University of Nigeria Research Publications

NWAFOR, Chukwuemeka

Aut

hor

PG/M.Ed/S/88/6195

Title

MOCK-WASC Scores in Science Subjects as Predictor of Achievement in WASC ‘O’

Level in Enugu Education Zone

Facu

lty

Education

Dep

artm

ent

Vocational Teacher Education

Dat

e

June, 1998

Sign

atur

e

POST

STUDIES DEPARTMENT OF I

UNIVEIWCTY OF N I G E R I A ,

IN I'AI2TIAL FULFILMENT (

REQI FOR THE A W k u L u vu 1.111b

DEGRIW OF PIASTERS I N EDUCATION (M.ED)

IN SCIENCE EDUCATION

NIJAFOR CHUKWUEMEKA

ED. E D / S / 8 8 / 6 ? 9 5

FOR l?IZ BACULTY OP l3DUCATlON

U N I V E R S I T Y Or N I G M I I A

iii

This work is dedicated t o my late Dad Nwafor Ani

Chukwuif i and Mum Nwairo Nwafor.

ACKNOWLXDC*XM.ENT -- ---.-.-

T h i s r e s e a r c h e r i s immensely indebted t o m y

thegis superv i sor , Prof. 0 , C, Nwana f o r all h i s

efforts to see t h i s work f i n i s h e d . The researcher

is also a r a t e f u l t o t h e p r i n c i p a l s and r;cience

teachers in secondary schools i n Znup;u Education

Zone. I

He is a l s o g r a t e f u l to prof. Anthony A l i , for

his u s e f u l advice and suggestions. a,-.-

.--

P G I : 7

T i t l e page ..............................-........ 1 D e d i c a t i o n .................................. a = - = ili

Table o f c o n t e n t s ................................. v

List 01 Tab le s ................................. vi

Abs t rac t ..........,................................ v i i

Purpose of stud.y .................................. 3 Keed for Study ................................... 4

Research Question .......,...~.................... 4

Scope and D e l - i m i t a t i o n of Problem.. . . . . . . . . . . . .. . . 5 CHAPTflH 2 : L1TI:'RATUlIlC 1 U V I PN . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Literature llevicw ................................ 7

Popu la t ion ........................................ lI+

Sampling .......................-................. 15 - . - -

CHAPTER 4: DATA ANALYSIS .A.t4D lESULTS..... --....-. ...- 16 CHAPTER 5 : D I S C U S S I O N AND ILJ'PKl~PlIEATIOI'I . , . . . . , . . . . . . . 41

Sm-m.nry , Conclusion and Recornmentl at ion. ... . . . . (. . . . 44

. Limitation of t he study ..,.........,,..,......... 46

RIJ3Ll O G I I P R Y . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

D i s t r i b u t i o n of secondary schoo l s qunlif ' icd ........ for sampling i n Enugu Educat ion Zone -I5

The Cocf f icic11.t of c o r r e l a t i o n between student;:: sc ience scores 5.cl Neck-\JASC and W A S f o r a l l s tuden ts i n -I;l:.c fouxtteen school-s.. ........ ,;. 16

t - St;at is t ic: ; ( f ) on s t u d e n t s s c o r e s i n )lock-YASC chemistry f o r the y e a r 1985 18

I

t - ~ t a t i s t i c : : ( f ) on s tud.ents s c o r e s i n Mock-L'ASC .................... physics for the y e a r 7985 19

t - StaL- is t icn ( f ) on s t u d e n t s s c o r e s in tioclc- SJASC Biology for the year 1985,.. ............. 20

t - ;;batis-t;ic::(f) on s tudents ' scores i n Mock- .......... W A X Mathematics for the year 1985,. 21

t - S t a t i s t i c s ( f ) on s tudents1 scores i n ............. ? ; A X Chemistry f o r the year 'I965 22

t - ~ k a t i n t i c s ( f ) on sl;udentsl score:; i n V h S C ................... I?h:fs_ic,s for the y c a r '1985.. 37

t - : ; t a t i s t i c s ( f ) on s t u d e n t s t s c o r e s ir, UASC Biology f o r t h e ycar 'I385 ..................... 24

t - S t a t i s t i c s ( f ) on stud.entsl s c o r e s i n 'JAX Nathematic s for the -year q986 ................ 25

The c o r r e l a t i o n cocff icieni between ,s-l-udents s c i e n c e s co re s i.11 hock-I.IASC and W A X 13C:5, a n d t h e mean of r f o r ecch of. the s::~nil!l.ed r;c'r~ool.s, 26

The C o e f f i c i e n t of c o r r e l a t i o n between t h c s1;udcnts ' mi cncc scorcs i n Moclc-'J!i.:;C: i tnd ' ; / A X 1986 f br u l . 1 students i.n t1:e fourteen ............................ secondary schoo l s 29

t - S t n t i s t ; i c n ( f ) on stud.entnl scores i n I,iocl:- r;:A;.;C C h c ~ n i s t r y Tor I;ho y e u r 1906 ............. 30

4.14 t - Statistics (f) on s t u d e n t s ' s c o r e s jr, ...... Mock-'i/A:;C I'hycics f o r t h e year 1Si"iG. 31

4.15 t - Sta t i s t : i . c r ; ( f ) on student's ' sco-r:cs i n . Mock-!.IASC I.!iol.o:;y f o r t h e y e a r 1936,. ..... 32

4-17 t - ~ t ~ t i ~ t i c s ( f ) on studen.-tsl s c c r e s iri ........ \ ; A X Chcmi:;Lry f o r t h e y e o r 1386.. 34

4.18 t - s t a t i s - b i c s ( f ) on s t u d e n t s g s c o r e s i-n .......... VA:;C 1)hysics :['or t;he y e a r 1916,. 35

L{,q9 t - S t a t i s - t i c s ( f ) on st-uden.tsl s c o r e s i n ..... YIIASC Biology f o r t h e y e a r 1366,...... 36

4--20 t - ~ t a t i s t i c s ( f : on s t u d e n t s 1 s c o r e s ic ....... \l,j:;C l',lntl~crno tic:; I 'or I.hc ye-11~ loE%. 37

4,21 The C o r r e l a t i o n c o e f f i c i e n t between student:; sc ience s co re s i n 1:~~oclc-VjiSC and I! i',;';C 19136 * and t h e mean of r , f o r each of the sampled secondary scho~ls...........,.,.....~.... .. 38

I n view o T f:hjs new system of educat ion , t h e importance

of t e a c h e r - made t e s t s i n v a r i o u s arears of human

development I s highly recognized, This s tudy i s t o t e s t

the p r e d i c t i b i l i t y of Mock - WASC examinat ions i n Enugu

educa t ion zone of Anambra S t a t e ,

Three research ques t ions were asked and four n u l l

hypotheses were t e s t e d , The scierlce s c o r e s of. Tive

hundred and s i x t y students f o r t h e years 1985 and 10t3G

were c o l l e c t e d , bo th f o r Mock - VAGC and ifASC, These

were used a s data. Using Pearson's Product Moment

C o r r e l a t i o n a n a l y s i s on the data, t h e result obta ined

showed that: - "There was a s i g n i f i c a n t r e l a t i o n s h i - p between t h e l

Mock - VASC sc ience s c o r e s and WASC both f o r 1985 and

1986, Data from t - s t a t i s t i c s c a r r i e d out t o b e s t Lhe

hypotheses of no s i g n i f i c a n t d i f f e r e n c e between male .

s t u d e n t sc ience s c o r e s and female s tuden t s i n d i c a t e d

tha t .

There was a a i ~ n i f i c a n t d i f f e r e n c e i n sckence

scores of male and female bo th i n Mock - './AS(; an<?" WA:.jC

1985 and 1986.

I

w Prom the f i n d i n g a of this study, i t can bc concluded

t h a t g e n e r a l l y speakin:;, t e ache r - made t esbs do p r e d i c t --

academic :~chievc:mcnl; : ~ r l i l o n l , y f n w do r~ol;, 'Phi : : 0.r co11.c:;c

tallies with work of some of other similar renermchers

The researcher recommends tho duplication of this

study in a different.geogrnphica1 1-ocation us ing the

' r e s u l t s from t h e senior secondary school cer t - i f i c a t c .. examination (S.S,C.E),

He also recommends workshop, in-service and pre-

service t r a i n i n g f o r teachers on s e t t i r ~ , scor ing and I

gradin?; s t uden t s ,

CHAPTER I .--

INTRODUCTION - - --- The teacher - made tests i s reco~niscd all over t h e

world and in every education system where its predictab-

i l i t y is u s u a l l y crnphusized,

The t eacher - made tests and the standardtsed t e s t s

are the main tests used in most West African countries.

