University of Nigeria Research Publications

NNACHI, Ndukwe Oji

Aut

hor

PG/MED/S/89/7455

Title

Prediction of JS Certificate Mathematics Result from JS Mock Certificate Mathematics Result in Afikpo L.G.A

Imo State

Facu

lty

Education

Dep

artm

ent

Education

Dat

e December, 1990

Sign

atur

e

PREDICTION O F JS CERTIFICATE MATHEMATICS RESULT FROM JS MOCK CERTIFICATE

RESULT I N AFIKPO LOCAL IMO STATE

NNACHI, NDUKWE OJI (PG/M,ED/S /89 /7455 1

mASUREMENT AND EVALUATION

DEPARTMENT OF EDUCATION UNIVERSITY OF NIGERIA

N S U K K A

DECEMBER, 1990

0

PREDICTION OF JS CERTIFICATE MATHEMATICS RESULT FROM JS MOCK CERTIFICATE MATHEMATICS

RESULT I N AFIKPO LOCAL GOVERNMENT AREA IMO STATE

A THESIS PRESENTED TO THE FACULTY OF EDUCATION

UNIVERSITY O F NIGERIA, NSUKKA

, XN PAPTI& Jj'ULJ?ILMENT OF THE REQUIREMENTS FOR THE AWARD OF FASTERS DEGREE I N EDUCATION

(MeEd, ) I N PEP-SUREMENT AND EVALUATION

NNACHI, NDUKWE O J I ( ~ ~ / ~ , ~ D / ~ / 8 9 / 7 4 5 5 )

DECEMBER, 1990

CERTIFICATION - NNACHI NDUKWE OJI

NAME

PG/MmED/S/89/7455

REGISTRATION NUMBER 1

The above s tudent has satisfactorily completed

the Degree of Masters i n Measurement and Evaluation.

The work embodied in this p r o j e c t i s o r i g i n a l

and has not been s u b m i t t e d in part or f u l l for any

other diploma or degree of t h i s or any other

University .

SUPERVISOR/ INTERNAL EXAMINER

D ~ - J,U, OKORIE HEAD OF DEPARTMENT

iii

D E P i - : " , A T I O N UYlrUI--.---.

No d o u b t , for e v e r y s p e c i a l accomplishment i n

an i n d i v i d u a l ' s life there i s a m o t i v a t i n g force.

Every accomplishment i s made e a s i e r when t h i s force

is accompanied w i t h l o v e and concern , I n g r a t e f u l

r e c o g n i t i o n of t h e d n e s who s u p p l i e d m e w i t h t h e s e

u n i q u e components, I d e d i c a t e t h i s t h e s i s t o

Mma Grace , t h e bes t of a l l mo the r s .

Ngozi Oko Echem, my fiancee, Oko Ijem Nnachf

and Ben Agwu Chukwu d i s p l a y e d a wonderful l o v e and

u n d e r s t a n d i n g , For t h e wonderful l o v e , I d e d i c a t e

t h i s s t u d y to them L ~ . G Emmanuel Nnachi, a un ique

b r o t h e r ,

ACKNO'dI E DGEP4ENT ",.-&* ...----.

For e v e r y m a j o r s u c c ~ s s f u l a c h i e v e m e n t i n a n

i n d i v i d u a l ' s life, t h e r e i s a l w a y s a b a c k i n g f r o m

someoneo

I a c k n o w l e d g e w i t h t h a n k s t h e a s s i s t a n c e from my

able d y n a m i c a c a d e m i c a d v i s e r , P r o f e s s o r O,C, Nwana,

Special A s s i s t a n t t o t h e H o n o u r a b l e ~ i n i s t e r of Educa-

t i o n of the F e d e r a l M i n i s t r y o f E d u c a t i o n , H i s g u i d a n c e ,

p a t i e n c e , s u g c ~ e s t i o n s a r e i n v a l u a b l e ,

I am e q u a l l y g r e a t l y i n d e b t e d to t h e n i n e p o s t -

p r i m a r y s c h o o l s u s e d i n t h i s s t u d y f o r t h e immense s u p p o r t

I r e c e i v e d f r o m t h e i r P r i n c i p a l s . W i t h o u t t h e data they

rr,ade ava i lab le t o m e , t h i s s t u d y would n o t h a v e b e e n

e x e c u t e d s u c c e s s f u l l y ,

I r e m a i n e v e r thankful t o my f a m i l y e s p e c i a l l y

sister I j a y Okoronkwo, C h r i s t i e Nnach i a n d w o n d e r f u l

Emmy Nnach i f o r t h e i r morel a n d f i n a n c i a l c o n c e r n a n d

s u p p o r t - Ngozi Oko Echem urged m e t o move a h e a d ,

Nyo, you are a dear,,

F i n a l l y , my t h a n k s g o t o t h e t y p i s t f o r h i s c a r e ,

d e v o t i o n a n d p a i n s t a k i n g s e r v i c e .

TRBLE OF CONTENTS -.---

T i . L l e Page 0 0

C e r t i f i c a t i o n 0 . D e d i c a t i o n a o . o

Acknowledgement O a

Table of C o n t e n t s , . o

L i s t of Tables o O

Abstract 0 a 0 a

CHAPTER ONE: BACKGROUND O F THE STUDY

S taternen t o f Problem . a

Need o f the S t u d y U O

P u r p o s e o f the S t u d y 0 0

S c o p e a n d D e l i m i t a t i o n o o

R e s e a r c h Q u e s t i o n s 0. ~ y p o theses a . . r B a s i c Assumpt ions a a

CHAPTER TWO: REVIEW OF LITERATURE

CHAPTER THREE: METHODOLOGY -- 0 0

R e s e a r c h Des ign 0 o

P o p u l a t i o n o

Sample o I a -

Msthoi! of Data C o l l e c t i o n . Method o f Data A n a l y s i s . .

PAGE - 0 0 i

0 0 ii

. iii

v i i

v i i i

0 . 1

CHAPTER FOCrR: DATA 1~:!4tk'SIS ------..-- a . . 33

CHAPTER F I V E : I F T E R P R E T A T I O N AND CONCLUSION .. -- . - -- -. 52

Limi t ~ t i o n - . a - . a 6 5

S u g g e s t i o n 0 c. D a . 66

Imp l i ca t i on . . a . a 67

Summary a . . D 68

BIBLIOGRAPHY 0 * m 0 U . 70

A P P E N D I X A: L l s t of Secondary Schools in Afikpo Local Government Area 72

AFPEPKIIX 8 : L f s t of Schools Used i n the S trrdy C O = 73

TABLE - 3.1 - 3*2 -

3.3 -

4.1 -

4.2 -

4.3 -

4.4 - 4.5 -

4.6 - 4.7 -

4.8 -

4.9 -

4-20 -

4.11 -

4-12 -

LIST OF TABLZS - - --

compulsory am! Sampled S c h o o l s U s & i n the Study o

Number of E a t h e m a t i c s Pairs o f S c o r e s Collected from the D i f f e r ' e n t S c h o o l s for 1987, 1988 and 1989 -. Raw Scores and the Correeponding S t a n i n e Grades = o e

Rela t i o n s h i p Be tween Ma thema tics R e s u l t i n JS-Nock and JSC Examinations in 1 9 8 7

R e l a t i o n s h f p Between M a t h e m a t i c s R e s u l t i n JS-Nock and JSC ~ x a m i n a t i o n s i n 1988

Camputakional &sul ts o f P r o d u c t-Moment C o r r e l a t i o n CO-ef f i ~ f e n t fo r 1989 . . orr re la t i o n C o - e f f i c i e n t a t t h e 5% Level of Significance fo r t h e Y e a r 1 9 8 7 .. Correlation C o - e f f i c i e n t a t t h ~ 5% Level of Significance f o r t h e Y e a r 1988 .. c o r r e l a t i o n C O - e f f i c i e n t a t t h e 5% Level of Significance f o r t h e Year 1 9 8 9 .. P r q m r t l o n of S t u d e n t s Who F a i l e d i n t h e 19E8 JS-Mock a n d J S C Examinations .. Proportion of S t u d e n t s who P a s s e d i n t h e 1989 JS-Eock a n d 3SC ~ x a m i n a t i o n s ,. P r o 7 o r t i o n o f S t u d e n t s Who Failed 1 9 8 9 JS-Rock and JSC s 0 1

Mean C o r r e l a t i o n o f the Boys! and G i r l s ' Schools fo r 1987 . . . O

Mean C o r r e l a t i o ~ o f t h e Boys a n d ~ l r E s ' schools f o r 1988 s . . . b m C o r r e l a t i o n of t h e mys' and G i r l s * Schools f o r 1 9 8 9 O o

vii

PAG E - 27

28

30

Certificate WSC) examlnatfon. It is t h e i r belief t h a t

the JS-MOCK is a v a l i d p r e d i c t o f of students perfor-

mance in t h e JSC examinations.

The study covered three years frm 1981 to 1989.

The purpose is to examine if students4 prformance i n

JS-MOCK Ma thematics corr'el a te s i g n i f i t a n t l y w i t h Weir

performahcc in JSC Mathematics, Frm this anc can say

whether it would be w i s e to admlt students tnta the

Senior Secondary using t h e i r MOCK results Ln MathematAcs

t h e i r Mathematics results in JSC are seized.

The foll~wlng hypothe~cs were tested and accepted:

There fs a significant r e 2 a t t ~ n s h f p betwern students'

Mathematics resul l in JScMocR cxnrnSnations and '

t h e i r 3SC M a t b m a t ~ ~ s result,

Tbere I s no s i g n i f i c a n t dtffetcnce in the proportion

of s kudcnts who- pass and those who f a i l Mathematies

JS-Moek and students-who pass and thase who f a i l

Ma thmatics JSC e n a m i n u ~ m a ,

There is s l g n l f i e m t differewe betwwn the perfor-

mance of male and female students I n J S 4 o c k and

JSC Mathemattcs examinations. .

o t h e r researchers were reviewed i n the l i t e r a t u r e

review, k sample of 1,814 s tudents scares was drawn

from n i n e o u t of the s i x t e e n (16) Secondary Schools i n

A f i k p Local Government Area using random sampling

m e t h d . ProducLMoment correlation Co-ef f i c i e n t , Mean

and Percentage D i s t r i b u t i o n were used for data a n a l y s i s ,

It was found that JS-Mock Mathematics result correlates

s i g n i f f c a n t l y high with JSC Mathematics r e s u l t . I t was

also found t h a t sex as a fac tor affects t h e s t u d e n t s '

performance. This was discussed and t h e f m p l i c a t l m s ,

l i m i t a t h n s and suggestions were h i g h l i g h t e d ,

CHAPTER ONE

MCKGRQUND OF THE STUDY -, -

The primary focus of t h i s work i s the ~ r e d i c t i v e

v a l i d i t y o f PIOCX/JSC r e s u l t s ov2r t h e JSC .result. In

t h i s regard, the A r i s t o t e t i a n dictum 4eczme r e l e v a n t .

For h e said,*for d i s c u s s i o n to be i n t e l l i g i b l e , i t must

beg5n wi kR d e f i n i t i o n of terms O f cou r se , t h i s

ho ld s importantly only when t h e terms used X e

not immediately s e l f - ev iden t i n t h e u n i v e r s e of discourse.

I n t h i s work, t h e exp re s s ion MOCKLJSC examinations is

used t o signify the examinatilan set by the s u b j e c t

teacher for the Class Threa < teacher-made-tes t) b e f o r e

they sit for their f i n a l examinat ion, Junior School

Certificate (JSC), The J S C E is t h e J u n i o r Schoul Certi-

f i c a t e ~ x a m i n a t i o n s set by the d i f f e r e n t States of t h e

Federation for t h e i r C l a s s Three s t u d e n t s a t t h e end o f

t h e Junf or Secondary School. p r e d i c t i v e v a l i d i t y i s

the a b i l i t y one set of examination a l r e a d y taken to show

t h e f u t u r e performance of t h o s e who took it.

T h e researcher became i n t e r e s t e d i n i n v e s t i g a t i n g

the. p r e b i c k i v e v a l i d i t y of t h e JS-Mock Certificate

Mathematics result over t h e J S Schml C e r t i f i c a t e

ath he ma tics result i n A f i k p o Local Government Area as a

r e s u l t of the increasing concern expressed by educators

and parents on the u s e f u l n e s s of t h e Mock C e r t i f i c a t e

examinat ion. This group of w p h e hold the view that the

JS-Mock Certificate examination resul t predicts t h e JS

School examinakion r e s u l t , This idea h a s b e e n t r a n s -

ferred t o the s t u d e n t s .

whatever grade one makes i n t h e JS-Mock C e r t i f i c a t e exmi-

n a k i o n s i s closely related to what g r a d e one w i l l make i n

the JS School Certificate examinations, A n ex-s t uden t of

~bunwana Secondary School, Edda, Afikpo had this t o say:

If I had f a i l e d my JS-Mock C e r t i f i c a t e examinatfons I would not have a t t empted t a k i n g the JS certificate examination for it: would o n l y have been disgracing myself ,

T h i s points to khe f a c t that even same of those who had

gone t h rough the t w o examinatfons hold strongly that t h e

Mock exarninatf ons , a teacher -made- tes t , predf cts t h e JS

C e r t i f i c a t e examinations r e s u l t .

