ensure that examiners follow the marking scheme strictly to avoid further errors.
Orlu: The team leader calls the attention of the examiner, shows him the error the he or she has made and ensures that corrections are made.
5. In the case of remarking, who does the re-marking: the same examiner, another
examiner or the team leader?
English Team Leader in-charge (Owerri): If the errors are minimal, the same examiner is asked to remark. But a situation where the examiner is found to be incompetent, the scripts are retrieved with the permission of the exam body and given to a competent fast examiner to remark. The team leader also vets the remarked scripts.
Okigwe: The team leaders do the remarking and also give the final grading.
Orlu: The team leader does the remarking.
Mathematics Team Leader in-charge (Owerri): The same examiner remarks his/her scripts. If after remarking and the team leader is yet satisfied, the scripts are retrieved and given to another examiner to remark. Once scripts are retrieved, the examiner loses all the entitlements. The team leader also vets the remarked scripts.
Okigwe: It is the team leader who does the remarking.
Orlu: It is the team leader that is responsible for remarking of any scripts and also makes conclusion.
1) The same Assistant Examiners usually remarks.
2) All remarked scripts are compulsorily revetted.
6. How do team leaders guard against errors in recording scores of candidates?
English Team Leader in-charge (Owerri): The exam body recruits checkers who cross checks the scripts one-by-one to ensure that the scores are properly added. If they discover errors, they alert the exam body and the errors are corrected before the scores are imputed into the computer.
Okigwe: The team leader has the right to
Team Leaders go through the marked scripts with the transcript of scores while the Checkers cross-check the scripts one-by-one to ensure that scores are correctly calculated as