The teacher - made tcs.Ls are achie&ment tests constructed,

administered scored and interpreted by teachers within t h e

school system for the pnrposes of promotion;' classification

and guidance of students or. students career. TEE -'standard-

ised tests, on the other hand, are t e s t s , prepared by

experts which have been subjected to r igorous t r i a l testing

and secrutinisation, us ing a standard reference group to /-

which individual ' s perf ornance can be compared, 'stanclardi sed

tests cornnand high validity and r e l i a d b i l i t y , I n West

African and in Niwria in p a r t i c u l a r , many teacher - made tests are in existence but the most important is the Mock-

Vest African School Gert i f icate ( W A X ) examination (Mock-

WASC) which is usua l ly administered to. students jus4

before they s i t for t h e ! ies t African School, Certificate

(WASC) examination proper ,

a ('1977) and Nwana (1979) have seriously question the r e l a t i v e

contributions of teacher - made te.sts within the Schools

i and t h e society assessmenb programme of our developing

nations. They are of the view t h a t most t eacher - made

t e s t s a r e no t r e l i a b l e and v a l i d and t h a t they a r e o f f e n

misused by school func t iona r i e s and adminis t ra tors . , I f

teacher - made tests are properly const ructed, va l ida t ed

and scored, t h e results could be extensively used i n

assessment a c t i v i t i e s wi thin the school system nnd outs ide .

The use of teacher - made tesks for m e d i c t i n s

s tuden t s t academic achievements has been con t rove r s i a l no t

only i n West Africa but i n other p a r t s of t h e world. Many

s t u d i e s have been carried out on teacher - made test as a 1

pred ic to r of s tuden ts academic achievement, Studies

carried out by Nwana (1979), Ohuche (1977) f o r example show

t h a t teacher - made tests arc n o t v a l i d and cannot be used

f o r any se r ious p red i c t i ve purposes while other researcher

l i k e Okedara (19l3O), Okeke (1985) and Azozie (1974) hold

the contrkry view t h a t teacher - made t e s t s . -.

: In addi t ion t o the controversy e x i s t ; i n ~ ; among researchers , I

it has been found t h a t many parents and guardi.an. a l s o

.question the issue of predictive v a l i d i t y of teacher - made t e s t s , Majori ty of t h e parents and guardian hold the ,

view t h a t teacher - made t e s t i s n o t a good p red i c to r of

t h e i r wardt s academic achievement, Most of the p a r e n t s

interviewed a re l i t e r a t e and s ' t i l l hold t k ~ e same view.. w

Some even s u s ~ e s t Lhe replacement of teacher - made test by

a more r e l i a b l e t en t .

In v i e w of the ncwly introduced continuous assessment

programme, the opinions of some researchers n~lci parents

coupled w i t h t h e fact t h a t sonic of the! worlr n l ready done

in Nigeria on t h e pxcdictive valid1 by 01 tcachcr - madc

tests, may not have been reliable d u e t o cxmin ; l t i oE m a l -

practices, it is the intention of this researcher to use

the r e s u l t o b t a i n e d i n this study to ci t h c r ~ ~ e r u t e or

confirm these L w o ahadcn c.f dpinj on on t h e p scd i c t i vc

v a l i d i t y of t eacher - made t e s t s .

'This study uses the more r e l i a b l e 1985 and 1986 Kock- I .

Best Afkican School C e r t i f i c a t e (Mock-WASC) nc t h c prodicntor

var iab le and 1985 and 1986 \lest African School C e r t i f i c a t e

( W A X ) scores nx the criterion va r i ab l e ,

To what ex t en t do studentsi science scores i n Mock - ' ; / A X --

p r e d i c t t h e i r ~chievernent i n YASC in the annlc sc icnce

subjects. F o r i n s t a n c e , i t ; is ~ > o s s i b l c for a s t -uden t , to

do well in Mock - bJASC, say in chemistry, 2nd d.o poorly in

the same chemistry a t Lhc W A S exorni.rlrx-tionc o r v i c e versa ,

PJRPOSE CjP S ' IUDY

The purpose of this study is to determine the extent t o

which r e su l - t s of -kcocher - made Mock - VASC cxar!tinotion

scores in sci-ences (Chemistry , B i o l q y , Plzysicz and

Mathematics) p red ic t r,tudenl;s' acad.emic acil~cvcment i n

examination i n t ; h ~ 33m.e F U ~ ~ C C ~ S , It is only when t h e s e

4 /

.-

t e s t s are r e l i a b l e , v a l i d and proper ly scored 2nd i n t e r -

preted can they be used for serious prodickive purposes.

The study i s s p e c i f i c a l l y designed t o t ea t - .the pre 'dict-

a b i l i - t y of Mock-';iA:;C oxaminations i n I:'ni~:~:u i:'ducation Zonc:,

NXKD POI< '1'111s UTUYY

In 1982 t h e Federal Government of PJigeria inl;roduced.,

the 6-3 -54 system of educat ion wliich cmphnsj-zed cont inuour ,

asscssmeflt of the progress o f the inc1ividu;ll . This demznc! ;:

a h igh degree 01 respondibility from the teacher who i s 1 1 ~ ~

involved i n . t h e f l inal assessment of t h e s1;ud.ent he/she has

t a u g h t ins tead of a sin~le examinntion se ' t by an e x t e r n a l

body, This partly requires teachers making v a l i d and.

r e l i a b l e aascssmen.t oP sl;utlcntsl progress. 1'urt;hermore the

t e a c h e r implemen-i;!; the curriculum, so he i s i n a b e t t e r

pos i -h ion Lo assess I s i s s tuden ts , T h e r c i:; L-herefore an

urgcn-l- necd .to ascerkain how ~ e l i a b l e ttij.:: 1,cachers assess-

ment pro[;rzmrne is, compared with a t u d c n t ' n ochievcrncnt i n

external exali~inrrt-ion. The data f rom t h i s s tudy is expected

t o he lp a s c e r t a i n the pred ic t i ve na-kurc of t eacher - made

t e ' s t s which i n t u r n w i l l r evea l t h e eJ:fccI;i .vcncns"of

teacher - made t e s t s .

ktirnes some universities and o t h e r hi gher i n s t i t u t i o n s ,

do so on t;he a s s u i ~ p t i o n t h a t t h e Noclr - ' ; / A X rcsulls

can actually p~edicl- thc candidat-c 's result i n I1A;;C

examinntion p rape r , Thc study expects t o h e l p check t h e

ef f ect5vcncss of this proc t i c e ,

To f n c i l i t a t c I;hc i n v e s t i g a t i o n of t;be''problem of

* this study, t h e following' basic research questions

, were addressed.

1. Daca Mock - ! $ A X r e s u l t s p r c d i c t ! i h X results 7.

2, , Does tila ex-tent to which Mock - i;lASC ex:m.inntion <-

rc o u l t r ; p r c r l i c b W A X exnrninrt Lion .1:.c::ul l; r, very s i g n i f i c a n t l y w i t h school-s?

3 , Does t h e extent to which Mock - Y A X exonS.nation

results prcdict YAZC examinat ion r e s u l t vary

si~nificantly with subJcctz,

To objectively carry out t h i s s t u d y , a number of

hypo-Lheses were thus stated.

s c i e n c e scores of s t uden t s i n Mock - 'JJ.:X and

science scores in WhSC

2. There i s nu s ignif icant- 'diffcrcncc bckwcen the

scores of male and female a f x d e n t ~ in PIoclc - SIXX with rccards to the Physics, Ghenlis try, Bioloi;y

and Mathcna t i c s sub jucts .

There is no significant difference between

thc scores OF m a l e and female studcnts i n

W A S with rcg:ads to the Physics, Chcmi-5; try,

Biology and Mathema t i cs sub,jects,

Pharc is rlo s i g n i f i c a n t dif rercncc in students

sco re s in Physics, Cherni.otry, Biology and

Plathematics in Mock - W A S and i n . : ! A X .

SCOPE xlD DX LIZM1l~i\'!!lblI uY I'I'II:< I'1iOCLli:Pl

This study tried to i n v c s t i g n t ; ~ thc cxLcn t t o vlh<-ch

t eacher - made Kock - XASC results yredict student achieve-

ment in W A X in Knu:;u Education Zone of Anonibsa GtaCe. It

also sought t o f i n d out whether the extent to which Mock

WASC predict WASC vary si (~nif icant1;y w i t h ~ c h o o l and

accress sub j e c t o . 'llhis study was lirniced t o secondary

schools i n 3nugu izducation Zone,

LITERATURE R'EVIEW - - . - - .

T h i s s tudy f o c u s e s on the p r e d i c t i v e v a l i d i t y of

teacher - made t e s t s as i t a f f ec t s WASC "On l e v e l s c i e n c e

examinations.