Some p a r e n t s also are i n c r e a s i n g l y holding faat to

this idea. T h e s e p a r e n t s b e l i e v e t h a t o n e t h e i r c h i l d r e n

pass t h e Mock examination, there i s no fear of t h e i r

pass ing t h e J S CertiPica te examinations. A conversation

between t h e games m a s k e r of Government Secondary School,

Owutu-Edda, Af ikpo in 1987 and a p a r e n t who came t o v l s l t

his son is a clear manifestation of t h i s beliefl The

parent said:

I know you want my son to pass very well just as I do. I will have a rest of mind about his JS c ~ r t i f i c a t e examinations if he perfoms w e l l i n his approaching w ~ k examinat ions , So k i n d l y e x z m p t him f rom t h i s prolonged f o o t b a l l p r a c t i c e s till after h i s Mock e x a m i n a t i o n s , . ,

A l l t h e s e emphasis on t h e r e l a t i o n s h i p b e t w e e n t h e JS-

Mock e x a m i n a t i o n s seem t o be a n e d u c a t i o n a l k r a d i t i o n

being handed o v e r from o n e g e n e r a t i o n t o a n o t h e r . T h i s

idea i s s p r e a d i n g fast y e t w i t h o u t much e m p i r i c a l bas is .

T h i s identification of s t u d e n t s who s u c c e e d i n and

p r o f i t f rom J u t l i o r Secondary EducatiOn 19 Of great

i n t e r e s t i n p r e s e n t Nigerian cducatlan. Several a p p r o a c h e s

may be a n d a r e taken t o o b t a i n Fnfsrmation predictive of

academic s u c c e s s . Cduccakes of one approach i n s i s t Ghat

predf ctor f n s t r u m e n ts, i n a d d i t i o n to y i e l d i n g a c c u r a t e

predictions, s h o u l d r e p r e s e n t an a c c e p t a b l e d e f i n i t i o n of

t h e academic goals of p u b l i c e d u c a t i o n - T h i s approach

recagnfses t h a t s c h o l a r s h i p an& admission exarnfnations i n

part d e f l n e t h e activities of s e c o n d a r y schools and

i n f l u e n c e s t u d e n t s at t i tudes t o w a r d s w h a t i s necessary

t o s u c c e e d . The recommended instruments are so constructed

t h a t w h i l e p r e p a r i n g f o r t h e c r i t e r i o n e x a m i n a t i o n , s t u d e n t s

are developing simultaneously t o w a r d s the desired u l t i m a t e

goals of the e d u c a t i o n a l programme, A d h e r e n t s t o t h i s

school of t h o u g h t a l s o m a i n t a i n that the examinaifong

should yield a prof i le of s t u d e n t accomplishments t h a t c a n

be directly related to various academic proficf encles,

4

In many c o u n t r i e s of the world, many researchers

have s p d i er: the re: a >ior ,ah lp between d i f f e r e n t examina-

t i o n s . 3 u t i .n t h i s pa r t of t h e w o r l d , N i g e r i a , t h e

information p o i n t s to t h e fact t h a t o n l y v e r y

few works h a v e been done on the ~ r e d i c t i v e v a l i d i t y o f

the te&che.r-made-tcs t o n the s t a n d a r d i z e d test. The

issue cf p r e d i c t a b i l i t y o f t e a c h e r - m a d e - t e s t i s i n d f s -

p e n s a b l e when on2 t a l k s o f o b j e c t i v e or purpose of

t e a c h i n g .

JS-Mock e x a m i n a t i o n r e s u l t i n Filathematics may

p r e d i c t s t u d e n t s t result i n 3SC i b i a themat i~s . JS i k

possible f o r studei7ks who d o w e l l i n JS-Mock Mathematics

pxamina t ion to d o I.JL;~. 5.n t h e JSC Mathematics examfnation

a. ld t h o s e who f a i l e d ir, t h e JS-Xock e x a m i n a t i o n s t o a lso

f a i l ds w e l l in J S C i i a t h c m a t i c s e x a m i n a t i o n s ?

i inastasi (1964 ) notcd t h a t both reliability and

v a l i d i t y are i i a p o r t a n t c o n c e p t s f o r p r e d i c t i o n , B u t

v a l i d i t y i s a nzccssary and s u f f i c i e n t r e q u i r e m e n t fo r

reliabilrty. If 2 test i s re l iab le , i t d c e s n o t n e c e s -

sarily mean t h a t i t i s v a l i d , b u t a v a l i d test is also

r e l i a b l ~ ~

T h i s study f o c u s e s on t h e p r e d i c t i v e v a l i d i t y .

P r e d i c t i v e v a l i d i t y i s u s e f u l i n a t e a c h i n g - l e a r n i n g

s i t u a t i o n 4 Ohuche and f i k e j u ("1977) and Nwana (1979)

pointed o u t t h a t m o s t tests t h a t are i n u s e i n N i g e r i a n

educational i n s t i t u t i o n s are n o t = l i ab le and valid.

NEED OF THE STUDY

T h e importance of MatnzmJtics i n a l l s p h e r e s o f

human endeavour has b e e n recagnised world-wide, T h i s

e x p l a i n s t h e f a c t why c o n s i d e r a b l e emphasis is d e v o t e d

i n t h e t e a c h i n g - l e a r n i n g of t h i s subject. I n r e c e n t

times i n Nigeria, evidence available w i t h regard to

t e a c h i n g - l e a r n i n g M a t h e m a t i c s c l e a r l y show a trend of

d e t e r i o r a t i n g a c h f e v e m e n t , o f i n t e r e s t , of q u a l i t y o f

t e a c h i n g , e n r o l m e n t , etc. T h e c h i e f e x a m i n e m annual

r e p o r t (Imo State M i n i s try of E d u c a t i o n ) i n Mathematics

c l e a r l y testified to t h i s o b s e r v a t i o n (see the Chief

Examinerse Report of 1985). A t the classroom 3 e v e l , t h e

problems indicated ak3vz a l s o e x i s t . P e r h a p s it was i n

respdr,se t o this p r o b l a n t h a t i n 1986 t h e former Minister

of ducati ion, Trafcsscr .?-:br51 Aminu, set: up a N a t i o n a l

C o a m i t t e e to i n v e s t i q a t e and recommend solutions to t h i s

problem. k i h i l e t h i s Coinn:ktee e x i s t s a t t h e N a t i o n a l

l e v e l , i t may be u s e f u l t o i n v e s t i g a t e t h e p r e d i c t i v e

a b i l i t y of t h e JS-Ibiock c e r t i f i c a t e Ma thema kics o v e r t h e

J S c e r t i f i c a t e Mathematics r e s u l t : a t a lower level using

a p a r t i c u l a r l o c a t i o n of t h e c o u n t r y ( k f i k p o L o c a l Govern-

ment Area of Imo State). Hence t h e need for this s t u d y .

Plus t Psincf p a l s i n N i g e r i a orqa~Lse JS-Mock examina-

t i o n s for t h e i r respective schools to be taken f e w m o n t h s

before the J S C examination. These p r i n c i p a l s believe t h a t

JS-Mock e x a m l n a t l m is essent ia l and h e l p s both t h e s t u d e n t s

and the; s c h n o l s . They Fzl-ieve t h a t JS-Kock exarn:natir)n

i d c n t i f l e e students areas ~f veakness, and areas of

s t r e n g t h so t kz t a p p r o p r i a t e s d j u s t m e n t can 2~ made before

the J S C e x a m i n a t i o n ,

Generally, JS-Tlock e x a m i n a t i o n h e l p s secondary sc)'r008g

re-examine t h e i r nethods of assessment a n d t e a c h i r q i n

o r d e r t o get 100';:- This 100% attracts more s t u d e n t s t o

t h e school and m D r e c o n s i d e r a t i o n s f o r g o v e r n m e n t g r a n t s

T h i s principle of payment by r z s u l t h a s a l o n g h i s t o r y i n

N i g e r i a - It ~ a 5 introduced by the 1882 O r d i n m c e G r a n t s -

in-Aid based on good organlsaklon, d i s c i p l i n e a n d i n v o l v e

m n t as w e l l as the principle of payment b y r e s u l t ,

Uka (1373).

T h e JS-Fiock e x a n i n a t i o n serves a s a revision a n d

provddcs t h e actual examinat ion atmosphere s imi la r to t h e

JSC ~ x a n l n a t i o n . This, t h u s , reduces a n x i e t y a n d uncer-

tainties of external e x a m i n a t i o n ,

S e n i o r Secondary Schools recognise and u s e t h e 3Sc

Hock r e s u l t to admit students i n t o their s c h o o l s ! b h i l e

some cm?lcyers of l a b o u r d?pe:7d on t h e XASC mock r e s u l t

f o r interviews bei'ore t h e p u S l i c a t i o n of !;rk5C result

Above all, t h e mock resql4 Is used for selecting the

s t u d e n t s who will s i t f o r J S C ex3rn:nation. I n f a c t , the

States EiL!ri s t r ies of Education o f f i c i a l l y recognf se t h e

JSC ~~locl; ~ x a t - r i n a t l o n and of t e n s e ~ d to s c h m k s p r e p a r e d

r e s u l t sheets t o h e l p S U C i l schmls prepare and compile

t h e i f JSC results. This helps the XLfiistry assess

the ability of a candidatels) w h accidentally fai led to

,mplete t h e actwl examination. Pcm t h i s , it seems

that even tine Sta te EducatLon Plfnfstrhs hold the

same o p i n i o n about mock y e t w i t h o u t any known empirical

support. The need '.hen arises for t h e s t u d y of P r e d i c t i n g

J S C f rom 5SC Nock,

This r e s e a r c h f-s very much needed in a c m n t r y l i k e

~ i g e r i a where, as it has been p i n t 4 o u t t h a t education

i s for an e l i t e , scccess sf s c R ~ O 1 c o n f e r s specfa1 priv i -

leges on the cert if icate holder., . Some cr i t i c s of t h e

N i g e r i a n education system have sa id t h a t t h e c o ~ n t r y

Fassesscs not a n e d u c a k f o n s y s t e m b u t a n examinq t ion

system. All t h e s e are l i v i n g t r u t h s . T h e r e f o m , a means

of making s u r e t h a t these students p a s s i n t h e c x a r n i n a t i o n

be a d o p t ~ d , ' E x p o * , t h e leakage of t h e e x a m i n a t i o n ques-

t i o n s before it is taken, r e i g n e d supreme i n many secon-

d a r y schools e s p e c i a l l y i m m e d i a t e l y a f t e r t h e Nigerian

c i v i l War. This w a s n o t a coRnon feature of t h e N i g e r i a n

secondary s c h m l s before t h e war, Whebe i t d i d e x i s t , i t

w a s very m i n u t e and so, was n o t e a s i l y d e t e c t e d . Some of

these students confessed t h a t t h e y were n o t s u r e cf w h a t

and how t o w r l k e so as to pas& t h e i r e x a m i n a t i o n h e n c e t h e y

resorted to t h 2 easiest p o s s i b l e means. If t h e s e students

9

were well prepared and t k i r mistakes or weak-points

exposed to them before JSC examination, i t I s n a t u r a l l y

o~vicus t h z t the ra te of ~ E ) ; P O ~ w i l l B e reduced and c o n s e -

quen t l y the ra tc of failure r e d u c e d .

k t a (1973) did 11is r e s e a r c h on the T ~ r d d P c t l o n of

WASC from mock in Kwara S t a t e v , I t w i l l n o t be w i s e to

u s e o n e research work i n a p a r t i c u l a r State i n some p a r t i -

c u l a r schools done sme s e v e n t e e n years ago far t h e

who le c o u n t r y ,

Nnaj i (l98&), k n o s i k e (19751, Nnadozie [ I W B ) ,

~ r n e n a r i (1974) and Nwafor-Orizu (19741 a l l d:d t h e i r

research works on t h e p r e d i c t i o n of standarf!lf.eed tests

from teacher-made-tests at h i g h e r le~els. The need t h e n

a i . L s ~ s t h a t more Work he done on t h e h p % c u s i n g o ther

S t a t e 2nd at l o b m l e v e l .

The ~ z d e r a l Government of Nige r i a has recen t ly ( 2982 1

a b n p t e d a n e w sys t cn of education, t h e 6-3-3-4 System as

contained i n the Na!:ional P o l i c y on Cdu=ation, This

system of education emphasizes a c o n t i n u o u s assessment

pr3Erbmme which demands a h l ~ h d e g r e e of responsibility

from t h e t eachers . It p a r t l y requires teachers making

v a l i d and reliable a s s e s s m e n t of s t u d e n t s @ progress,

implying t h a t t h e teachers make t h o r o u g h and c a r e f u l

d e c i s i o n r ega rd ing t h e students ' a c a d e m i c a c h i e v e m e n t ,

2989 academic yearg;

b ) t h e extent t o w h i c h t h e r e s u l t of Mathmatics JSC

I4:ock p r e d i c t stuclents ' academi c pe r fo r rmnce i n J S C

mathemat ics e x a m i n a t i o n fo r t h e period o f 1987 to

1983 academic sessions.

