EVALUATION OF THE JUNIOR SECONDARY SCHOOL’S PREDICTIVE VALUE IN RELATION TO THE SENIOR SECONDARY SCHOOL’S EXAMINATION PERFORMANCE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The researcher’s goal in this study is to determine whether the results of Nigeria’s junior secondary school certificate examinations can be used to predict students’ success in the senior secondary school certificate examinations. The researcher was motivated to propose such a study because it is common knowledge that SSCE performance has been low for a long time (WAEC 1994 and 1995), despite the fact that these students had acceptable JSCE grades and were consistently admitted to SSI. This calls the JSCE’s validity as a suitable benchmark for determining a student’s ability to cope efficiently with SSS work into question (Popham, 2002). However, information on a student’s skills and readiness for work and further studies at the next level of education is required. School is required at all stages of their education. This information is frequently obtained by reviewing students’ academic performance in various courses as evidenced by their examination results (Al-Shorayye, 1995). This enables precise decision-making, such as student certification and placement, as well as forecasting future performance at a higher level. As a result, academic performance has been defined as the current academic status of a student. It describes how a person can demonstrate his or her cognitive ability. The grades earned in a course or series of courses can describe this academic status. Schouten (1970) emphasized the use of test grades in predicting academic success and suggested that grades could be used as both a predictor and a criterion measure. They believed that a credible forecast of a future examination result could be established based on the results of a previous examination. Adeyemi’s (1998) findings supported this claim. Other studies had found that the General Certificate Examination (GCE) and Secondary School Certificate Examination (SSCE) results were the best predictors of university achievement. Peers and Johnston validated the validity of the number and grades of passes in the Scottish Certificate of Education in predicting first-year and final-year university success (1994). Gay (1996) claims that high school grades can be used to predict college grades. Klomegah (2007) conducted a study to determine how well index scores of students’ self-efficacy, self-set objectives, assigned goals, and ability might predict university students’ performance and which index scores might predict which index scores. was the best predictor of academic success. According to the findings of a study conducted in North Carolina, the United States of America, self-efficacy had the highest predictive value, and high school GPA was a stronger predictor of students’ academic achievement than the goal-efficacy model. In Ondo State, Nigeria, Adeyemi (2006) discovered that success in junior secondary school certificate examinations was a good predictor of performance in senior secondary school certificate examinations. Historically, the implementation of the 6-3-3-4 educational system in Nigeria in 1982 was accompanied by the integration of internal and external student evaluations for certification and prediction of future performance. The first stage of the 6-3-3-4 system specifies a child’s first three years of schooling following a six-year primary school education. The youngster Secondary School (JSS) education is the first three years of a child’s education, while Senior Secondary School (SSS) education is the last three years (Daniels, 1970). Continuous evaluation and the final test for the junior secondary school level are combined for JSS level certification to obtain the JSS certificate. The student finishes his or her secondary education in the last three years, at the Senior Secondary School level. The senior secondary school certificate includes the student’s ongoing evaluation and final examination, which are administered by either the “National Examination Council” (NECO) or the “West African Examination Council” (WAEC). Nigerian researchers, on the other hand, have reached conflicting conclusions about the predictive value of various tests. Other developing countries Countries, academic performance indices varied from one another. Kishor (1994) discovered a moderately positive linear relationship between Kenya Certificate of Primary Education grades and Kenya Certificate of Secondary Education grades. Performance in the JSCE has been found to be strongly related to performance in the SSCE in a variety of other states. Other studies, however, have found no link between JSC exam performance and SSC exam performance (Othuon 1997). The purpose of this study was to examine student performance in JSC examinations to see if it could accurately predict students’ performance in SSCE examinations in Nigeria, with a focus on a few selected junior and senior secondary schools, in contrast to the contradictory views and findings of previous researchers on the predictive validity of the JSC examinations.
Ebonyi’s Ivo Local Government Area.
1.2 THE PROBLEM’S STATEMENT
Secondary school students’ performance in Nigeria has been a source of contention. Some schools of thought believed that things were getting better (Adewolu, 1998). Other schools of thought claimed that performance was rapidly deteriorating (Onipede, 2003). The purpose of this study was to see if there were any significant differences in secondary school students’ performance levels in Nigeria’s junior and senior secondary certificate examinations.
1.3 THE STUDY’S OBJECTIVES
This study’s overall goal was to determine the predictive value of junior secondary school performance in relation to senior secondary school test results. The following are the specific objectives of this study:
I.
Determine whether or not there is a significant relationship between students’ total JSCE performance and their SSCE performance.
ii. Determine whether students’ overall performance in junior secondary school is a good predictor of their future performance in senior secondary school exams.
iii. Determine the nature and strength of the relationship between selected JSCE subjects and their SSCE results.
1.4 QUESTIONS FOR RESEARCH
i. What is the significant relationship between students’ total JSCE performance and SSCE performance?
Is students’ overall performance in junior secondary school a good predictor of their future achievement in senior secondary school exams?
iii. What is the relationship between the JSCE subjects chosen and their SSCE results?
1.5 THE STUDY’S SIGNIFICANCE
This research is critical because
It will help establish a correlation between JSCE performance and total SSCE performance among Nigerian students, demonstrating the extent to which the former can influence the latter. Aside from that, a study like this would serve as a reference book for students, academics, and researchers in identifying many factors that could lead to students failing their exams. Furthermore, the study’s findings will be a clear reference for the Nigerian government, policymakers, the Ministry of Education, curriculum designers, and evaluation studies in determining which policy areas (in terms of student performance) require immediate revision. This research project is also justified because it will serve as a knowledge frontier for future academics interested in conducting similar research.
1.6 THE STUDY’S OBJECTIVE
This research project will not go beyond examining students’ JSCE performance and their corresponding SSCE performance. Due to the large number of schools in Lagos State, the researcher focused on twelve (12) junior and senior public secondary schools in Ebonyi State’s Uvo Local Government.
1.7 TERMS AND CONDITIONS
Facts, information, and abilities acquired through experience or study; theoretical or practical knowledge of a subject.
Evaluation is the process of deciding on the quantity, number, or value of something.
A performance is defined as the act of delivering a play, concert, or other type of entertainment.
A school is a place where students receive education.
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