V a l i d i t y : A t e s t is said valid if it measures what

it i s expected to measure, The exphasis he re a r e on what

t he tests are supposed. t o measure and how well tho t e n t s

pe r fo rm the expected task. Nwann (1979) I s a a c and Micheal

(19741, noted t h a t v a l i d i t y for a t e s t user means (i) t o

determine how an i n d i v i d u a l performs a t p r e s e n t i n a u n i v s r s e

of s i t u a t i o n s that a test situation is claimed t o re--

p r e s e n t ( i i ) t o f o r c a s k an individual's f u t u r e s t a n d o r

e s t i m a t e a person 's p r e s e n t s t a n d on s o m variables of

p a r t i c u l a r s i g n i f i c a n c e t h a t are different from t h e r e s t ,

(iii)' t o i n f e r t h e degree t o which the i n d i v i d u a l possesses

,some hypo' thet ical trait preasurwd t o be reflected i n t h e

test performance.

V a l i d i t y of tests, are SO impor t ant t o almost every

e d u c a t i o n i s t and p s y c h d ~ ~ i ~ t ~ t h a t f o r any constructed

test, t h e f i r s t question t h a t usually comes to mind is

"how va l id are t h e ques t ions? Do t h e tests measure what

we want them t o metisure, :111 of i t ~ n d not-l-~in[: 13xt wh3.t

we went. them t o mnas&ev. Thorndikc and I-Iwcn (1977) e

Is t h e t e s t r e l i aS le?

Reliability refers t o extent of consistency o r s t a b i l i t y

o r t ru s twor th ines s of the result obtained from t h a t t e s t ,

How reproducible of such t e s t r e s u l t s when the measurement

i s repeated i n another occasion o r i n an i d e n t i c a l i n s t r u -

ment, h a n c t a s i (1964-), noted t h j t t he re are many types

o f r e l i a b i l i t y and t h a t no one i s un ive r sa l ly p re fe r red ,

The choice of a p a r t i c u l a r type depends on the use t o

which t h e t e s t scores are t o be mode.

Nwana (1979) i n a study involving co l lege s tuden ts i n

Nigeria found t h a t the instrument used t o measure phys ica l

c h a r a c t e r i s t i c s (eg height , circumference o'f t h e head,

shape of t he eye, s i z e of t he waist) are more r e l i a b l e and

p rec i se than the instruments used i n measuring psycholo-

gical c h a r a c t e r i s t i c s ( e g i n t e l l i g e n c e , emotion, dominance,

interest, honesty), , . .

Both r e l i a b i l i t y and v a l i d i t y are important .concepts

on predic t ion. But v a l i d i t y i s a necessary and s u f f i c i e n t

requi rement for reliability. For i f a t e s t i s r e l i a b l e ,

it does not t o t a l l y mean i t i s v a l i d , but a v a l i d t e s t i s

re l i ab ' l e .

It is evident f rom literature t h a t much work has been

done by researchers on t h e predict ive v a l i d i t y of teacher

made t e s t s bo th i n and outs ide Nigeria.

I n one of t h e works conducted outs ide ~ i ~ e r i o ; # ~ i l b e r t

9 I

and Ifunka (1960) found t h a t t h e scoreson t h e medical

c o l l e g e admissions t e s t (MCAT) add-ed s u b s t a n t i a l l y t o t h e

validity of t h e i r p r e d i c t i o n s regard in^ achievement in

rnedical~"schoo1 t r a i n 5 ng programmes,

: I n a s i m i l a r study c a r r i e d ou t by s t i c k e r and Huber

(1967) t h e y found t h a t a group of s t u d e n t s i n psychology,

- t h e undergraduate grade p o i n t average (GPA) i n psychology

courses was t h e single best p r e d i c t o r of success i n

s g r adua te school ,

I n Niger ia , many s t u d i e s have been conducted on the - p r e d i c t i v e v a l i d i t y of t e a c h e r - made t e s t s , Nwafor Orizu

('l974) conducted a similar study. She used. sets o f , s c o r e s

from Mock - VASC and WASC examinations of 385 c a n d i d a t e s

from Nnewi Divis ion, D e t a i l s of her results showedlthat

the cverage c o r r e l a t i o n c o e f f i c i e n t s o b t a i n e d - f o r t h e

sc ience s u b j e c t s were higher than those obtained f o r t h e

f i ts sub jec t s . Sha theref o r e concluded t hn t c o r r e l a t i o n

c o e f f i c i e n t s v a r i e d sign5.f i c a n t l y w i t h aub;jects . . . .- Another r e s e a r c h s t u d . ~ was conducted by Okeke -.-(-?985)

on t h e p r e d i c t i v e v a l i d i t y of t e a c h e r - made t e s t s , She

used s e t s of s c o r e s i n sc ience s u b j e c t s of 1040 s tudents

i n 26 s e l e c t e d secondary schools i n Anambra S t a t e f o r the w

y e a r s 1982 and 1383. Details of , her r e s u l t s showed t h a t

I t h e r e was no cignificant r e l - a t ionsh ip i n a l l t h e schoo1.s

and' in a l l the s u b j e c t s us ing Pea r son ' s Moment C o r r e l a t i o n . *. .- Analysis. Usins Analysis of variance st kt t is t ics , , ..,,~,h?-:). ,

, .

found t h o t there was n ~ i g n i f ~ c a n t d i f f e r c n c c i n sc ience

s c o r e s of male and female s t u d e n t s bo th i n Mock 7 UASC and

WASC i n 1382, but WASC only i n 1383.

Yologe (7983) examined t h e e x t e n t t o which Lorge--

Thoxrddike I n t e l l i ~ c n c e Tests could predict success i n . t h e

WASC. " He found I ,Q. tended t o c o r r e l a t e hi(:her wi th '

examination result thm raw. .scorcs d id and that v e r b a l

I .Q. correlate h igher with achievement i n indi.vid~.;?l school

subject t h a n non-verbal 1 - Q ,

h t t a (1973) conducted s i m i l a r research usin?; t h e Mock-

WASC r e s u l t as s predictor of performance in 'iJhYC - & n ~ - , , ,

selected schools in I g a l a - land, In this study, he-found

.out t h a t P t h e standard of mock v a r i e d from one school t o

ano the r and t h a t t h e p r e d i c t i o n a l s o varied. Ile concluded

- tha t Mock - i s a v a l i d p r e d i c t o r of student;^ achievement;

i n !iASC examination.

Nwana (1968) c a r r i e d out- a resborch on related v a l i d i t y ,

t h i s t i n e a t a u n i v e r s i t y level.. The study w a s perf or~ned

on t h e d i r e c t e n t r y students and t h e i r concess ionnl counter -

p a r t s i n t h e u n i v e r s i t i e s of Ibadan, Ife and Niger i a , Nsukka. - 0

The purpose of the s tudy was t o - f i n d o u t which of t h e

admission procedure has b e t t e r p r e d i c t o r of success i n

l ~ n i v c ' ~ . s i t ; y ntudicr,, . IIc a r r ived nC a t c n l ; ~ 1, i vc rcsu1.L- i n .

each of t he se r,l;ul-iies, which i m p l i e s :;hat -I;hcre was. no . " evidence Lhnt e i t h e r t h e d i r e c t e n t r y o r t l ~ c conce,r,nionnl

entry was s u p e r i o r t o t h e o t h e r i n terns 01 r e s u l t s a t

grndun t ion . Nnat'l.ozj.e (1974) also c n r i ~ i c r l oil t; ;.L :; Lucly on I ! t h e predictive v a l i d i t y of teacher - made t c s t and obscrved

t h n L- a hif:h C O ~ ~ C ~ : J t i o n ex i s t ed bc tweclr p a i r of - aj?;r<rey;nte ---

scorer; in the "I.loclc" and t h e school cer1;i.f ic i j kc: cxw-i.n:~l,:i. 011:;.

Anosike (1375) conduc b e d anothnr correlot- i -or ia l ' s tudy

u s i n s t-hc c l n s s f o u r promol-Lo11 exa~uir iuLio~l rcr;u.l. I;..; t o

p r e d i c t pcrforninncr, j.t~ t h c VASC cx:~n~.i~lal, i .011 I I : ; ~ 11l~; ;1 : ; ;~~r;plc

of 219 s t u d e n t s cirnwri f rorn three nccontlilry :;chool.r, arid

covcrirql: n p e r i o d o:C Sour years (1971 - ,1974) in Nsuklia

D i v i s i o n . I.fc conver-tcd the raw sco:l?en .Lo :it-ari-j.nc r:c:orer,,

IIe then app l ied Pea r son ' s product Plomenl; C o r r c l o t i o n

s t a t i s t i c s and tes t ;ed t h e s i p i f i c r l n c c of Llis c o r r e l a t i o n

c o e f f i c i e n t s o b t a i n e d 11sing t - t e n t ntntiotics, ITis

r e s u l t s showed hip;h c o r r e l a t i o n coc.€ficj .cnt between .cXnss

four s c o r e s and. WASC s c o r e s , and he cor:clucte:i thlt such

t encher made t e s t could be useil t o predict pcrfp~rnnpce i n

W A X . He obta ined t h e h ighes c o r r e l a t i o n cot T.ri cient- i n

mathematics and ~hvsics.