SCPPT ?AD DELIMIThTTOF~l --5 ---I-- --

Many s t u d i e s hzve been earrfed o u t to p r e d i c t o w

exmrinaLbon fr,zm t h e o t h e r i n many c o u n t r i e s l i k e America,

thcre aye few stUdLes c a r r i e d o u t w i t h WkSC examination,

Since one irnport,znt aim of I \ ! i g e r i m educat!.on i s a certifi-

ce te got at the end of t h e course, it becomes i;n?c;c-tive

that t h 2 means of a c h i e v i n g t h i s end be i n v e s t i g a t e d upon ,

F o r t h i s reason, t h i s rescarrh h a s s o u q h t t o find t he

answer to t h i s prob!.m, T h e researcher h a s b e e n restricted

mainly t o t h e ,'SC mock and JSC r e s u l t s i n r+:athernatics n o t

mindil'lg o the: va r i ab les t n a t may be i n v o l v e d , for i n s k a n c e ,

c o m p l e t i a n o f JSC syl!-abus b e f o r e t a k i n g t h e JSC Neck a n d

J S C , t h z , c a r k i n g , s c o r i n g and g r a d i n g m e t h o d s of t h e

d i f S e r c n 2 teachers and schools, etc.

?'his study i a carried cru t in AfFkpo Local Gaverrunmt

Area of Imo S t a k e using n i n e o u t o f t h e sixteen s e c o n d a r y

schools in Af ikpo Local Government Area, The study uses

t h e JS F.athernatics mock r e s u l t and JSC Nathematics r e s u l t

fo r t h e p a s t three years, 5.e. 1987 1989 academic yearse

RESEARCH CUEST I O N S

To ca;-ry o u t t h i s r e s e a r c h , the fallonkng r e s e a r c h

questions m e posed:

1. To what e x t e ~ t does t h e JSC Xock r e s u l t %n Mathematics

p l e d k t the Mathzra tics JSC r e s u l t ?

2. :.hat e x k n t does the p r o p o r t i o n of s t u d e n t s who pass

and thosr! ~ ~ h o f a i l in J S C IJ~ock i n p i a t h e m a t i c s vary

from thoze who p3ss and t h o s ~ who f a i l Mathmatics

i n J S C e x m i n a t l nns?

3 , The e x t ~ . ~ t t o $ ~ h i ~ h JSC Piock Mathematics r e s u l t

predict JSC i : a t h x a t i c s resul t v & r y a i q n i f i c a n t l y

w i t h malr a n d fernalc f; tudenks.

HY?OTI!ESZS c-. -. __L-.*

T h e s t u d y h o p e s t o tes t t h e f o l l o w i n g hypotheses:

I. There is a s i c j n i f ~ . c a r , ~ rc : - - .6 t ionship between students'

m a t h c m a k i c s result id JSC mock exaninat ion and their

mathmatics r e s u l t I n JSC e x a m i n a t i o n p

2. There i s no s i g n i f i c a n t d i e f e r e n c e i n t h e p r o p o r t i o n

of s 4 : u b e n t s who p a s s and t h o s e who f a i l i n J S L mock

i n m . a t h ~ m a t i c s and the studen' is who pass and those

who fail mathematics in JSC examinat ions .

BASIC ASSUMPTIONS

This s t u d y assumed t h e f o l l o w i n g :

that the 1987 to 1989 J S C mock and JSC mathematics

examina t ions had content validity s i n c e the test

i terns were constructed and adminis &red according

to the !dASC syllabus;

kha t t h e JSC exarnina t i o n s are standardized t e s t s

a n d could p rov ide t h e needed parameter for assessing

the r e l i a b i l i t y a n d v a l i d i t y of teacher-made-test;

that i f there i s o p t i m u m e f f i c i e n c y i n the teacher-

made-test, t h e corrulstion ca-ef f i c i m t bekween

t h e teacher-madc- st and the JSC r e s u l t s w i l l t end

to h e p e r f e c t c c r r e l a t i cn i n 1987 t o 1983;

t h a t a l l t h e data collected from the p r inc ipa l s

I n rnakhma~:icr are reliable,

CHAPTER TWO -- REVrEid OF LITERATURE I-

T h i s r e s e ~ c h aims a t i d e n t i f y i n g t h e p r e d i c t i v e

v a l i d i t y of J$-l.;ock mathematics e x a m i n a t i o n r e s u l t a s

i t affects JSC mathematics e x a m i n a t i o n r e s u l t , I n this

c h a p t e r , t h e r e s e a r c h e r examines o t h e r w o r k s related to

t h i s issue o f p r e d i c t i o n ,

k t a I 1 9 7 3 1 using t h e Spearman Rank O r d e r method of

c o r r e l a t i o n worked o n Wock/l!ASC Resul t as a ~ r e d i c t o r

of p e r f o r m a n c e i n WAsC ~ x a m i n a t i o n ~ . The s a m p l e s so u s e d

were f ro3 SC~OOIS i n Kwara S t a t e . H e f o u n d o u t from t h e

r e s u l t of h i s a n a l y s f s of data t h a t mack and dASC r e s u l t s

vary from o n e s c h c m l t o t h e ather due to same v a r i a b l e s

l i k e t h e p r i n c i p a l - s h i p , t h e time of the rock c x a m l n a t i o n

was t a k e n , etc, H e stressed t h e p o i n t t h a t if the

schools set up good s t a n d a r d s far mock examinat ion, i t

shou ld be a good p r e d i c t o r of WASC r e s u l t . A t t h e e n d ,

h e concluded t h a t t h e mock i~ val id e n o u g h to p r e d i c t

MASC but t h a t o n e s h o u l d be aware of t h e factors a f f e c t i n g

it* A t a t s s t u d y is related t o t h e present s t u d y as b o t h

concern t e a c h e r - m a d e - t e s t and standardized test, S i n c e

the inves t i ga t ibn was carried o u t i n Kwara S ta te soae

years ago, t h e r e s e a r c h e r seeks t o c o m p a r e h i s r e s u l t of

t h e present research i n A f i k p o , Imo S t a t e w i t h t h a t done

i n Kwara State.

Soniyan (1973) i n his p a p e r , elationsh ship between

school certificate a n d H i c j h c r School Certificate ( w C )

Grades" u s i n g cor te l .a t lbn co-ef f i c i e n t method s~mmar i zed

t h e result of 1-d~ f i n d i n g s t h u s ;

i T h a t t h e S c h o o l C e r t i f i c a t e (WASC) c a n n o t be

s a i d to be low,

ii) T h a t t h e fact t h a t some s t u d e n t s may pass one

of t h e e x a m i n a t i o n s and may f a i l t h e o t h e r

c a l l 5 for a more l iberal attitude i n a d m i s s i o n

requirement i n t o ~igher School Certif5cate

courses,

iii) That students who pass t h e WASC e x a m i n a t i o n

s b u l d be rejected on ly on the bas59 of no

places avai lable, and not for l a c k of s u f f i c i e n t

crediks in the relevant School certificate

s u b j e c t s .

H e t h e n ~Orkzluded t h a t i.rnprOvernent i n t h e t e s t con-

s t r u c t i o n may lead to hi qher valldi t y co-ef f i c i e n t ,

T h i s s u g g e s t s that there I s t i v e c o r r e l a t lOn between

KSC and !4!ASCo I n o t h e r w o r d s , l:iASC p r e d i c t s HSC t o a

c e r t a i n degree. T h e a b o v e i n v e s t i g a t i o n was d o n e i n

P?iqssia w i t h 1969 a n d I971 r e s u l t s of p a r t i c u l a r candi-

d a t e s who d i d T:lASC and HSC i n t h e same s c h o o l ,

Yoloye f 1965) d i d a s t u d y on t h e p r e d i c t i v e v a l i d l t y

of "Large-Thorndike I n t e l l i g e n c e T e s t s f o r A c h i e v e m e n t

i n Grammar S c h o o l s w , H i s a i m was ta de t e rmine the

e x t e n t to which thc ~ d r ~ + - T h m m d i k s - Intelliqence T e s t s

p r e d i c t success i n t h e WASC examfnation. H e u s e d verbal

and non--verbal hat tc r ies on 150 students fr0m Grammar

S c h o o l s i n I b a d a n d u r i n g t h e i r f i rs t year in school and

again, d u r i n g their f i f t h y e a r . ~ i t h ~ r o d ~ c t - ~ X m e n t

C o r r e l a t i o n C o - e f f i c i e n t , h e analyaed h i s d a t a and then

c o n c l u d e d t h a t the L o r g e - T h o r n d i k e Intelligen~e Tests,

i n s p i t e o f b e i n g d e v e l o p e d i n a non-b!igerian c u l t u r e ,

have s u b s t a n t i a l p r e d i c t i v e validi t y fo r a c h i e v e m e n t i n

N i g e r i a n Grammar Schools,

Usoro (1966) i n h i s s tudy a s s e s s e d t h e p r e d i c t i v e

v a l i d i t y of t h s scleckbon tests used t h e n f o r recruitment

of candidates into t h e Nigerian P o l i c e F o r c e . F o r t h e

study, f o u r selected examina t i a n p a p e r s were e a c h

s u p p o s e 6 to p r c d i c t , o n i t s osm way, t h e r e c r u i t s f u t u r e

p e r f o r m a n c e , D i c t a t i o n , E s s a y w r i t i n g , G e n e r a l Knowledge

and Arf t h n e t i c papers were used. Pew C l a s s Four h o l d e r s ,

Schml Certificate holders and g r a d u a t e s of T e a c h e r

T r a i n i n g C o l l e g e s were a d m i t t e d , The a i m o f h i s s t u d i e s

was ta

i ) assess how well e a c h o f t h e f o u r tests p r e d i c t s

t h e f u t u r e p e r f o r m a n c e d u r i n g t h e t r a i n i n g

c o u r s e ;

ii) s u g g e s t methods of i m p r o v i n g the p r e d i c t i v e

p3Xe" of t h o s e t e s t s whose p r e d i c t i v e indexes

were low; and

iii) rec~mmcnd cliCt,%p, if necessary, to makc t h e

selectian test more p r e d i c t i ~ e , e a s i l y scorable

a n d mcre ob:ective,

The resu: ts generally show& t h a t for ~ i c t a t i o n ,

car re la thns were s u b s t a n t i a l b u t inad-aate, essay

writing made a v s r y negligible c o n t r i b u t i o n t o pr&ictfon,

w h i l e A r t t h m e t i c pro-,~ed a very lm predictor, General

Knowledge p r o v e d t h e most powerful re diction amng the

four.

Ohuche (1967) carried a t a study on t h e academic

achievement of Nige r i an undergraduates as a f u n c t i o n of

prevlious educat ional e x p e r i e n c e s , The study was based o n

i n s t i t u t i o n s of h i g h e r l e a r n i n g i n t h e u n i t e d S t a t e s o f

A m e r i c a (1966-67). Data +mre ~ollected in 1967 on t h e

b a c k g r o u n d of t h e s t u d e n t s w h i l e they !$ere i n N S g e r i a a n d

on their academic performance whi le i n t h e Uni ted S t a t e s ,

H z u s e d random sample o f 1,426 s t u d e n t s through t h e u s e

o f q u e s t i o n n a i r e and t h e v a l i d i t y of t h e r e s p o n s e w a s

c h e c k e d khrough t h e f a c u l t y a d v i s e r o f each Sample ( u s i n g

a s h o r t e r q u e s t i o n n a i r e t h i s time),

The t e c h n i c i u e of analysis u s a d was t h e c o - v a r i a n c e

method, The School C e r t i f i c a t e and t h e U n i v e r s i t y records

of t h e s t u d e n t s were coded for u s e i n c o m p u t i n g s y s t e m s .

I n his c m c l u s i s n s , h e sa id t h a t N i g e r i a n under-

graduates who completed the equ iva l en t of s i x t h form

prfomed better acaclmical ly t h a n th:? rest,

Akeju (1367) gn h i s own Car r ied uuk a on t h e

vvallclity of T e s t Development and ~eseai-ch

O f f i c e ITEDRO), T h i s test was one of the c r i t e r i a f o r

s e l e c t i o n of students i n t o edleges of E d u c a t i o n , L z g ~ s ,

i n 1965. T h r e e of t h e TEDRO tests were used by the

College authorities, t h q t were, VAH, RTH and WLD. Each

of these tests had been pre-tested f o r reliability,

The test reliability co-ef f i c i e n t (r) for each t e s t wss

0 . 7 3 , Om€% and 0,73, respectively.

The result showed t h a t t h e tests were not gmd

p r e d i c t o r s for most s c i e n c e s u b j e c t s , H e s a i d t h a t t h i s

was only t o be expccted because two of the tests CVAH

and WLD) are only renokely rzlakcd to science subjects,

T h e p r e d i c t i v e v a l i d i t y of ( Z T H ) , which has same face

v a l i d i t y f o r s c i e n c e s u b j e c t s cou ld n o t be e s t i m a t e d

since separate scores were n o t o b t a i ~ a b l e . He also found

t h a t some v a l i d i t y was e s t a b l i s h e d f o r t h e a r t s subjects,

though t h e c o - e f f i c i e n t were s m a l l , b u t d e f l n i t e i n t ~ o

cases.