Abaclom (qC37G) used W A k X p;raclas t o r)rcdic-l; sas:;ion;ll

exarninnkion r;radt:s awarded in t h e Univers i ty of N i g e r i n ,

Naulclcn, w i b h rxl:crence t o scicncc zubJcct:;. IIc uacd a

educa t ion student- s drawn from

f i r s t , .second, and t h i r d years i n t h e u n i v e r s j t y and

covered a p e r i o d o f six years (1370 - 1975). IIu n p p l i c d

tho , Penrson'a Product Moment C o r r e l n t i o n a t n t . i s f ; i c s and

the t - t e s t s t a t i s t i c s t o b o t h s e t s of da ta . The results

showed that WASC r e s u l t w a s a good m e d i c t o r of academic

performance i n sc ience - based courses i n t h e univorsib,y,

but the,'-degree of p r e d i c t a b i l i t y v a r i e d with sub j ec t s .

Olarewaju (1974). conducted a c o r r e l a t i ' o n a l - s t u d i e s

using Mock - WASC/GCE and WASC/GCE s c o r e s 02 a sample of

_ ZOO candidates drawn from six secondary schoo l s i n Kabba

, Div i s ion i

S t a t e Nigeria covering a period

! two years. found a s i g n i f i c a n t r e l a t i o n s h i p between

the two examinations.

CIIhIrCER 3 - -. . - .

RESEARCH . - DESIGN

Th i s r e s e a r c h work i s designed t o determine t h e

extent t o which bhe r e s u l t s of Mock - !YASC e x a m i n n ~ i o t i s

scores i n sc ience s u b J e c t s predict students' academic

achievement i n b f A X c x m i n a t i o n i n t h e same s u b j e c t s i n

Enuc;u l iducation Zone of Anambra Sbntc, Pour Lccn

secondary schools werc randomly sc1,ccted f rom the six

h c a l Government Area that make up the zone, The

Secondary Schools a r c :

1. Girls Secondary School, Obe

2, G i r l s Secondary School, Amokwe

3 , Queen of t h e R0sar.y High School, Awgu

4, G i r l s IIigh School, Awkunanaw

5 Girls IIigh School, Nnewe

6, Idaw l i ivcr G i r l s Secondary schoo l , Enugu

7, ~ c d e 3 Spensis , Oghe . , , .

8,; Bogs Secondary School , Ozalla .'

9, Boys Secondary School, Umueze

-10. Community Secondnry schoo l , Udi

? I , Corpus C h r i s t i , chi

12, Awgu High School, Awgu

13, Union Secondary Gchool, Awkunanaw ./

14. College oS Imrnaculnte Conception, l < n u ~ u . I

As a source of r7 ' ta , t h e MOCK - WASC r e s u l t s and t h e

correspondiny; WAS\ rcau1.t:; f o r the! ycnrr ; lCln5 and 198G

examinat ions were ~ ~ s e d , The MOCK - W A X r e s u l t s were

c o l l e c t e d f r o m t h e schoo l s while t h e cor responding WASC

r e s u l t s were c o l l e c t e d from the WAEC o f f i c e .

?, The pearson ' s product moment c o r r e l a t i o n was

between the two sets of scorcs .

2 , A two - way a n a l y s i s of vor iance statistics was

used t o determine the d i f fe rence between t h e

sc ience s c o r o s of male versus femnlc students i n

MOCK-VASC AND WASC

3 . A four by two . a n a l y s i s of v a r i a n c e EL-at is t - ics was - .

used t o determine the d i f f e r e n c e i n , . s t uden t s scorcs "

in sciences in Mock - W A X , and i n ? / A X examinat ions.

4 t - t e s t s t a t i s t i c e was used i n testinp; the s i g n i f i -

, cance of p a r s o n ' s ~ r o d u c t moment c o r r e l a t i o n

coef f i c e n t (r )

LEVEL OD' S I G N I F I C A N C E .. d

For upholding o r rc;jecting t h e n u l l h ~ p o t h e s i s , .0.05

l e v e l of s i g n i f i c a n c e was used, I

The p o ~ t i l a t i o n consist-s of a l l secondo'ry schools i n t h e

six Local Government Areas that make up tho Enufl;u Education,

Zone t h a t sa t f o r Mock - WASC and t h e coxrespondin[{ WASC i n

S t r a t i X i c d sampling technique war; used, 'Il'o~~rt-ccn

secondary schools p n r t i c i p a t c d ant1 wcrc made up of m a l ' c and

female s-Ludcn-tr;, drawn from the s ix Local Government Areas

schools i n E n q u cduca-I; i o n zone cornposc -the :;an~ple . 'Chc

d i s t r i b u t i o n i s as follows:-

1 l7

1

Awgu 3 I 2 i Udi 24 2 1 ' I

1

Eziagu 1 . 1 - I

Oji Rivcr I i I -

6- - - - . --- TOTAL I 4

NO of ~i11.u; I

School inc ludcd t h e sample

f T o t n l ' Local NO of 'NO of ~ c h .

Nkanu

-

Twenty sudents were xandom1.y s e l e c t e d from the fourteen

Govt, Area Schools c p a l i f i ed f o r

, sampling

p a r t i c i p a t i n ~ schools and wcre composcd 01 :;l;udcntn who s:it

Includod i n t h e sample

13 .

f o r Mock - WASC and l;lie cor rc~ponr l i n~:; 1r;l K C c

1985 and 1906 r c s p e c t i v e l y . For t h e pe r iod

r t o t a l of f i v e hundred. and sixty s tudents wcr

3

!X:II!I .~.II : I Lion:; i n

of two y e a r s a

x involved, Th

C I J ~ C

2 ' 1 I

nuritbcr of sc iencc : ; ~ ~ i ~ , j c c t ~ , a r e f o u r .

CIIAFCER 4

DATA A N A L Y S I S AND l?EXJI'I'.C

The da ta and method used i n the anal-ysis of data

a r e hereby descr ibed and presen ted in -Lhi.s c h a p t e r ,

wi th due regards +to the b a s i c r e s e a r c h qucnt ions

addressed and t e s t e d .

Presented on Table 4.1 i s da ta sh0wi.n~; t he r e l o t i o n -

s h i p between s t u d e n t s ' science scores i n Iqock-'.:A:;C and

W A X q 9 C 5 and used i n - t e s t i n g hypothes is orle

TABLE 4.1

The c o e f f i c i e n t of c o r r e l a t i o n between t h e students1

sc ience s c o r e s i n Mock - VASC and 1985 f o r r ~ l l

s t u d e n t s i n t h e f o u r t e e n schools

From *'the d a t a on Table '4.1, it can be :

are p o s i t i v e and s i g n i f i c a n t r e l a t i o r r s 2 ~ ~ ~ ~ , L l t = b ~ v ~ ~ ~ L C . l l c

v p a i r s o i s c o r e s i n all t h e s u b j e c t s , impiin[:; t h a t Mock-

W A X actu:. i l ly p r e d i c t s t h e WASC. I I

The lowest c o r r e l a t i o n c o e f l i c i e n t wzs ob ta ined

i n t h e s u b j e c t phys ics and h ighes t Biology and

Mathematics.

t - S t a t i s t i c s w;4s used to determine whether sex as

R f a c t o r af f e c b e d student ' s nc!~.j.evcmcn I; in Cheini stry

i n t h e Nock - ' : / A X examination, &esen.!;c,d i n Table

4.2 are d o t s obta ined from the analysis,

TABLE 4.2 - . --

t - Stat- i r , t ics on s tudcn t s scores i n Flock - I d A X .

Chemistry f o r t h e ycnr 1985

- - .- - ----I I I !

SEX N df i M E A N 1 SD 1-----I---

P I -t- -. . . >".. - - --- I -- t . -- I I

MALE I 270 35.91 1 ' 1 4 m 8 4

i

i I P ' 0 - 0 5

FWAL? 140 1 278 , 31 -59 1 2e640i

10m10 i ' P "Y --- - -. - ----

The table 4-2 above shows t h a t t h e obta'Lncrl t--~ttluc

I I (2,640) exceeds the table critical value o f ('1 . ~ G C J ) for

248 degrees of frccclom at 5% leve l of conf <dencc. Thcrcf ore, --

t h e r e i s a s i g n i f i c a n t d i f fe rence bctwcen the chcr!~ist;r,y

scores of male verus female s tudents i n Mock - U A S C a s

mpo 1;hesized.

4 m 3

t - s t a t i s t 5 . c ~ was used t o t e s t whether sex as e

f a c t o r a f f ec,l;ed studen-Ls ' achievement . i n j jh ,ys ics i n the

Mock - W A X examination, Presented i n Table 4.3 arc t h e

da ta ob ta ined f ron t h e ana lys i s ,

-- t' - Statistics on students' Scores in Mock - ' : !AX

Rtys icn for t;hc year 1985

The t a b l e 4.3. abov-e shows t h a t the ob ta ined t-value

(20004) cxceedr Lhe t a b l e s v d u c of (1,360) for 278

degrees of freedom a t 5% level of s i fp i f icance .

Therefore , t he re is a significant difference between the

physics s c o r e s of male versus. fcmalc nl;udcnts in t h e

MOCK - W A X physics as hypothesized,

4 0 4-

t - s t a t i a l ; i c s war; used to t e s t whc!.l;hor ncx as :I fnc1;or

affected studentst achievement in Biology i n the'. Nock-

WASC cx:mi.nnt ion, l'rc ccntod on Tab1 c 4,4 arc t he - . t l a Lo

o b t ~ i n e d from the n n n l y s i ~ .

.t; s t a t i s t i c s on s t u d e n t s ' scores i n Eoclc - XASC

Biology f o r the yeas 1985

The Table 4 - 4 - above shows that t h e 0btained.t-v52ue

(3,549) exceeds Lhe t a b l e va lue of (1.960), for 278

degrees of freedom n't 5% l e v e l of cignificnncc, T h i s

means t h a t there i s a s i g n i f i c a n t d . i f f c rencc between

t h e Biology scores of male versus female

t h e Mock - W A X T3iology as hypothesized

21.. 4 - - - -- . - - .

em S t a t i s t i c s was used t o determine whether sex as a

f a c t o r ctffcctcd r, tudenta ' achicvcmont i n mathmn-ti-cs i r i

t he ~ o c k ' - W A X ~ x a m i n a t i o n . , The ana lys i s is presented

I I

SEX

MALE

FiIPIN;J3

on Table 4.5

1

N

I 40

140

MEAN

45 39

39-46

df

278

278

S D

16-45

10-83

t

3 .yr-3

P

P i 0-05

PL 0-05

t - s t a t i s t i c s on s tudents ' scores i n Moek - WAS'

Mathematics for the year, 1985

From Tahle 4,5, the obtained -I;-vuluc (ji.763 j cxceeds

the t a b l e c r i t i c a l value of (1,960), for 278 degree^ of

freedom at 5% l eve l of confidence, 'I'hcrcforc,-Lhere is

a s i g n i f i c a n t difference between the mathematics scores , .

of male versus female s tudents i n t h e Mock - XAUC

examinat ion an hypothesized.

f o r t h e year 1985

Table 4.6 above shows that the obtail led t-value

exceeds the table critical value of (I ,960.) f o r 2713

degrees of freedom a L 5% l e v e l of con.ficletlce, T h i s

mennn t h a t there i s u sik;niricanL d i f f e r e n c e bcbwcon

the chemistry scores of male versus female s t u d e n t s i n

WASC as hypothesized.

- statistics was used to determine whether sex as a

f a c t o ~ affected studen-1;s' achievement in physics i n t h e

W&C examination, The analysis i s presented#- i n T n b l e

TABLE 4.7

I

t - s t a t i s t i c s on s tudents ' scores i n W A X physics 1 for t h e year 1385.

The above t a b l e 4-7 shows t h a t bhe o b t a i n e d t-value

/

(2.154) exceeds the t a b l e value of (1.960) for 278 dcgreer;

of freedom at 5% l e v e l of confidencc. Therefore, there is

- SISX

M NIE

a s i g n i f i c a n t ; difference between the physics scorcs of

- " 4

MEAN

33.14

, . male versus fernale s1;udenf;s i n , WASC as hypothesized ,

4.8

N

1110

t - s t a t i s t i c s was used to determine vhether sex an n

FEMALE

df

2 j~

The o n o l y s i s i s prcocntl-ed i n Tablc 4.G

P

I

PL 0.04

S D

12.03

140 PL 0.05

---

P

t

10.52. i

270i 33a22 2.154

-

TABLE - - . 4.8

The Table 4.8 above shows t h a t the obtained t-value

(2,061 ) exceeds the t a b l e value of (I ,960) , for 278 dezrees

of freedom at 5% l e v e l of confidence, Therefore, t h e m

is a s i g n i f i c a n t dif ference between the Biology scores of . .

i male versus female s tuden t s i n WASC as hypothesized.

4 m 9

t - S t a t i s t i c s was used t o t e s t whether s e x as a-'factor

affected students1 achievement i n mathematics i n W A X , .- - - --

The da ta obtained from this ana lys i s are presented-.'in

Table 4.9

t - S t a t i s t i c s on s tuden t s t scores i n W A N

Mathematics the years 1985 ---

The Table 4.8 above shows that t h e obtained t-value

(5.277) exceeds the t a b l e value of 1,960 for 278 ,degrees

of freedom a t 5% l e v e l of confidence, Therefore , there

i s a s i g n i f i c a n t d i f fe rence between t h e Mathematics scores

of male versus female s tudents i n W A X as hypothesized.

TABLE 4 i ' I O !

The c o r r e l a t i o n c o e f f i c i e n t between students' science ,' I s c o r e s i n Mock - WASC and WASC 1985, and t h e mean of r

f o r each of t h e sampled secondary schools . - _ __--/

SCHOOL

1

2

3

4

5

6

SUBJECTS

Chemistry Physics

Fiology Maths

Chemistry

Physics

Biology Maths

Chemistry

Physics Biology Maths

Chemistry

Phys ics Biology Maths

P

P L 0.05

P L 0.05

MEAN OF r

0.07

0.83

I N

20 20

20 20

20

20

20

20

0.73 0.60

0.39

0.35

0.67

0.58

0.73 0.61-

x

0.83 0.92 0.81 0.90 ----- 0.98

0.84

0.85

0.64

Chemistry

Phys ics Biology

Maths

Chemistry

Phys ics Biology Maths

0 .52 P L 0.05 I

I 1

1

20

20

20

20

20

20

20

I 20

20

20

20

20

20

20 20 20

0.65

,

0.92 0.58

0.55 0.71

0.86

0.57 0.64

0.71

0.69 j L 0.05

P L 0.05

0.70

I

I

I *

P L 0.05

! L ' 1

I F?ysics 20 Oe72 Biology 20 0.80

0.68 .

Cllemistry 20

Physics 20

Biiology 20

20 0 .73 -A*. .

7

8 Chemistry 20

-3ysics 20

13iology 20

Elat hs 20

9 Chemistry 20

Iwsics 20

Biology i 20

Maths ! 20

10 Chemistry 20

Physics 1 20

Etiology

Maths 71 I Chemistry ,

Physics 20

Biology 20

Maths 20

Chemistry 20

Physics 20

Biology 20

Msths 20

Chemistry 20

Chemistry Physics

Biology

I4aths

20 20

20

20

4.1 0

To answer the second and t h i rd research quest---.-

a co- relational analysis and the mean was conducted

-school by school across the subjects of the fourteen CI sampl-ed secondary school in nugu Educational Zone for

t he ye- 1985,

5:esul-b f rom Table 4.10 showed t h a t the higl

c o r r e l a t i o n was obta ined a t G i r l s Secondary SC'

Amokwe, but the highest mean was recorded a t G

Secondary School, Obe. The school with the 10'

correlation coefficient was G i r l s Secondary Sc

Nruna:?aw and t h e subject is Eiology. Ail thes

s x g e s t that the extent Mock - WASC predic ts V

from :xhoo l t o school across the sub$ects.

The Coefficient of Correlation be-tween students'

sc ience scores in Mock - WASC and Y A X 1986 for a l l

students in the fourteen seoondnry school-s.

a rc p o s i t i v e and significant r e l a t i o n s h i p

p n i r s of studen-ks' s c o r e s i n a l l the

I \, t h a t Mock - VASC actually predicts W

c o e f f i c i e n t s a re high in all the subjects.

4.13

t - S t a t i s t i c s was used t o determine w h e t h e r sex, as :L

factor af fec ted stm3cn.t-a' achieverncnt i n chcrnis t ry i n

Mack - W A X cxmnirintion. Presented in Table 4 .'I3 n r o

t h e data.

30 TABLE 4-15

t - S t a t i s t i c s on s tudents ' scores i n Kock WASC

Chemistry f o r t he year 1986

WASC as hypothesized.