H e t hen recomi-nendcd t h a t a l t e r n a t i v e tests 5 h u l d

be used f o r t h e s c i e n c e s and t h a t t h e tests used f ~ l r the

study ceuld s k i l l be f u r t h e r r e f i n e d f o r select:-3n into

t h e arts c o u r s ~ s , in orbz r to raise the v a l i d i t y coefffcient,

~ 1 ~ r e w a - j ~ (19 74) s t,~d.i. ed t h e c o r r e l a t i o n b e t w e e n

t h e Mock-LJASC. and WkSC/Gi:3 scores o f a sample of 200

=andidates drasjn from six s e c o r d a r y s c h o o l s i n ~ a b b a

~ l ~ i s i ~ n of K!-rara S t a t e 0 i ~ i g e r i a , c o v e r i n g two y e a r s ,

13e f o u n d a s i g n i f i c z n t r e l a t i o n s h i p b e t w e e n t h e t w o

e x a m i n z t i o n s ,

Majasan (1968) canducked a study o n ~ r e d i c t i v e

va l :d i ty o f I-D test for s e l e c t i n g c a n d i d a t e s i n t o t e c h -

nical and commercial cgurses, H e administered n i n e t e e n

(19) of the 1-0 t e s t s to 398 applicants ta t h e G,T,C.

Ibaban and 239 of t h a n h e admLtt2d i n t o vasfous courses

i n t h e college. A t t h e end of t h e t h r e e terms, he

collected t h e i r course grzdes and c o r r e l a t e d wxkh t h e i r

scares on t h e 1-D tests, The r e s u l t p o i n t e d o u t t h a t

most of t h e tests pr~vlously used f o r the selection

p r e d i c t + h e c u u r s e grade f a i r l y well but a few of them

do n o t correlate ~ c l l ~ i i t h t h ~ course grade,

Nwafor-Orizu (29741 used sets of scores from Mock-

!.jASC and OASC examinations of 385 candidates frm Nnewi

D i v i s i o n , H e r resuits indicated t h a t the average corre-

l a t i o n cc-efficient obtaf ned for t h e s c i e n c e s u b j e c t s

were higher (0.82) t h a n those o b t a i n e d f o r the a r t

subjects (0.68). She c o n c l u d e d t h a t c o r r e l a t i o n co-

efficients varied s i g n i f i c a n t l y w i t h s u b j e c t s ,

Nwana ( 1968 3 conducted a research on r e l a t d valf dity

s t u d i e s at the Unive r s i t y level, t h e study was on the

performance of Direct E n t r y students and their Conces-

s iona l c o u n t e r p a r t s i n the Universities of Ibadan, I fe

and Nsukka. The purpose, accord1 ng to him, was to f i n d

o u t which of t h e admission procedure has a "better" predic-

tor of success in ~niverslky stud%esl. H i s r esul t was a

t en ta t ive one in each of the studhes, T h e r e was no

evidence t h a t ef t h e s the direct e n t r y or t h e cancessional

e n t r y was superior ta t h e other 5.n terms of t h e r e s u l t s

at graduation,

Rowe ( I 9 7 2 1 carried o u t a study to plan , t d e n t i f y ,

analyse and interprete the r e i a k i o n s h i p between

criterion as predictors of academic success of s tudents

in HigheP School Diploma in Washington Technical Institute

in the u n i t e d States of America. The aim of h i s study was

to f i n d ff there 9s any relationship Between placement

cri teri~n and acadmic per f ormanee of students. Using

correlat ional statf st lcs on h i s samples to t e s t h i s

statistics, his r e s u l t showed t h a t there was no s i g n i f i c a n t

difference in the r e l a t i o n s h i p between placement criteria

and academic performanee.

~ g b o Ci9801 in her ~ t u d y , "The Anambra S t a t e Comolon

Ent rqf ice E x a m i n a t i o n as a Predictor of Academic Achieve-

ment", wanted t o f i n d out t h e predic tar val idi l ty of

Common E n t x a n c e ~ x a m i n a t l a n I n Secondary Schools I n

knambra S t a t e of Nigeria. She u s e d 1,440 students and

t h e i r besk six sub jecb iincludf ng E n g l i s h and Makhematics,

The results of Quant i ta t5v.e Aptitude Test adminis terd

to the s t u d e n t s dur ing t h e Common Entrance was a l s o used ,

ex ten t the Common Entrance Examination scores ~ s e d f c t

s t u d e n t s b c a d e m i c performance after t h e first y e a r .

Her results shm~ed t h a t there was a posTtfv€? but a BW

correlation. Mathematics was found to Be a better

p r e d i c t o r t h a n Common Entrance ~ x a m i n a t i m A p t i t u d e test,

Tanimowo (19781 r~searchmj on t h e p red ic t f ve v a l i d i t y

of Mock-!1IASC and WASC r e s u l t s . H e used Spearman's Rank

Corre la t ion , Percentile Cb-e f fici~nt of Kurtosis, t - t es t

and regression m a l y s i s of statistics to sets of scores

f rom ~ock-!!ASc and WASC grades, H i s sample wre s t u d e n t s

of five secondary schools in Oyun Local Government Area

of Kwara State . H i s study covered seven years (2970-1977)

and h f ~ results showed t h a t , performance in Mock-WASC

e x a m i n a t i o n s were generally better than performance in

L A X ; there existed the same p a t t e r n of f l u c t u a t i o n i n

students' performance i n b o t h examinations as standards

of schools varied from year to year; t h e co-efficient3 of

correlation b e t w e e n Mock-5JASC and WkSC showed perfcc t

relationship. From his results, h e recommend& t h a t

s c h o o l examinat ions and t e s h that were c o n d u c t e d under

a controL:ea and conducive atmosphere be g i v e n greater

recognition in admissLcL3 and employment exercises-

1 n a n o t h e r study carried o u t by Laryea, a d Rwers

{ 19731, on a v a l l d i t y ai t h e Entrance ~ x a m i n a t i s n to

Nursing T r a i n i n g Schools i n ~ i g e r i a to determine t h e

extent to which the test used i n t h e selection examination

predicted t h e results Of the S t a t e f L n a l examiflation

scores given a t the end of t h e three-year nursir?g c o u r s e ,

and to i d e n t i f y the best s u b - t e s t of t h e e i g h t t e s t s

fo r p r e d i c t i n g t h e final examination results.

The samples used were the n u r s e s from seven n u r s i n g

schools. Thp variables used were the n u r s i v scZectPon

e x a m i n a t i o n f.17 2960 and t h e f i n a l examination in 1972,

The c m m O n s t a t e final exarnication was t h e d e p e n d e n t

variable w h i l e essay a d the seven 1-D tests were t h e

independent variables, They o b t a i n e d t h e mean, standard

deviation and i n t e r -cnr re la t fons f o r a l l measu re s , T h e n

a s t e p w i s e regression analysis was c a l c u l a t e d fn o r d e r

t o identify t h e best Sub- tes t of t h e e i g h t tests for

p r e d i c t i n g the s t a t e f i n a l scores.

Their results i n d f caked t h a t all c o r r e l a t i o n s

co-ef f ic ients ranges from 0.02 t o 0.03 and o n l y t h r e e

p r e d i c t o r s showed significant relatfonships a t t h e 0.05

level w i t h t he state f i n a l grade c r i t e r i o n ,

F-badom (19761 used :14.","rzadec to s e s s i o ~ 3 l

examination g;ades award26 in the ~nfversity of f lsgesla,

Nsukka, w i t h reference t o science subjects ( g i ~ l ~ g y +

Chemistry, Geography, Mathematics and ~ h y s l c s ) . She used

a sample of 156 ScLer'tce E d u c a t i o n s t u d e n t s drawn from

first, second and t h i r d y e a r s i n t h e u n i v e r s i t y and

covered a of six years (1970-39751, She a p p l i e d

the Pearson's Product-Moment c o r r e l a t i o n s tatist ics and

t h e t - t e s t statistics t o both sets of data. T h e results

showed t h a t WASC result was a good ~ r e d i c t o r of academic

performance i n science-based c o u r s e s PR the University,

but t h e degree of predlctabili t y v a r i e d w l t h subjects.

In her f i n d i n g s , s h e o b s e r v e d t h a t t h e degree o f

relationship decreased as s t u d e n t s mo~red i n t o h i g h e r

classes i n the univers i ty . She also n o t i c e d e x c e p t i o n a l l y

l o w correlatfon CO-eff iclen ts I n Gwqraphy (Between 0.06

and 0.081.

Chuche (1970) earridl out a ~ t u d y On factors asso-

c i a ted w i t h t h e academic achlevernen t of indigenous male

s t u d ~ n t s a t Njala u n i v e r s i t y College i n S i e r r a L e o n e ,

r e c o r d s of i n d i g e n o u s male s t u d e n t s a d m i t t e d i n t o M j a l a

u n i v e r s i t y C o l l e g e i n O c t o b e r 1964 and October 1965 were

analysed to a s c e r t a i n some o f the factors t h a t w e r e

r e l a t e d to their academic achievement, SweraE sets of

students were examined for differences i n academic

achievement and the p r e d i c t i o n of the proBabf l l k y of

SUCCESS prior t o t h e students e n r o l l i n g at t h e Colle9e

was explored., A l l Sierra Lanean male degree students

who had a cumcllative g r a d e p o i n t a t the end af the t h i r d -

year of the four-yGar degree programme a t the ~ ~ I v e r s f t y

College were i n c l u d e d in t he study. In the 6tudy the

pre-school s c h o l a s t i c characteristic was used to p r e d i c t

academic achievement ,

Predictor variables were t h e swrcs f n t h e Schml

C e r k i f i c a t e ~xarn ina t ion i n ~ n g l i s h Language, Mathematics

and Biofogy. The s t u d e n t s were grouped i n t o three age-

s e t s and t h r e e subject-sets. A n a n a l p f s of variance

(ANOVA) was performed using t h e n u l l h y p o t h e s i s that

t h e r e was no differenze in the m a n s of t h e Cumulative

g r a b a - p A n t average of these various sets,

I t was found t h a t t h e s i g n i f i c a n c e of the r e g r e s s i o n

was beyond the 5% l e v c l a n d abnve 35% of t h e variance

was explorable i n terms of these predictor variables.

T h e c o n c l u s i o n a r r i v e d a t was t h a t o n the a v e r a g e a

combination of t h e s c o r e s i n B io l cqy , Mathemkics and

~ n g l i s h Language i n t h e Schaol c e r t i f i c a t e examinat ion

inay be used to predict academic performance of indigenous

male s t u d e n t s 3 t N jala U n i v e r s i t y CoPBege.

ArlosUce ( 1575) c o n d u c t e d a c ~ r r e l a t i a n a l study

using t h z elass Four p r o m o t i o n examination results to

predict pc-rfarmance i n t h e !.IASC examination using a sample

of 2 1 9 drawn f m n , t h r e e secondary schools a n d

covering a per iod of f m r years (1971-1974) i n ~ s u k k a

D i v i s i o n , H e converted t h e raw scores to S t a n i n e Scores.

He then app l i ed Pearson s Product-Mment Correlation

S t a t i s t i c s and t e s t e d t h e s i g n f ficance of t h e correlation

co-efficien ts o b t a i n e d using t - t es t statistics, is

results r evea l ed h i g h correlation co-eff i c i e n t between

Class Four scores and YASC scores and h e c o n c l u d e d t h a t

such teacher-made-test could be used to p r e d i c t perfor-

mance i n V?IASC, H e o b t e i n e d t h e h i g h e s t c o r r e l a t i o n cod

efficient in f ~ l a t h e r r l a t i c s and PhysPts+ T h i s c o n t r a d i c t s

t h e low correlatfon o b t a i n e d by Nwafor-Orizu (1974) i n

M a t h e m a t i c s . T h i s v e r i a t i o n s u g p s t s that t h e c o r r e l a t i o n

co-cfficients vary s l q n i f i c a n k l y w i t h s c h o o l s a s a l r e a d y

i n d i c a t e d by O l a r e w ~ f u I 19741,

SUPWARY OF RELSVANT LTTCZATURE " - LI)- -*I.--->.

It is e v i d e n t from t h e literature reviewed t h a t some

work has 5cen done by r e s e a r c h e r s on t h e predictive v a l i -

d i t y of teacher-made-tes ks, Evident also abound t h a t

from both empirical and t h e o r e t i c a l l i t e r a t u r e t h a t

there exists c o n t i - o v e r s y among r e s e a r c h e r s a s to t h e

p r e d i c t i v e n a t u r e of t e a c h e r - m a d e - t e s t s . T h e r e s u l t s

o b t a i n 4 by the researchers f rom e m p i r i c a l li t e r a t u r e

which wer: carried out between t h e y e a r s 1971 a n d 1986

may not have been r e l i a b l e , 5l-e several Wid. )ces

indicate t h a t WASC exaHlnatf ans in ~ l ~ e r i a during

t h i s p e i o d were charat terised by examination mal-

p r a c t l c e s

It becomes necessary t o canduct: a n a t h e r research

work, t h i s kf me, ussng t h e JS-Mock and JSC results.