4.14

t - s t a t i s t i c s was used t o t e s t whe

f a c t c r a f fec ted students' achievement i

---

SEX

- -

Mock - WASC examination, Presented in

data obtained from this analysis .

obtained t-value

e of (1.960) f o r

onfidcnce. Thcre-

between t h 2

s t uden t s i n Mock-

N

ther sex as a . -. . - . - .

-12.4-0

1OW02

>

MEAN df

n phys ics in .the

?he Table 4,13 above shows t h a t t he

(6.4-5?0) exceeds t h e t a b l e c r i t i c a l va lu

278 degrees of freedom a t 5% . l e v e l of c

f o r e , t he re i s a s ign i f i can t di f ference

Chemistry scores of male versus female

, . M A L I 3 1 140

Table 4,14 are

278

SD

FmKX

. 39 -09

i '

140

i -- --- --

278 30.31

TABLE 4.14 -

t - S t a t i s t i c s on s t u d e n t ' s scores in Mock - W A X /

Physic for the yea r 1986

The Table 4-14 above shows t h a t t he oozalnea 5-value

(4.855) exceeds t h e t a b l e s critical value of (1.960) f o r

- SEX

--. -

MALE

FEMALE

I . 278 degrees o f freed.om at 5% levkl of confidence, Therc-

f o r e , there i s a s i g n i f i c a n t d i f ference between the physics

scorcs of male versus f ema le s t uden t s i n t h e Mock - biASC

a s krpothes ized . - - - - -. - --

4.15

-E - s t a t i s t i c s was used to t e s t whether sex-as -a fac tor

af fec.ted students' achievement in Biology in the MOC~-~:!A::C

examination. Presented In Table 4-15 are d.nte ob ta ined

f r o x t h i s analysis.

N

140

140

df

--. .

278

278

. - -

MEAN

,

- _-.

t

4-86:,

S D

-

P

P[o* 05 35.09 , 71 -88

28 -69 9-9 - 1-

TABLE 4.75

t - s t a t i s t i c s on students' scores i n Mock - WASC

Biology f o r the' year 1986

7 SEX j N . ( i f ' MEAN S D I t

I I

I 1 I

MALE ' 278 ; 1 I

Table 4.75 above shows t h n t t he ob ta ined t -value

(4.799) excccd:; tho b u b l e s c r i t i c a l va luc of (1 .%0) #

f o r 278 degrees of freedom at 596 level of confidcnce.

This means t h a t there i s a s ign i f i can t - differe3ce

between t h e Biology scores of male ve r su s female

Studen t s in the MOC~-WASC examinabion as h,ypothesized . ---- - -- -

4.16

t - Statistics was used t o determine whether - . sex as

a f a c t o r , affected students! achievement i n mathematics.

i n t h e MOCK - VASC examination. Presented i n Table

4.16 are r c s u l t obgained f r o m t h i s ana ly s i s .

t - Statistics on s t u d e n t s 1 s c o r e s i n Mock - WASC

Mathematics for t he y e a r 1386 I

I

Table 4.16 ubovc shows that L-he o b t a i n e d t-val.us

(5 .359) exceeds t h o t a b l e ' s c r i t i c a l value of (1.960)

f o r 279 degrees of freedom a t 576 l e v e l of confidence.

T h i s means t h a t t h e r e i s a s i g n i f i c n n t d i f f e r e n c e

between the mathematics s c o r e s of male v e r m s female

s t u d e n t s i-n the Mock - 'ii&C as hypothesized.

4.17 -- - .- rP

.t - s t n ' t i s t i c s was used t o deternlille whe-ther sex

a s a fac 'bor a f f e c t e d s tudents ' ' achievement i n Chemistry

i n the W A X exnmin:ltion. The a n a l y s i s i s presented i n 1$ 1

Table 4.17.

.- - -

. .. 34 TABLE 4.17- .---- . .... .-

% - S t a t i s t i c s on s tudents ' scores i n WASC

I Cienlistry f o r the gear 1986

Table 4.17 above shows t h a t the o b t a i n

(3,810) exceeds the tab'le c r i t i c a l value .of

273 degrees of freedom a t 5% level of conf

Theref o r e , there i s a s i g n i f i c a n t d i f feren

tho chemi.stry scores of male v e r s u s female

W A X as hypothesized,

t - s t a t i s t i c s was used t o determine w

a f a c t o r affected s t u d e n t s achievement i n

WASC examinations, The ana lys i s i s prcsen

4.78.

TABLE - 4.18

i r tb - S t a t i s t i c s on s tudents ' scores i n WASC physics

fo? the year 1986

MEAN =E 52-31 10.79

28.83 1 9.50

Table 4.18 above shows t h a t the obtainc

(2,854) exceeds the t ab le value of (1.9GO:

, . degrees of freedom a t 5% l e v e l of confider

mems t h a t there i s a s igni fcant di:

physics 'scores of male' versus f e m n l e S L U U C

examina t i on as hypothesized.,

t - s t a t i s t i c s was used t o determine wl

a factor af fec ted s tudents t achievement i l

t he WASC examination. The analysis i s prf

4.19

:d t-value

) f o r 270

Ice. This

:e between t h e

l e t h e r , acx a s

ssented i.n Table

TABLE 4.13

* - S t a t i s t i c s on s t u d e n t s ' s c o r e s i n W A X Biol-ogy

for t h e yea r 1986

. llable 4.19 above show t h a t t he obtained. t-value

(3.557) exceeds the t ab le value of (1.960)...for 278

degrees of froadorn a t 5% Level of c o n f 2 d e . n ~ ~ . Therc-

f o r e , t h e r e i s a s i r p i f i c a n t d i f f e r e n c e between the

( Biol.ogy s c o r e s of male v e r s u s female s t uden t s i n VASC

as hypothesized. .. -

-~~ 4-20 .,'

4; - s t a t i s t i c s was used t o determine whether sex

as a f a c t o r a f f e c t e d s t u d e n t s ' achievement i n mathematics

i n t h e W A X examinations, The a n a l y s i s i s 1

Table 4.20

l P w -- SEX

- MEAN

MALI:

FEMALE

SD -

N

40.31

35.33

df

140

140

278

278

-- .

PL 0.05

p/ 0.05

11.GO

'i1'-79

3-557

1 I

TABLE 4,20

I . , t - S t a t i s t i c s on s tuden ts1 scores i n X A : X

M~themat ics f o r thc year 1986 /

>-

The t a b l e 4.20 above shows t h a t thc

(6,.328) exceeds t h e t a b l e value of (1.9

degrees of freedom a t 3% l e v e l of conf i

t h e r e is a significant d i f f e r e n ~ c betwa

scores of male versus female students i,

as hypothesized.

60) f o r 278

dence . Thcref ore,

en the mathematics

n WhSC examination

The correlation coefficient between studentst science scores

39 I

I 0

'I1

12

N ---- -

20

20 20

20

20

20

20

20

20

20

20

S/No

7.

8,

//'

- 2 - I - L - l

-- Chemistry '

Physics

Biology

Maths

Chemistry

Physics

Biology

Maths

-- Chmelstry

Physics

Biology

Math

School

--

I)

P [ 0.05

I? / 0-05

- P 1 0.05

Mean of -I-----

0.80

--

Om68 ,

0.64 -.

S u b j e c t s

0.91.

. 0.93 0.89 0.74

0-72 0-69 0.71

0-49

0.76

-0.71

0.64-

9

P L 0.05

- P )' . . O m 0 5

.

20 / 0.94

1

Chemistry

Physics Biology

Maths -- ----

8 1 Chemistry

4 Physics

Biology

Maths

. -A

0.87

.+ Om65

- -- 0.68

20 / 0*53

Chemistry

Physics

Biology

Maths .

20

20

20

20

20

20 20

20 20

20

20

* ----

0.83

0.75 Om66

0.84

0.64

Om58

0.61

0.78

0.59 0.56

0.62

- .-

~ / N O School SubJects N --.

*. ..I3 rn 13 Chemistry

lhysics

Biology 20

Ma L-11s 20

In answer to the sccond and t h i x

, . c o r r e l o t i o n n l ana lys i s and t h e mean

schoo l across the oubjcc ta f o r a l l

f ourteer, sar,~ylcd secondary schoo l s

t h e year 1986. . .

From Table 21, the highest corre

G i r l s IIigh School , Nnewe and the le

Awgu High Zchool. Infact; all the c

The sc:mol t h a t registered t h

School. All the results sugp;

Mock.- VASC predicts ';!AX vnr

t h e sub j cc ts .

d researc!! queztior! tz

was contlncted school . by

the twcnty sLud.cnts of the

in i h u ~ u educa t ion zone for -

lotion (0.34- occured at

ask corr.el.al;ion a t (12)

o r r e I . n t l o n s a r e - sbwif icant;. .. .e highes t mean i s A w ~ u IZsh

; es t t h a t the extcrrt t o v h i c h

ly from schooS. t o school ncross

CHAPTER FIVE - ~ --

Mhen hypo thes i s one i s cons idered , it was found that

Mock r s s u l t s i n sc ience s u b j e c t s a c t u a l l y p r e d i c t s t u d e n t ' s

success i n WASC sc ience based s u b j e c t s . I n 15", the

lowest c o r r e l a t i o n c o d f i c e n t (0.56) was o b t a j n e d i n

phys ics while t h e h i g h e s t f o r t he same year was i n Biology I

and Mathematics. I

In *1986, c o r r e l a t i o n c o e f f i c e n t s for a l l the f o u r subjects

a r e high, Prom t h e tables i t can be i n f e r e d t h a t p o s i t i v e

and s ig ;n i f icant r e l a t i o n s h i p e x i s t between tIlc two se t s of

student; s c o r e s i n a l l the s u b j e c t s , which impl ies t h u t

Mock - a c t u a l l y p r e d i c t s WASCo The r e s e z r c h e r , there-

f o r e , r e j e c t s t h e f i r s t n u l l hypothes is wh ich a b a t e s k h z ~ t

t h e r e is no s i g n i f i c a n t s e l n t i o n s h i p between [.he zicncc

s c o r e s o f s t u d e n t s i n Mock - WAS0 and i n the k','i:X examinat ions.

Furthermare, t h e valucs of Pearson I'roduc L Momcnt /

C o r r e l a t i o n ( s ) obta ined i n Table 4.1, 4.10, it k r a s t h a t

t h e e x t e n t t o which Flock - VASC r e s u l t s p r e d i c t ' : / A X examin-

ation r s s u l t s v a r y s i g n i f i c a n t l y wi th ochoola and subjccts

suggest in( ; t h a t t h e e x t c n t of p r e d i c t i o n v,zrg from onc

school t o another .

o For Lhe second hypo thes i s , t a b l e s 4.2, 4.3, 4,4, 4.15,

I 4.5 e t c prc::ent I,he resu1.t-s. Prom the t a b l c s , it is c l c m

1 t h a t t h e r e i s a s i g n i f i c a n t d i f f e r e n c e between male. and

female science scores i n Mock - WASC f

and '1586. Tho1;efore the second n u l l h

r e jec-ted.

For the third hypo thes i s , t a b l e s 4.6

presen ts t h e r e s u l t s , From the t a b l e s

t he re i s s i g n i f i c a n t d i f f e r ence betwee

sc ience scores i n WASC 1985 and 1986,

) r e s of male

'dASC, T h i s implies t h a t the s tuden ts

on s e x .

For the f ~ u r t h hypothcsis i n tables

evident that t he re a re si~nificant dif

Mock - WASC and ?ASC scores i n the aci

t he re i.s no r;i[:nif i c n n t dif f crcnce ,be 1;

and !iAEC scores, the Penxaon's Produc3

c o e f f i c i e n t s obtained f o r d i f f e r e n t su

unity. T o summnrise the f indings.

I ) Mock-NASC predicts students ac

which means t h a t students who d

w i l l also do w e l l i n VASC in t h

(2) The extent %o which Mock-WASC p 1

significantly wi th schools and I - I (3)' There i s a signi1ican.i- d i f f e r e n I

n i f i c a n t dif

of male am

WASC. This means t h a t se3

,the s.tuctent s science scorc

and ? ! A X .

5. There i s a s i g n i f i c a n t did

scores sc ience subjec ts ir

VASC . IIWLT CAT1 ON iji. 1CLNDI NG: i - -- ..--- --- . - . -

T h i s .findinp:o have several i m p :

i n conl;inuous llsscssment Pror

education sys tern. V a l i d and r e l i n b l c

. s tuden ts nrorrress i s the hallmark of

teachsr - made test w i l l kn 7 7 m n r '

sys tern and t h c m f ore its , ,

ascer;ained.

:;ome --LC nchc:rn currently t-cachil

qua1i:fied to t each and evaluate scie?

The purpose of this study w a s . I

students' Mock - YASC scores in

t h e i r achievement i n W A X i n En A

Anambra S t a t e , Teacher - mado

a l l a r ea s of human development

must be ascer ta ined, Llny stud

by Nwane (1979) Anosikc (197$),

resu l t s .

T h i s rcsencher used the 'I985

scores a s the p red i c to r var iabl

sc ience scores a s c r i t e r i o n var

- Three research quest ions and

' t e s ted- review of re lcvunt l i t e

Using fou r t een secondary schoo l

WASC records , a t o t a l of f i v e I-

scores formed the source of -dat

The analysis of da ta were dor

t e s t s a s presented i n chapter t

The f i n d i n ~ s of t h e s tudy wer

studentst achievement in WASC 5

not i n a l l s c h o o l s .

There was a s i g n i f i c a n t d i f f c

male and fernalc both in Mock -

There w n s a sic;rlif icnnt difference

, , scores and IdASC both for 1985 and l98E

schools.

CONCLUSION -.- -- The followina conclusions can be ma

1. From the results obtained showed

bred ic t i vc v a l i d i t y of. 1985 and I

scores are significnnt which i m p 1

1 who do well in Mock - WASC scienc

also do well in WASC in the same

2, The predictability of Mock - WASC

schools and subjects.

3. 'There is a s i g n i f i c a n t d i f f e r ence

female scores in Mock - WASC and

sex as a factor affected t h e

scores in bo th years.

I. The researcher recommends a duplic

using the senior secondary c e r t i f j

(SSCF) r e s u l t s and a different gec

2. Recommends in-service and pre-sert 8 .

science teachers on t e s t evaluatic

.) 3 Gradua-be science I

par t ic ipa te in mE

I . across t h c sampled

tde :

- t h a t .4?he

986 Mock - W A X

.ied t k o t student

:e siab;iects w i l l

science sub2ect.

results vor fhs w i C h

! betwccn male and

1 Ln which neclna

! stuh?ntsl science

:ation of this study

- ca t i on examinat ion

l p a a k i c a l location

rice training l o r

In proccdilre s . t e ache r s should bc : ~ l l o w e d to

irking of WAEC papers in science

The r e s e a r c h e r s i n a b i l i t y t

i n some of the science s u b j e c t s f

students posed a problem. This f

chose t h o s e s tudents from t h e sam

complete f o u r sc ience subjects.

way of record keeping.

Abadom, G-N-, "The relationship between WASC Grades and performance at University, Unpublihsed B,Sc, Thesis, University of Nigeria nsukka, 19'/a. .- -

- -

Agamuo, E.E., A study of relationship between JAMB entrance exams and final Degree of 1981/ 82 and 1982/83 graduates of f acul'ty of education, un ublished Thesis, 9m University of &eria Naukka.

Ali Arlthony "Dimensions ~f effective science teaching as perceived by the University students and science teacher educators in Nigeriau Journal of Re search in Cumicul-urn Vo1 -2 h l y 1984.

Anosike , L e o "A prediction of academic success in the achool certificate examination as measured by Class Four Results in secondary schools, lfUnpubl.ished B,Sc. ~ducution Thesis, UNN, 1975.

A L t a , S - A - A , , "A study of Mock - WASC result as a I predictor of performance in WASC in selected secondary schools in Igala land," Un ublishea PGDE Thesis A,B.U

'

sf Zaria, u y 1975;-

Mgboh, A.M.N, , The Anambra Oommon Entrance as a predictor of academic achievement, unpublished M .ED. Thesis ~niversi.iy of Nigeria, Nsukka, 1 3 0 0 ~ *.

Chaf or-Orizu, N.A. "A study of predicting WASC from Mock - k:ASC.l1 Unpublished B,Sc, --- Education Thesis Umversity of Nigeria, -- R~ulika, 1974.

Nwana, O.C.,

' Nwana, O.C.,

Nweke, C.C

Ohuche R.O.,

Okeke F.N, ,

Research F o r m "sixth .form and. Universi ty Zntry." l i e -v i ew of Education, Nsukka Vol.1 September, '1971, . Educational Measurement for Teachers. Thoriias Nelson (~igeria) Ltd, Lagos, 1979

e t a1 of st1 0' Levc S t a t e , 1983.

Teachersf scores a s a p red i c to r tdents perf ormancc i n ':IK:'>C/GCC ?1 in Nsukka Lone of Anunibra , Universi ty of Niger ia Nsukka,

"Factors Associated with the academic a2hievemen-L of I n d i ~ c n o n s male students of Njala Univcrsi ty-~ol ler ;o: Jaurcal of Education Ministry of Education, Ureetown, October '1963.