CHAPTER THREE

J4ETHOPOLW.Y

T h i s etudy focused on predict ive validity. Predfc-

t i v e v a l i d i t y 1s u s e f u l in t h e teaching-learning sikuatian,

RESEARCH DESIGN - Chap ker two reviewed the re levant l i terature, T h i s

chapter p r e s e n t s the design and procedures e m p l ~ y e d i n

carrying out the study, This r e s e a r c h was d e s i g n e d to

de te rmine the extent to which results of JS-Flock p r e d i c t

s t u d e n t s ' academic achievement in the JSC examination

scores in Mathematics in the Afikpo Local. Government Area

of Xrncr State*

Afikpo Local Government: Area is am of khe thirty

f 301 Local Government Areas i n Imo State of Nigeria,

A f i k p o Local Government Area lies f n the ease-north

d d r e c t i o n of the State. I t shares cornman boundar ie s with

the Ohaozara Local Gavernmenk Area of Imo S t a t e i n t h e

n o r t h , ~ h a f i a Local G ~ v e r n m c n t Area of Ino S t a t e i n t h e

south, in the east w i t h Crass River State and Abakaliki

of Anambra S t a t e i n t h e west,

T h e major a c ~ u p a t i o n s of the people are farming and

fishing w i t h very f e w reople engaged in t radfng ,

,POPULATION

T h e r e are sixteen (16) Secondary Schools i n t h e

kf ikpa Local Govetnment Area (see Appendix A ) ,

Three are G i r l s ' Secondary Schools, two mks* S e c o n d a r y

Schools and e l svcn G O - e d u c a t i o n Secondary Schools.

The study embraced- n i n e secondary--schbols o u t of

t h e 16 szcondary ,,schools;

SAMPLE w

T o g e t the n i n e secondary scho6ls used i n the study,

t h e following techniques were adopted, A l l t h e g i r l s s

and boys* secondary schools w e r e used because of hypo-

thesis three, Random sampling t e c h n i q u e s was used t o

get the remaining four s c h o o l s . Table 3.1 lists the

s c h o o l s used i n t h e study.

T a b l e 3.1: Compulsory and Sampled Schools Used I n t h e S t u d v

Nane of School 1C---

Government College, Afikpo

Ibf m Girls Secondary School, kf i k p o

Macgregor SecondBry S c h o o l ) h f i k p o

H o l child Secondary ?I sc 001, Afikpo

Chi- Comprehensive Secondary School

Unwana C o m p r e h e n s i v e Secondary School

Owu tu Government Secon- dary School

Ebunwana Girlsv Secondary School

Amasirf Secondary School

Boys

Girls

Co-Ed . Girls

CO-Ed .

Boys

G i r l s

Co-Ed ,

A f i k p o

Affkpo

A f i k p o

Afikpo

Ozizza/Ibi i

Unwana

Owu tu-Edda

Ebunwana-Edda

Amasiri

k total of SGT pairs of rnathemati~s scores was

collected from the part ic ipat fng ~econdary Schools for

1987 a e a d e ~ i c sessfon. For 2988 academic year, a t o t a l

of 642 pairs of smres was w b t ~ i n e d and 605 for 1989

school year . This i s shown i n Table 3,2 below.

T a b l e 3.2; Number of Mathematics Pa. irs of Scores Collected from the Different Schools for 794-7, -1?%8 and 1889

Name of School

Governmen t College, kfikpo

Ibram G i r l s * Secondary , School, A f i k p o

Holy Chi ld Sec. School

Ozizza Comprehensive Secondary School

Unwana Comprehensive Secondary School

O W W Govprnment Secondary SchcmL, Edda

Ebunwana Girl st Secondary School, Edda

Macgregor Secondary S c h o o l , Af ikpo

Arnasiri Secondary school, k f i k p o

Y E A R

A l t o g e t h e r 1,814 pa ir s of scores was collected, Each

p a i r of mathematics s c o r e w a s made up of a student* s

mathematics scores in both JS-ivlock and JSC in a particular

academic year.

METHOD- OF DATA COLLECTION

The i n s t r u m e n t of d a t a c~llection was t h e documents

i n each school. Two sets o f s c h o o l a n d S t a t e ~inistsy

of Education docurnento, t h a t i s , t h e JS-Mock scores a n d

t h e o f f i c i a l JSC mathematics results from 1987 to 1989

were used as sources of data,

FISTHOD OF DATA APIALYSIS - The method of ana lys i s of data was mainly d e s c r i p -

t i v e i n nature,

However, to determine the strength of e l a t i o n s h i p

between t h e t w o s e t s of scoresf the mean and t h e P e a r m a n ' s

Product-Moment Correlation C - e f f i c h n t [r) were c a l c u -

lated and used and t h e p e r c e n t a g e also used for h y p o t h e s i s

two and three.

T h e raw scores o f t h e mock cer t i f ica te i n mathe-

ma tics was copied and c o n v e r t e d to standard grades using

the Skanlne simple system p r e s e n t e d i n T a b l e 3 . 3 ,

Table 3 .3 : Raw Scores and t h e cc r respondinq ~tanine Grades

I A-

1 - k

RPW Score S t a n i n e E q u i v a l e n t Grade 1 R e m a r k s

75 above r I 1 ; Excellent

70 - 74 L 3. 1 V e r y ~ o o d t

55 - 69 3 Good

SOURCE WASC:

L I

6 0 - '04 i 4 I C r e d i t I

reversed S t a n i n e scale for S c h ~ l certificate and G e n e r a l

C e r t i f i c a t e of Educa t ion exam1 nations whereby one ( 1)

C r e d i t

, CredXt

Pass

Pass

Fai 1 -

55 - 59

5 0 - 54

45 - 49 40 - 44

39 below - -

represents t h e highest subject: grade and nine ( 9 ) t h e

5 '.

6

7

8

9

lowest are a l so used by the Imo Sta te k f n i s t r y of Educa-

t10f-I in grading t h e J u n i o r Secondary Certificate Examina-

t i o n ( JSCE) . FOX4 ULAE --

TO t e s t t h e s t r e n g t h of r e l s t i ~ n s h i ~ between t h e

scores i n m a t h e m a t i c s and t h s p r o c e s s i n g o f t h e d a t a ,

t h e d e k e r m i n a t f o n of t h e mean was carried out t h u s ,

- E f x ~ E f x i x = --- and - N IJ

xm = mock scare

x j = JSC score

M = Number of cases i n each ScRool

The percentzge was used in t h e following way:

IDO fin m a Percentage (%) = x -;r and x - 1

w h e r e , pa = n w m b r that pass JS-Mock m a k h e m a t l c s exarcination

f m = Number t h a t P a l l JS-Flock m t h ~ r n a t i c s examina t ion

whe re , p j = Number of passes i n JSC m a t h e m a t i c s e x a m i n a t i o n

f j = N~rbe r of f a i l u r e s i n JSC m a t h e m a t i c s examination

The Froduct -Moment C o r r e l a t i o n C o - e f f i c i e n t w a s

derived by &Im

x = deviation of each v a l u e i n mock score

Y ;= d cv l a t t on of 6:azh v a l u e i n t h e JSC m a t h e m a t i c s

scor,e f rm ki ;e mean o f JSC m a t h e m a t i c s score

x y = p r c 3 u c t of t h e d e v i a t i o n i n mock score a n d t h e

deviation in t?ie JSC score

x2 = t h e square of t h e d e v i a t i o n of me& score

y2 = t h e square of t h e d e v i a t i o n of JSC score

CHAPTER FOUR

DATA A N A L Y S I S

Chap te r th ree d e a l t w i t h the methodology of the

s tudy . I n t h i s chap te r , t h e data and method of analysis

of t h e d a t a collecked ars presented and d e s c r i b e d . The

dat.a collectW from t h e v a r i o u s school records and for

the years under review h a v e been presented and analysed

on t h e b a s i s of responses given.

T h e s tudy , e s s e n t i a l l y descriptive l n nature,

- reqgired only simple statistidal techniques such as t h e

percentase, mean distribution and t h e product-momen t

cor re la t ion co-ef f i c i e n t. T h e analysis have been done

w i t h due c o n s i d e r a t i . o n t o t h e bas1 c questions addressed

and tested In t h e s tudy.

T h e r e are t h r c s ( 3 ) hypoth~ses d e a l i n g w i t h the

c o m p a r a t i v e performance of s tudmts i n N a t h e m tics

scor~s i n JS-Mock and JSC. Each of these hypotheses is

tested using t h e data collected through the procedure

discussed in t h e preceding chapter. Tables are p r e s e n t e d

'nl:ierc t h e y h e l p to make t h e d a t a analysed clearer,

F y m t h e s i s 1: Pelak.i-on,?hlp Between JSC Mock Result - -- -I+----*--- -I--

an.j ~.:-;;7 R ~ Z ' J . . ~ . ~ _ -I--

?'he.re is a s i q n i f i c a n t r e l a t i o n s h i p between studentst

Mathematics r e s u l t in JS-iviock e x a m i n a t i o n and t h d r

Rathema 2ics r e s u l t s i n JSC examinations, T h e s t a t i s t i c a l

test used ir. t h e t c s t i n g of t h i s hypothes i s is t h e

Produc t -Moment ~ o r r e l s t f ~ n C o - e f f l d e n t ( r ) . T o a c h i e v e

objectivity, t h i s h y p o t h e s i s 99 tested f o r 1967, 1988

anO 1989 acadmic s e s s i o n s s e p a r a t e l y ,

1987 Academic Year *. --I-

The Product-Moment Correlation C O - e f f i c i e n t (r) w a s

carried out f o r each s c h o o l f o r t h i s academic y e a r t h u s . ;

- f o r G o v e r n m e n t C o l l e g e , k f i k p o : = 7.1 a n d y = 7.3

- Ih i am G i r l s * : x = 7,9, y = 7.1

~ x y = as.01, t x 2 = 120.89 a n d L~~ = 174.09

- - Holy C h i l d : x = 7.7, y - 7,8

- - Ozizza Comprehensives x = 8 -J? ' y = 7,6

- Amaslri Secondary School : x = 7,4, 7 = 7 - 0

L x y = 136, tF2 = 132.36, ~2 = 154

~ F T C Was no available record af both JS-Mock and

J S C results of 1987 for Ebunwana Gfrlg,

Table 4.1 shows t h e relatfonship between students'

M~themat i c s scores in JS-Piock and J S C in 1987.

T a b l e 4.1: F ? e l a t b n s h i ; p _ E e t w e e n Nathmatlcs R e s u l t i n Y.C;=~T,~ JSC 2-nT7 W1I

I '/ : School No. ,

! correla- ; Interpreta- t i o n I t i o n

Government College, A f i k p o 0.86 : Very High 1 I

fb i an Girls1 Secondary School , Af i k p a

I t 1

i 9-61 i High I I

Holy Child SeCondary I School, A f i k p a

0.78 High

Ozizza Comprehen5lve Seccn- dary School 0.87 Very High

Unwans CornpreV .nsS.ve Secon- darv School 1 0.17 /Medium

O m t U Governinent Secondary school, Edda 1 0.86 jvery High

MacgregQr Secondary Schoo l , Afikpo I O e 7 ,

I 1 High

t h a t k b e r a K a s positive rclatlonship between the two s e t s

of studtntsT s c o r ~ ; in ~athernak'cs . A r e l a t i o n s h i p was

and considered no p o s i t i v e if ttIe obta ined r was less

khan 0-5.

The Product-Moment Correlation C~-efficienk (r)

was carried out for this year to test h y p o t h e s i s 1 for

t h e different schools, t hus : - -

Sovernrneck College: x = 7, y = 6.7

- - Ibiam Girls: x = 7.2, y = 7.3

- H ~ l y C h i l d Secondary S c b ~ o l : x = 7 . 4 , 7 = 7,5

- Government Secondary School, ~ w u t u : x = 6.9, 7 = 7.3

- - Ebunwana Girls: x = 6,5, y = 6,7

- Macgregor Secondary School: x = 7.2, 9 - 6.7

A m a s i d Secondary School: = 6-9, 7 = 7.0

1 try = 122.3, b2 = 290.75, bZ = 163

Table 4.2 Shows t h e relationship between s t u d e n t s '

Mskhematics scores in JS-Mock and JSC in t h e year 1988,

Government College, A f i k p o . Ibiam G i r l s ' Secondary

t School, kf ikpo

Holy Child Secondary School, A f l k p o

Ozlzza C~mprehenslve Secon- ,

dary School

Wnwana Comprehensive Secon- dary School

Cmu tu Government Secondary Schoal, Edda

Ebunwana Girlsg Secondary t School

Macgregor Secondary S c h o o l I

A m a s i r i Secondary S c h o o l I

i Very High I * I Medium

[ Medium High

High

High

Very High

High

Medium

Tab le 4 - 2 above indicates a pos i t ive correlat ion

between JS-Mock examinations and JSC examinations for

1988 academic y e a r ,

2989 Academic Year

The computat ions of the P r o d u c ~ ~ o m e n t Correlation

CQ-ef f l t c i e n t ( r ) was carried o u t for the year 1989 to

test hypothes5.e 1 for the s c h o o l s under revfew.

- Government College, Afikpo: x - 4 - 6 , i; = 6-5

A x y = 275.9, $Jt2 = 482.76, o2 = 324.6

I - Ibiam Girls1 Secondary School: x = 7.6, Y = 7 0 8

Holy Child Secondary School: ? = 6 . 5 , = 6.2

Ozizza comprehensive Secondary School: = 5.5, 7 = 4.6

2 2 L x y = 227.5, L x = 643.75, ty = 263

C

Unwana ~omwrchensive Secondary school: x = 7.7, 7 = 7.8

r = 66.24 = 0.65

V ' T F i E m n K - Government Secondary School, Owutu: x = 6.9, - 7.4

- Ebunwana G i r l s ' Secondary School: x = 7.1, 7 = 6.7

Flacgregor Secondary S c h ~ o l : = 7.0, 7 = 6.8

The r e s u l t is presented in 51e 4 .3 .

Correla- t i o n

I n t e r p r e ta- t i o n

- -

Governmen t Cal l ege , Af ikpo

2 I ISiarn Girls9 Secondary

3

-- - - -

0.70

I School, Afikpo 0.60 I Holy Child Secondary

S c h o o l , k f i k p o

5 1 Ut~wana Comprehensive Secon-

I dary School

6 C W L U C-overnmcnt Secondary

High I

Fled iurn

4 j Ozizza Comprehensive Secon- [ dary School

0.65

0.57

0,81

0.49

0,72 '

7

8

9

I

High

Medium

Very High

Medium

High

Scl-tQOl , Edda

r Ebumana G i r l s Secondary School

Macgregor Secondary School, A f i k p

A m a s d r i Secondary School

0. 88

0.55

1

Very High

Medium

T h e r e was a s i g n f f i c a n t d i f f e r e n c e i n t h e p ropor t ion

of s t u d e n t s W h o p a s s e d a:]$ t h o s e who f a i l e d i n JS-Nock

in riathematics and the s t u d e n t s who passed a n d t h o s e who

failed Mathematics i n J S C examinations.

The s t a t i s t i c a l test u s 4 i n the a n a l y s i s was t h e

perccn tage ( % I , S e p a r a t e tables are resented c o m p a r i n g

t h e p e r c e n t a g e of pass i n JS-Mock and J S C i n Fiathematics

m d t h e percentage of fail i n JS-M~ck a n d J S C i n Mathe-

matics f o r t h e different years u n d e r s t u d y ,

TESTING T H E SIGNIFICANCE OF THE PEARSDNY r - - - -

The values of t h e correlation duly obtained o n l y

gave i n f o r m a t i o n r e q % r d i q the extent and direction of

the relationship. The researcher canmt: deduce t h a t o n e

variable causes t h e other. I n t h f s case the J S - ~ ~ C ~

E a t h e m a t i c s result predict ing t h e JSC M a t h e m a t i c s result.

I t was a p p a r e n t l y n e c e s s a r y to f i n d o u t i f t h i s r e l a t i o n -

s h i p was o~casioned b y mere chance or accident , h e n c e

t h e rationale f o r t e s t i n g t h e signiffcan~c of Pearson's r

using the c o r r e l a t i o n co-ef f l c i e n t t a b l e Ir) statistics.

~ h f s was esscnkf a l l y necessary because a correlation

co-ef flc!-en t table ( r 1 was a p p r o p r i a t e when test ing

w h e t h e r o r not t h e r e was a s i g n i f i c a n t difference

between t he two groups. Also FearOnT s Product-Moment

u t i l h e r s c o n t i n u o u s scores j u s t like t h e t - t e s t o

The fok3ol.~ing h y p o t h e s f s was formulated and tested

at 0.05 level of si~nificaace:

H * : R 0

H 1 : R i a

Level of Significance = 0.05

Degree of Freedom = N-2

For Government College, Afikpo I 1987) ;

H * : R = 0

H 1 : R # 0

Level of S i g n i f i c a n c e = 0.05

Degree of Freedon = 112-2 = 110

Calculated r-value = 0.86

critical Value = 0,189

~ s c l s b o n : - The n u l l h y p o t h e s i s was rejected. The calcu-

l a t e b value of r ( O , S 6 ) was therefore s i g n i f i c a n t ,

T ~ E e ~ ~ r e l ~ t i o n co-efficient table ( r ) was calculated

fo r t h e various schools and years and presented in the

folLm+ing tables,

I ! 1 Critical Calculated Value a t : N ; d f k , r-Value . 0.05 i h b I .

Government Col l e y e , Afikpo

Ebunwana Girls' Secon- I - 1 - I - dary School I i i 1

Ibiarn Girls' Secondary School, Af ikpo

.?faly Chlld Secondary School, A f i k p o

Cz lzza Conprehensive Secondary School

Unwana Conprehensive Secondary School

Looking at t h e above table , it was observed t h a t

Owu tu Cxlvernment Secon- d a r y ~ c h c r o l

the obtained revalue of a l l the schools was hfgher than

0 61 1

0.208

0.78 I 0,413

89 1 87

t h e eri tical value for each respective s c h o o l , The

23

6 1

researcher, therefore, f a i l e d to f i n d suff i c l m t evidence

2 1

' lU3

55

to accept t h e n u l l h y p a t h c s i s already formulated, i ,e+,

lol I 0,87 1 0.188

5 3 1 0,57 I 1 "257

I

Macgregor Secondary Schcrol

hrnasiri Secondary School --

No: R t O and is led to accept t h e alternative h y p o t h e s i s

0,251 1

48 .

76

that there was a s i g n i f f c a n t correlation between t h e two

' 0.277

0,223

59

46

74

Government Area) S m which the sample was drawn,

u

0.86

0.71 I

0-79

TaWe 4.5: C o r r e l a t i o n Co-e f f i c imt at the 5% Level --. of 2ic. ls.?cancp - - fo r t l ,e Year 1;?8E

Government College, Af i kpo

Ibiam GI r l s ~ Secondary School, A f i k p o

Holy C h i l d Secondary School, Af i k p o

0z f eza ~omprehensive S e c ~ n d ~ r y School

Unwana ~om~rl7;hensive Secondary School

Ebunwana GirlsC Secon- dary School

G w u t U Government Secon- dary School

Macgregwr Secondary School

hmasiri Secondary School

Decision . The n u l l hypothes i s also formulated earlier was

rejected and cancluded t h a t t h e calculated values of r of

t h e various schooh are s i g n i f i c a n t , This means t h a t at

5% s i g n i f i c a n t level, t h e researcher m l d reject the n u l l

h y p c k h e s i s t h a t R was zero i n t h e population from which

t h e samples w e r e drawn.

Toble 4.6: ~erreletion CO-e'ficient a t 5% -Level of > - i a n i r i c m l n c c f c r ?P.e Year 1952+ "A&---

t t 1 t

Ibtam G i r l s q Se~ondary School, Afikpo

! 9 2 ' 9 0 i 0.60

Holy Chi ld Secondary 70 68 ' 0.88 i OW2O5

0,234 School, Afikpo

Oz izza Comprehensive I

Secondary School 71 69 , 0.55 , 0,233

Unwana Comprehensive I I 1

Secondary Schoo l 84 1 82 ( 8-65 0.213

of enough evidence and was led to accept t h e a1 kernative

Ebunwqna Girlsf Secon-

Owu tu Government Sccon- d a r y School

Macgregor Secondary School 5 49 d.40

1

AmasLri Secondary School 72 70 0.72

h y ~ o t h e s l s t h a t there was a s i g n i k i c a n t correlation

between JS-Moek mathematics examination and JSC mathematics

examination,

I

0,240

01277

0,232

O n t h e basis of these f i n d i n g s , t h e researcher had

grounds then to conclude t ha t there was a significant

d a r y School 35 1 33 1 0.57 0.32'7 t I

the JS-Mock mathematics i s a v a l i d p r e d i c t o r of t h e actual

J S C mathematics,

The wariztfons in t h e p ropo r t i on of pass in the

L -- - Government College, Af i k p o

~ b i a m G i r l s Secondary School

Holy Child Secondary School

Ozizza Comprehcns i v p Secondary School

Unwana comprehensive Secondary School

Owu t u Government Secondary School

Ebunwana Girls' Secondary School

Macgregor Secondary School

A n ~ s t r i Secondary School

Macgregor Secondary School and Government College,

A f i k p o dropped from 24.1% and 26.7% t~ 3.7% and 14.9%

respectively.

School

- Government College, A f i k p o . 1 I b f am G i r l s 1 Secondary school,

A f f kpo

Holy Child Secondary School, kf ikpa I

Ozizza Comprehensive Secondary School

t I

Unwana Comprehensive Secondary '

School 1

Qwutu Governmen t Secondary School

Ebunwana Girls Secondary School

Macgregor Secondary School I A a a s b r i Secondary School I

It was noted t ha t Ozizza Comprehensive Secondary

S c h o o l improved from 66.2% t o 94.4%. If not, the result

had been s l i g h t l y cons i s t en t ,

T a b l e 4.92 ~ r o p o r t l o n of S t u d e n t s who ~ a > l e d 1989 - JS-I-~~C'*; <ii\d u- _I---

Ibiam Girlsr Secondary School, ; b 1 I

A f ikpo 26 t 28,3 30 I 32.6

f t 1 !

Holy C h i l d Secondary School, k f i k p o

Therp was also a drop in t h e p ~ p o r k h n of s t u d e n t s

who failed i n t h e JS-Mock and JSC in Holy C h i l d Second~ry

School from 27.12 to 7.1%; azizza Comprehensive Secondary

SchdL from 33.8% to 5.6% and Ebunwana G ~ ~ T S ' Secondary

School, Edda, from 20.0% to 2,9%,

In all, the data analysed through t h e Pearson Froduct-

Moment CprrelatLon C o - e f f i c i e n t (r) and t h e Percentage

S t a t i s t i c a l techniques, there are close and very few wide

relati onships in t h e JS-Mock examlna t ion and the JSC

e%minatlon i n the d i f f e r e n t schod8 s t u d i d ,

Ozizza Conprehcnsive Secondary School

Unwana Comprehensive Secondary School

Owuku Gov~rnmen t Secondary School b

Macgregor Secondary School i

9 117.6 10

24

20

16

Ebunwana ~ i r l s ' Secondary School

A r n a s i r i S e d M ary School - -

11 15.3 6 1

t h ~ correlational a n a l y s i s , the mean of the cor re la t iona l

a n a l y s i s of t h e boys' schools were found and used to

compare with

Table 4.10:

the g i r l s ' schoals f o r t h e various years.

Mean CorreLatlon of- t h e Bays" and G i r l s s Is i o r ~

I Correla- 1 I Correla- tional. Girlsv School t i o n a l

[ A n a l y s i s 1 I i n a l y s i s 1

Government College,/ 0.86 T 4 Ibiam Girls' I

k f i k p o "*61 ! ( Secondary School 1

TaMe 4+12: Mean Correlation of the Boys' and . G i r l s 1 Schools f o r A- 2998

I Owu tu Government i 0.86 f Hcly C l l i l d S ~ c o n d s r y School 1 1 I Secondary School 0.78

I

Come3 a- Correla- Boys' School tional Girlst School t i o n a l

Analiy sin Analysis -)C

I

Mean Correlat ion --

~ t u o e v c r n m e n t 0,,9 Secondary School Qe6Q

i' ._II_

Mean Correlation 0.83 HMcan Correlation 1 0.60 [apprt

0,86 -

Mean C o r r e l a t i o n ' 0.70

Table 4-12: - Fsezn -- Corre la t ion of the Boysg and GSrls4 Sck,oois - :or 1'389

Government College,l 1 fbiarn Girls* t A € i k p o E Om7' 1 Secondary ~ c h o o l l 0-60

Mean Correlation 0.64 1 Mean Correlat ion 1 0.74 ._ . -c- d -

O W k u Government Secondary School

The mean correlat ion computed for t h e var ious years

indicated a significant difference in the performance of

Oo5'

male and female s tudents .

~ a v i n g now analysed tile data g a t h e r e d , chapter five

Holy C h i l d Secondery School

will t r e a t t h e i n t e r p r e t a t i o n s , presen t z t i o n of results

0.08

2nd recommendations of t h e f i n d i n g s in f u l l .

Ch4PTEK FIVE

INTERPRETAI1'IOF-l AND CONCLUSION

his chap t e r treats t h e results of the invest iga-

t i o n which were fully analysed in t h e prevfous chapter.

Discuss ion , conclushon are stated and o b s e r v a t i o n s

drawn s t a t i n g t h e f 5 m l W ~ l t i o n w i t h r e g a r d to t h e

answer of t h e research ~ ~ u e s t i o n s , From the findings

of t h e s t u d y , s u g g e s t i o n s f o r further research are

po in ted o u t .

Having now tested t h e three hypotheses formulated , t h e results o f t h e t e s t s are now d i s c u s s e d below,

E y ~ a t h e s i s 1 llLl

There is 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 s t u d e n t s *

ma t h m s tics resul t in JS-Mock examination and t h e i r

ma themskics r e s u l t in J S C examination.

I n oder to k s t the above stated h y p o t h e s i s , t h e

PrQduc t -Mdnen t Correlation C O - e i f i c i e n t was carried out

for t h e sampled schoals for a period of three years,

The results ind ica ted that, for 1987 in Table 4.1 abwe,

t h e researcher is l e d to state that there i s substant ia l

p o s i t i v e relationship between the mathema tics performance

i n t h e JS-Mock and the mathma t i c s J S C examination i n

AfZkpo Local Government Area,

=fie ~ t m t to t Jh ich t h e mdtharnaQcs JS-I-!ock result

pmdicts ma thpm3l.i zs ZSC e x a m i n a t i o n s varies from very

high, h i n h - to ncdiurn and from school to school. Govern-

merit college, Afi'cpo (0.86) ; Ozizza comprehens ive

~ccsandary School (O.87) and O w tu Government Secondary

School (0.86) recorded very h i g h p s i t i v e relationship

i n the two examina&ns but i t is clear t h a t Ozizza has

her JS-Mock mathematics exarnf n a t i o n r&%wl t as the better

predictor of JSC mathema tics exam1 n a t f on compared to the

o t h e r two schools.