"Stude in s c i e r I f' t h e i r Level i n A r ,Fd . - T h e s i s , u r r ~ v u r - 3 1 ~y u.1 IUI:;CI'L~ L ~ s u ~ : L I ~ o , Tmr

"The p red i c t i ve v a l i d i t y of Lorgc- Thorndike In t e l l i gence test for achievement in Nicer im Gra rn rn r l r Schools . The West A f r i c m J -a1 o f 1:ducation and Vocational Pleasuremen-1; , <Val .'l .

FtUCK-WASC AND WASC SCORES OF 280 S T U D E N T u 9 , O E --- THE FOURTEEN SAMPLED SCHOOLS I N THE 4 SCIEFJLE

SUUJECTS FOW THE YEAR 1985 - 49

St-. 32 19 3 4 ;

42 42 30 . 2 8 56 4 4 3n 36 3 7 34 34 2 0 3s 19 30 I 8 20 39 28 &* 2 1 I kl 26 32 31 . 38

' 43 ') 9 4 rJ :j 7 25 49 G3 27 JfJ 4 1 2 1 40 31 24 40 4 1 44

- - --- .___

S/NO [urn) (CW) ( p n ) (Pw! (BY) (BW) (m) (mu) --_I_--

2 5 1 3 1 3 2 25 74 3 9 47 30 232

29 27 28 36 4 P 33 - 4 6 2 9 >a

-233 2 . 33 27 , 6 0 S 1 3 9 23 23 234 17 3 1 1 4 18 33 :i 7 29 * I J 235 3 D 32 23 31; .! so 4 'I 2 5 1 7 235 3 7 29 3 1 17 4 U 3 ,! 2 ., 19 2 37 2 3 3i3 8 6 5 1 . 3 1 3 3 2 1 L 2 238 2 I 3 1 14. 17 2, r3 5 2 29 18 2 39 4 '1 4 7 2 5 4 2 C U 4 3 2 43 4 2 2.30 1 3 27 ? I 3 3 4 I .I d 1 3 ;3 2 4 1 2 i j 3 1 17 I 8 , 2 5 ? 1 ill; 17, 242 '1 6 5 r) 6 1 4 4 ? 4 35 .12 35 2 4 3 zn I 'I 1s 19 i t s 17 1 2 1 5 244 3 D 34 33 3 1 45 3 2 0 !j 2 4 245 SO 3 1 3b 3 2 50 4 2 7 -Z i i C 24 5 3 0 5 0 4 0 30 35 3 1 4 0 2 5 2 4 7 . 2 9 21 53 9 1 23 4 1 !i 0 S 1 298 3 4 3 1 23 2 1 10 3 I ' I 7 2 il 249 4 0 4 2 3 3 34 36 37 '15 2 1 2 50 1 2 4 3 4 1 2 0 n 4 .3 G '1 5 74 259 IG 51 35 2 1 24 4 2 11s 12 2.52 3 4 52 21) 5 0 4 3 52 - _ r t @ 4 2 255 4 8 45 25 26 3 9 5 6 !i 5 43 2 54 55 5 2 33 22 50 3 ;L . .. < tj .1 7 2 5 5 5'1 4 6 7 3 ' 4 4 5 0 4 3 5 8 3 9 2 5 6 50 37 5 R 25 4 5 ? 4 11 5 25 257 5Lj 39 4 3 27 5 0 45 :111 -3 0 2 5 8 5 6 3 4 55 3 1 3r3 '; i !;C 3 9 3.59 34 2'5 3 3, 23. 39 2'4 tb5

" 24

2 611 2 Q 2 1 2 3 2 'I 3 2 '? 3 "I I: 3 t j

. 261 2 5 27 7 fl e 17 S t I.; 4 2 1 '1 3 1 , rn

1 3 31 35 4 1 - ,- 2 5 2 > 'l I u 2 1, .2 6 2 53 dfJ 4 2 x 2 ., : 1 5 1 !j 3 .+ 2 .4 I I- ., 2 54 30 :! 7 22 .:. 3 f; a'i 4 .; 3 1: rat I

,-"

255 S 1 =3 4 I ] $3 1 5 I 5 1; , 11 / ? - .A

266 4 0 3 i: Is 1 :Z C C 3 C 1. !J U 5:c 2tj7 3 4 36 4 I 4 t3 ;1 a 4 0 /I .I .- -

.J 1 r ' I

zsa 3 1 3 n 3 5 4 I 3; 15 5 29 t ~ t ~ 2 FiY 17 3 IJ 7 r : 17 a # I 3 5 - - 5 5 '1 5

4 - 270 70 6 i~ 6 2 6 5 7 1 5 0, S 1 -7 5

2 -

271 4 0 42 4 6 4 1 51! 53 : 7 d 3 . I

272 3 4 5 5 3 1 3 6 3 2 3g 6 1 :i, !;

273 2s 27 .J a 3 I 4 0 42 2 I 2i.i 278 &? 47 4 3 5 0 35 4 3 17 9 1, 275 60, 4 0 4 0 4 3 5 d 6U 5C, .? tl

276 7 5 2 5 75 17 23 2 4 ti 9 1 4 277 7 1 72 6 3 69 7 2 7 5 c Ci 54 270 24 27 3 3 ;4b 4 0 4 1 25 2 1

279 40 40 35 , 40 50. 5 1 2,s 4 1

Zoo 26 27 24 ' 1 26 30 32 10 2 1

S/NO (CN) (CU) (PPI)' (PU) (an) (eu) ( M r l )

1 4 0 35 3ri 2 5 35 37 17 21 2 29 20 40 33 35 ? 2 2 3 23 3 26 3 5 25 2 1 dD 2 9 2 1 19 4 2 1 33 5 0 3 1 43 36 2 6 2 'I 5 45 A 7 36 37 4 5 43 34 3 1 G 16 35 17 2 1 34 37 14 17 7 27 35 31 26 40 31 2 6 23 8 4 0 4 5 23 24 . 29 32 7 6 2 1 9 A4 6 9 31 31 27 3 1 12 24 10 2 /, 1 8 30 20 29 28 22 17 11 20 40 50 25 45 33 17 2 1 12 c 2 42 3 1 36 5 0 53 4 1 36 13 26 28 2 1 20 3 5 3 1 2 1 18

14 . '1 3 17 0 D 14 23 24 10 11 1 S :! 6 30 22 27 30 32 24 30 16 4 (1 45 47 SO 5 2 60 48 43 1 1 34 2e $7 8? ... 23 30 15 76 18 26 34 30 38 40 a 2 23 . 74 13 27 38 4 f 44 4 6 43 - 18 24 20 15 17 12 . 16 18 27 13 17 2 1 1 0 38 4 1 42 6 1 54 SO 45 22 39 47 43 42 ' 6 0 40 3 5 4 5- 23 18 26 22 27 5 1 34 17 25 24 32 36 ?6 29 39 4 1 20 29 2 5 40 43 42 47 52 5 Z 39 44 26 14 2 0 0 7 1 7 2 6 2 4 U 8 15 2 7 3 3 4 2 2 0 31 d 3 4 2 27 2 R 2 U 49 27 30 3 2 37 38 20 30 ZS 32 36 41) 41 4LJ 50 15 17 30 35 3 7 2 1 2 8 4 1 37 2 1 26 3 7 17 30 21 26 2 9 3 2 'I 7 18 32 26 27 23 2 9 4 7 5 2 1 C 14 33 42 4 6 4U 4 2 3 u 36 15 7 6 34 51 5 4 4 4 2 46 4 2 4 1 2 9 3 4 35 43 4 7 3 6 50 4 8 5 1 77 33 36 76 2U 13 18 17 22 13 17 37 23 25 342 27 32 35 27 25 9 17 2 1 23 19 28 32 16 20

39 4 5 42 46 52 56 60 4 2 45 40 46 50 47 49 47 53 40 43 4 1 3 2 35 3 1 27 22 3 2 5 1 2 1 42 24 3 7 26 26 32 31 10 94

PM = Physics Flock-WASC

1\11 L h u scores are i n pnrcc:nt ; :~ jc

o f raw score . T t ~ e same a b r e w i a t .

f o r buth 1 9 0 5 and 1906 .

FORMULA USED

- t e s t s t a t i s t i c s

Where M, = Mean of t he f i r s t group

'2 = Mean of the second group

N1 = Number i n the first group

N2 = Number i n t h e second group

For Pearson's Product Momen-L- Correlation Coefficient

Corre la t ion Coefficient = NFXY - EXY ' - EX)^ )(NEY~-(~~)'

Where X = Value in one variable

Y = Value i n the other var iab le

M = number of Cams compared.

1985 Frequency Distribution for Pre qul Biology Mock (BM) (Female) B i o a .-

ency Distribution for yy Mock (BM)(Male)

Freqnency Distribution f o r Frequency Distribution f o r Physics Mock (P M )(Female) Pwsics Mock (PM)(Male)

Fre quer Mather E