1bia:n Girls' (0.611, Holy C h i l d (0.78), Macgegor

(0.70) and Amasiri (0,791 secondary schools showed h5gh

p o s i t i v e r e l a t i o n s h i p while a medium L-c l -~ ; t i onsh ip of 0.58

was recorded in Unwana Comprehensive Secondary S c b ~ l ,

The r e su l t u p h o l d s hypothes i s o n e , I n other words, the

SS-Mock r e s u l t in mathema tics predf ct t h e r n a t h ~ m a t l i : ~

resulk i n the JSC examination,

In 1988, Table 4.2, t h e result of the a n a l y s i s shows

that there are very h i g h p o a ~ t i u e r e l a t i o n s h i p i n t h e two

examinations in t h e following schools: Government College

(0,801, and Ebunydana G i r l s ' (0.901, Unwana ComprehensSve

i0,68), OzSzza Comprehensive (0,68), Owutu Government

Secondary (0,791 and Macgregor Secondary (0.791, all

i n d k a ' e e d high pos i t ive r d a t i o n s h l p ,

It is o5;erved from t h e above res~lt t h a t the rela-

t l o n s h i p vary Frnm school to school but they a l l have

ane t h i n g I.n cm;ion - t h e mathematics JS-Rock result

p r e d i c t s the mathematics JSC e x a i i i n a t i o n , upholding

hypothesis one.

After t h e statistical camputations in 1989 academic

year, Table 4.5, it was found out t h a t t h e result varied

from school t o school. For ins tance , Ib im ~ i r l s ' ( 0 , 6 0 1 ,

Ozizza ~ o r n ~ r e h e n s i v e ( 0 -551, Owutu Cavernment Secondary

( O m s ? ' 1, and Nacgregor Secondary (0.49) recorded medium

p o s i t i v o r e l a t i o n s h i p , Government College (0,?O), Unwana

~ o m p r e h e n s i v e (0,65) and Amas i r i S e m -??ry 10.72 1 show&

h i q h p o s i t i v e relationship, Only Hal\ C h i l d Secondary

CUm8el and :bunwana G i r l s Secondary SClool (0,011 had very

high pos1t j .w r e ' l a t i o n s h f in t h e two examinations,

From t h e above results, one IS safe to say t h a t t h e

ma thematics JS-Mock result predicts mathematics JSC

examination r e s u l t . Hypothesis one having been tes tcd

showed that the result varied frtxn school to school and

from year to year w i t h i n t h e same school. For ins tance ,

GovWnnent College, Afikpo, varled from 6.86 i n 1987 and

1988 to 0.70 in 1989. Ibiam Girlsv varied from 0.61 in

3903 to 0.59 in Is98 and to 0.60 in 1989, w h i l e Holy C h i l d

d i f f e r 4 from 0.78 in 1987 to 0.60 i n 1988 to 0,88 in 1999,

When t h e ?tarsmFs ( r ) for the different s c h a ~ l s

and y e a r s were t e s t e d for s i g n i f i c a n t , it was observed

that there were s l g n i f itant correlation between JS-Mock

and JSC mathematics examinations.

The above ff ndings proved that:

i 1 JS-Mock result in mathematics pred ic t s the

3SC result in mathematics i n Afikpo Local

Government Area;

f i) t h e extent to whkh mathematics JS-Nock resul t

prcdicts ma thematics JSC examfna t i sn result

vary from school to school and year to ywr

within t h e same schcol.

T h f i n d i n g s upheld hypo t h e s i s oil2 3nd other re la ted

s t u d i e s to t h i s one, For instance, Anosike (19751

observed t h a t teacher-madetest: eould be used to p r e d i c t

performance in WASC. Ohuck (1970) noted t h a t scares i n

Biology, Makhernatics and English Language in the WAEC may

be u s 4 to predict academic performance of indigenous

male s t u d e n t s a t Njala University C~llege,

Aba&mr s ( 1876) s t u d y , Tanfmawa* s ( (a97 8 ) atudy,

R ~ w e (19721 and Nwana (29721 s tudies are in agreement

wf th t h e s e f f n d i n g s . These results also correspond w i t h

A k a q s (19731 study of Nock-WASC examination as a p r d i c t o r

of VASC examinatfon where he condud& that mock is val id

enough to pred ic t W A X .

Hyp-athesir - --- 9 - There is :.? si,ynis:c3nt difference i n t h e propor-

t i o n of s t u d e ~ whn ;crss and those who f a i l i n the

plakhematics 2s-Mock and t h e s t u d e n t s who pass and those who

f a i l mathematics in JSC examinations.

The nrocessing a n d s t a k i s k i c a l analysis of data

involved the d e k c r m i n a t i o n of p e r c e n t a g e , This i s

neebed in t h e t e s t i n g of h y p o t h e s i s two.

The r e s u l t of 1987 academic year I s presented in

Tabl= 4.4 and 4,s. One hundred and twelve s t u d e n t s sa t

for the two examf n a t i o n s . Out: of t h i s number, 82,1%

psssed ma thema t i cs f n the 3s-Piock e)rz. ,r i ination while

88.4:: passed mathematics in JSC exa,..rir.;>ion. T h i s is an

up!.!ard inzrease of 6*3%. 17.5% f a i l e d mathematics i n

JS-Mock examination and 11.6% f a i l d mathematics in JSC

examinat ion , recording a downward d i f f erencs of 6,3%*

The difference of 6.3% o u t of 100.00 i n terms of propor-

t i o n is not signlf~cant. Therefore, one is l e d , from

t h e result, to say that t h e r e i s no significant difference

in t h e proportion of s t u d e n t s who pass and tbse who

f a i l ma thema tics in JS-Mock and 3SC exarnlnatfons,

75-3s s t u d e n t s passed mathema tics 3s-Mock examf na-

t i o n while 83,1% passed nathenat ics JSC examination o u t

of 89 s tudents who took t h e two examinations from Ibf am

Girlsv Secondary S c h o d ,

It was at.:erveb t h a t there was an Increase of 7,8%;

24.77: fnl- led m t t h m s t i c 5 in JS-Flock examination while

16.9% f.:iled k h e m a t i c s in the a c t u a l JSC e x a m i n a t i o n

r e p r c s n n t i n g a dscrease of 7.8%. T h e r e is no s l g n i f l c a n t

di f fe rence i n %he p r o p o r t i o n of students who pssed and

those w h o faft2d mathematics in the t w o s e t s of examfna-

Lions.

Twenty-:hrce (23) students t m k t h e t w o se ts of

p x a r ? , q a t i c ~ s from Ilahy Chfld Seconda ry School i n 1987.

O u t of t h i r nu;nher, 78.3% passed mathmakics in ~ s - M o c k

e x a m i n a t t o r , while 69.6% passed mathematics in t h e JSC

exsminaticn. There &as an i n s i q n i f ? c 2 n t d i f f e r e n c e of

F.77; decr~ase, 21,7% and 30.4% failed r i a t h e m t i c s in

JS-Mock ; rtd JSC examinations, respectively, There was

an upward b u t i n s f g n i f i c a n t difference of a. 7% i n t h e tk10

sets of e x ~ m i n ~ t f a n s ~

Ozizza Comprehensive Secmdary School recarded 21.4%

pass i n mathematics JS-Mock and 76.- in rn2thernatics JSC

examinations out of 103 s t u d e n t s . Here, a dif ference of

5 5 , ~ ~ is q u i t s r e m a r k a b l e . 78.6% failed mathematics i n

JS-:*l,~ck examine t i o n , while only 23.3% faf led mathma t%cs

in JSC e x a m l n s t i o n .

There was actually a difference in the prwartfon

of students who passed and those who fadled in the tvo

examina t ions .

I n Unwanz Conpr hensSve Secondary S c h m l , 80% passed

matchematic5 in J L - - P , o Ir e ~ n m i n a t f o n , w h i l e 74.5% passed

mathematics i n J5.i e- z m i n a t i a n , out Of 55 sWdenks Who

t ook t h e t w o m m i n a ~ l o n s , recording a d e c l i n e of 4.%,

Twenty p e r ~ s n t (20%) f a i l e d mathematics i n 2s-Mock examlna-

ti on, while 25,5;< f a i l e d mathematics i n JSc e x a m i n a t i o n .

The p r o p o r t i m of s t u d e n t s who passed a d t k s e who

f a i l e d mathemat ics in t h e two exsninatfons is not s i g n i -

f i c an t , .

I n Owutu Government Secondary School, Edda, 61 s tudents

s a t for the two examinations and 72,1% passed mathematics

in JS-T40c.k ~xaminat ion , while 65.6% gassed m ~ t h e m a t i c ~ in

JSC exarninatior:, A d i f f e r e n c e of S,S% i s .-;o;iceable,

27,9?, f a i l e d n .7 t h e m a t i c s i n 35-Muck exsritinatj on, w h i l e

34.4% f a i l e d rrakhematics i n JSC e x a m i n a t i o n .

Of t h e 4'3 students who Bat far t h e two s e t s of examina-

t ions in Macgregor Secondary School, A f i k p o , 9 5, 4r% and

89.6% passed mathematics f n JS-Mock a n d JSC examinations,

r~spectively. There was an improved difference of 4.2%.

It had 14.6% and 20.4% failed mathmatics in JS-Mack and

5 S C examinations, respectively,

It was 80.3% and 93.4% pass i n mathematics i n JS-Mock

and JSC examinations, respectively, out of 76 s t u d ~ n t s

who tmk t h e two examinations in Amasfri Secmdary School;

in per%t+rTianccc

19i4 Academic mar , .I_ -.--_1-

The result of 1988 academic year i s presented I n

Tables 4.6 and 4.7,

Of the 101 students who sat for the two examlnatfons

in Government College, A f i k p o , 73,3% and 85.3% passed

w h f - l e 26.7% and 14.9% failed raathmatfcs i n t h e same

r e spec t ive e x a d n a t i a n s . This shows a varf a t i o n of 13,8%,

A t Ibiam G i r l s ' Secondary School, 86 students W k

matics i n 3s-Mock and JSC exarnina t ions , respectively, while 11.6% and 8.1% failed mathematics i n t h e same

respective examinations* The d i f fercnce be ing 3.5%.

Seventy-one f 7 1 ) a hrden t s t m k the two examinations

at: Holy Child Secondary School and $8,6% and 82.9% passed

rnsthmatics in t h e tFlo respective examinations while

11.4% and 17.1% f a i l e d mathematics i n the same respecttve

c x m i n a t h n s , r , m x d i n g a di f f erence of 5.7%.

~ i ~ h t y - n i n e percent (89%) arid 82.2% passed a t Unwana

Comprehensive Secondary School and IT% and 17,8% fa i l ed

o u t of 73 s t u d e n t s who sat f o r t h e two examinations,

T h e proportional d i f f e r e n c e is 6.8%.

o z j z x a coflprehensive Secondary School had 81

students f o r t h e t ~ o 2xaminat ions and out of this nurcber,

81,5:.: and 88.9:; p z s ~ % l mathemablcs in 3s-Mock and JSC

Examina t ions , respectively, while 18.5% and l i . T ' 3 failed

mathematics i n JS-Mack and JSC examinations, respectively.

For Uwtu Government Secondary School, 69.7% p a s s d

rnatherIatics in JS-Mock e x a m i n a t i o n while 59.1% passed in

t h e 3SC exanin3 t i an . Equally 30.3% failed mathema tics

i n JS-Mock examination, while 40.9% failed i n the JSC

examina t ion , The proportional difference is IO,6X out

of 66 s t u d e n t s who took t h e t w o examinations.

A t Ebunw~ina Girlsv Secondary Schzo l , o n l y 31 s tudents

took t h e ~ x a m l n a t i o n s and 90,3c5 and 93,5% passed rnathe-

matics in JS-Piock and 3SC e w ' n i n a t i o n s , respectively,

w h i l e 9.7% and 6.5% failed in t h e same respct ive examina-

t i o n s recordf ng a p r o p o r t i o m 1 difference of 3,2%

Macgregor and AmasPrf Secondary Schools e n t e r e d 54

and 79 s t u d e n t s , respectively for t h e two examinationso

75.9% and 92.1% passed ma thematics I n JS-Mock exanina t ion

and 90.3% and 91-1:: passed mathematics in JSC examinations,

respectively. 24.1% and 8.9% failed t h e JS-Mack mathe-

matics examinations, respectively, fcm t h e two schools,

while 3.7% and 8.95 f a i l e d rnathmatlcs respectively i n

J S C examination, The proportional difference f n t h e two

sets of examinations is 20.0% in Macgregor Secondary

S c h o o l and zero i n Amasiri Secondary School,

It was only in Yacgr egor and Government college

( a v a r i a ~ i o n of 20.45 aanJ 1'1.8% respect ively) that t h e

d i f f e r e n c e i n p o p o r t i o n between the two exanfnat ions was

s l i g h t l y s ign i f icant . The other results showed t h a t

t h e r e was no s i g n i f i c a n t difference between s tudents '

performance in t h e JS-Mock and JSC mathematics k s u l ts

for the year 3988 in Afikpo Local Governmeilk Area,

1989 Academic Year

T s b k s 4.8 ?.nrl 4,9 show t h e result of 1983. Out of

t h e 6s s t u d e n t s who took the 1989 examination in t h e two

s e t s of examinat ions i n Government College, A f i k p o , 84,GS

and 81.8% mathematics in JS-Kock and JSC examina-

t i o n s , respeckivc:-y, while 15.2% and 18.2:; f a i l e d in the

two respective exeminations i n d i c a t i n g a propor t iona l

difference of 3,056 in t h e performance between t h e two

examinatf ons.

IbLam G i r l s * Secondary School recorded 71.7% and

67.4% pass in t h e JS-Mock and JSC examinations, respec-

t i v e l y , while it recorded 28.3% and 32,6% fa5 lure in

ma t h e m a t i cs in JS-Mock and JSC examinations, respectively,

showing a difference of 4.3% in t h e performance of 92

students who took t h e t w o examinaUons,

Seventy (701 students entered for t h e two s e t s OF

mamlnations a t Holy Chi ld Secandary S c h o o l . It was

obsarved that 82.93 and 92.9% passed mathematics i n

J S - ~ C ~ C ~ and JSC examina t ions , respect ive ly , w ~ l e 17,1%

and 7.1% f?iled mathcmatlcs I n t h e two respective ezarnlna-

t ions r e p r e s e n t i r l g a difference of 10%.

of t h e 71 s t u d e n t s who took t h e s e examinations a t

Ozizxa ~ o n p r e h e n s i v e Secondaty School, 66.2% an4 94,4%

passed rnatherna t ics in JS-Mock and JSC examina t l ons rpspcc-

t i ve ly , while 33.8% and 5.6% f a i l e d in t h e two tespectfve

examinations representing a difference of 28.2%.

Unwana ~oi-nprehenstve Secondary School had 76,2% and

72.6% pass in mathematics in JS-Mock and JSC examinations,

respectively, whf le 23.8% snd 27.4% f a i l e d m a t h e ~ t 3 c s i n

both respective exanina tlons, The pmpur t l o n a l difference

between t h e two examinatfms 1s 3.6% o u t of the 84 skudents

who took t h e two examinations,

Owutu Government and Eburtwana G i r l s ' Secondary schools

e n t e r e d 64 and 35 students respectively; 75% and 80%

passed mathematics in JS-Mack examination i n the two

respective schools and 64.3% and 97.1% passed ma thema t i c s

in J$C exam1 nations in the two schools, respectively,

TWmty-five percent ( 2 5 % ) a d 20% failed mathematics i n

t h e JS-l4ock examinations in the two respective schools,

This shows a proportlanal difference 0 5 20.9% and 17.1%

between t h e two m m i n a t f ons in the sch~ols, respectively,

Out of 51 and 72 students who entered for t h e two

~ x a m i n a t l o n s in MacgregOr afid Amasiri Secondary Schools,

82.4% and 84.7:$ passed mathematics i n JS-Hyk eK..libatb(l

cespecttvely w h i l e 80,1% and 91.n passed m a f h ~ m t & ~ & i P 4

JSC wtarnina t ion respectively f r a these We achsols.

On me ofher hand, 17.6% and 1S.J$ falhed m a m a C 1 ~ ~ in

JS41ack examinatfcm in t h e two schools r@spect(vely 1md

19.6% and 8.3% fa i led mathcma~es i n JSC aumirratian In

the two seho~E6 respectively, Thiq seFesmt2 p f b p 8 + $ $ e d

differewe of 2% and %, raspectivmly*

Prom the disgusaians above, i t wa& dwnd aw% t h a t

Were is no s i g n i f i c a n t difference in the proporkion of

skudents who pass and those who f a i l Ln SS-YIock ~ ~ ~ t h m a t i c s

exaninatkm and those who pass and those who fa i l , mathe-

matics in JSC exminat ion, This agrees w i t h A h * $ (19731

research in Kwara State of Ntgcria. It a333 corresponds

w i t h SonLyanus (1973) concL~sian i n th+ *8e3atimrhip

between t h e School Certif 1eat.e and Higher S c b f Certifl-

cates". This is because most of the stvdents who passed

mathema tics JS-40ck e x a m i n a k i ~ n also passed ma thematics in

JSC @ x a m i n a t i ~ n , The JS-Mock mathematics +em2 t then has

a s u b s t a n t i a l predte t i v e value over the 3SC ~xaminat ion,

his is I n keeping w i t h Yoloye ti9651 who ~ o n e l u d c d in his

study tha k Lorge-Tbrndikh teats have subs t & n t i a l predickive

validity far achievement in Higeriah Gramar Schsols,

!4yp~thesis 3

There i s s i g n i f i c a n t di f ference between the perfor-

mance of male and femalz students in JS-Hock and JSC

ma thematics e x a m i n a t i o n s ,

T h e r e are t h r e e G$r2sV Secondary and two Boysb

Secondary schools i n A f i k p o Local Government Area, One

of t h e three Girls' Secondary schools d i d n o t have any

records of 1987 J S-Wock and JSC mathematics examinations

results, as such t h e two other ~ i r l s ' Secondary schools

were used in t e s t i n g t h i s h y p o t h e s i s ,

A f t e r t h e corr~ la t iona l a n a l y s i s was computed, t h e

r e su l t revealed that i n 1987, Government College, A f i k p

had 0.86 correlation co-efficf en t and Owrltu Government

secondary School t h e same 0.86, qivdng a mean of 0.86.

On t h e o t h e r hand, Ibiarn G l r l a l Secondary School and Holy

C h i l d Secondary School had 0.61 and 0.78, respect ive ly ,

giving a mean of 0.70. This showed that t h e boys performed

significantly h@kter than t h e girls i n that year,

In 1988, t h e mean correlation of the Boysm Secondary

schools was 0.83 while that of the Girlsm Secondary

Schools was 0.60 (approximated). The r e s u l t also ind5cated

a s i g n i f i c a n t difference between the performance of male

and female s t u d e n t s in mathematics examina t i an ,

The 1989 mean performance of male s t u d e n t s was 0.64

while the fernale s tudents had a mean lnerformanr~ & n - T d .

T h i s alsb revealed a signifscant dlffefcnce between

male a w l female mathmatics performance.

On t h e basis af Wese f ind ings , t h e researcher i r

led to s t a t e that there is a s ign i f i cant difference

ketween ma1 s and fmaze performance in mathematic6

e ~ a m i n a t l ~ n .

In ~ o n d u o i a n ~ therefore, it is obvious that there

is a signif icmt t e l a ~ o n s h i p between students results

in JS-Mack makhenzlki~s and t h e i r JSC mathematics examina-

t h n resul k. There 1s no s i g n i f i c a n t difference in the

p r o p o r t i o n of students kho pass and those f a i l i n

JS-Mock in rnathernatics and the students who pass and those

who fail mathematics in JSC wminations. There is a

significant difference between t h e performance of male

and fernal e s t u d e n t s in mathmatics examination,

LTMITATIDN

The circumstances under which this research was

condue tM ampel l ed the researcher to a d m i t t h a t more

w u l d have been accomplished if a w e constra ints which

severely limited t h e seope of t h i s work were controlled,

One of the greatest l imitations can be said to be

t h a t of time, A work of t h i s nature demands a lot of t i m e

so t h a t a more accurate and detailed f i n d i n g s could be

The sandwf ch programme a1 so hampered t h e detailed

success a: .this wark. Once a teacher comes back from

khe programme t h e p r i n c i p a l feels very reluctant to

data.

The random transfet of principals and k h e f r v i c e by

k h e Secondary Education committee do more harm than its

g o d . This, t h e researcher observed, kept s m e newly

transferred p r i n c i p a l s in d b f f i m ~ t s i t u a t i o n . Hence

some of t h e principals d l d not have complete records of

the 3s-Mock and JSC mathematics results l i k e Ebunwana

Girlsv Secondary School, Edda. The 1987 result document

could not be located,

SUGGESTION

From t h e work done, one sees t h a t more would have

been achieved if the research work was extended to a long

p ~ r f a d of t i m e ,

It s h o u l d be borne in mind t h a t this work is exhaus-

t i v e and wholesome in providing and bi8cussing alX the

possible variables t h a t mfght cause the JS-Mock result

predict JSC rnalhma t i c s examirtation.

Some 6 thef factors are:

1, the a t t i t u d e of the p r i n c i p a l towards Js -~ock

examination;

examination ;

3. the tcacherps approach to the subject matter; and

4. quality of t h e s t u d e n t s - whether t h e students are

hard-worki ng type or the *'trus f;-1n*expoB' qr(sUp.

The above variables seem ta be t h e most apparent ones,

t h e r e nay be others or modifications of t h e one$ l i s t e d

above. F u r t h e r research should be done to exarnhle t h e s e

v a r i a b k s ,

IMPLICATION

The implications of t h e f i n d i n g s for education are

a) As t h e mathema tics 3s-Mack predlc ts s i g n i f k a n t l y

t h e JSC rna thema tics examination t hen t h e p r i n c i p a l s

can say with a ce r t a in degree of accuracy w h e t h e a

par t i cu la r s t u d e n t can do we13 or n o t in t h e JSC

$ 1 select studen ts far the JSC mathematics examina- SO

t iondas to get good percent pass, all t h i n g s

Seing t h e same;

if 1 recammend students for the senior Secondary

programre before the publ ica t ton of the JSC

examination result ,

b) Another far-reachf nq impl icat ion of th15 work is

that it could t h e n be allwed to conduct t h e i r Own

JSC examination wi th certain p r e c a ~ k l ~ n s agains t

lowering of t h e ~ d u ~ a ~ ~ n a l c t~ndsrds and probable

abuse of t h e p r l v i k g e .

This' precaukion can be done by t h e appointqent of indepen-

deizt assessors to v i s i t schOols periodically 10 evaluate

t h e staff, curriculum and equipment of t h e schools,

SUFINARY

The researcher s e t o u t to f i n d o u t w h e t h e r t h e JS-Mock

ma t h e m a t i c s examina tian r e g u l t could p r e d i c t performance

in t h e J S C exam1 nat ion. Three hypotheses and three

research questions were formulated and relevant If terature

r e v f ~ w e d . The methodology were h i g h l i g h t e d and three

s t a t i s t i c a l t es ts used i n t h e analysf s of t h e data

collected in light of t h e hypotheses formulated,

After t h e a n a l y s i s , t h e follawkng were found out:

JS-Mock mathematics result p r e d f c t s studentsi

achievement in JSC mathernatlcs examlna t i a n .

The extent to which JS-Mack mathematics result

p r e d i c t s J S C mathematics examination vary s i g n i f i -

cantly w i t h schools an@ years w i t h i n t h e same school.

There is no s i g n i f i ~ a n t dif fereke between s t u d e n t s *

performance i n JS-Mock mathematics a n d JSC rnathmakics

e x a m i n a t i o n s ,

There i s a s i g n i f i c a n t d i f f e r e n = between t h e p e f o r -

mance of male and female s tudents w i t h regards to

mathematics,

On the b a s i s o f t h e findings, the researcher was

led to make t h e f o l l o w i n g m c l u s i o n s :

1. S ~ X as a factor affects s t u d e n t s g p e r f o r m a n c e i n

both JS-Mock and J S C mathematics e x a m i n a t i o n s .

2. S t u d e n t s who do w e l l I n JS-Mock m a t h e m a t i c s do w e l l

i n J S C m a t h e m a t i c s , vice-versa.

3. T h e p r e d i c t a b i l i t y of JS-Mack over JSC m a t h e m a t i c s

varies from s c h o o l t o school a n d f rom year to yea r

w i t h i n t h e same s c h o o l .

T h i s impiles t h a t i t i s l i k e l y that t h e distribution

of gua l i f ied mathematics t e a c h e r s i n s e c o n d a r y schools I n

k f i k p o L o c a l Government: Area i s no t uniform.

ina ally, i t s h o u l d be noted t h a t b o t h t h e JS-Mock and

J S C e x a m i n a t i o n s are achievement tes ts , both have t h e same

syllabus, both are set and masked, in same cases, w i t h the

same s taWiard. Hence, t h e JS-Mock mathema tics

t h e JSC mathematics examination result,

Abadom, G.N. (1970) . "The R e l a t i o n s h i p Between WASC Grades and Performance at University*' Unpublished B.Sc. ~hesis, University of Nigeria, Nsukka,

Anas t a s i , A, (1964 I , ~sychqlogica~ T e s t i n g , Mami 1 Ian Press, New York, pp. IOS-185.

Anosike, L.0, (1975). "A ~ r e d k t i o n of Academic Success i n the School ~ e r t i f i c a t ~ Examinat ion a s Measured by Class Four R e s u l t s in Secondary S c h ~ l " , Unpublished B.Sc+ (mi,) T h e s i s , University of Nigeria, Nsukka,

X t t a , S.A. (19731, ''A Study of' Mack-WASC Resu l t as a Predictor of Performance in WASC i n S e l e c t e d Secondary Schools in Igala Landw, Unpublished PGDE T h e s i s , Ahmadu Ballo University, Zaria,

Baldant, R+B,, Dawsoh, R.L.T. (1980). "The Pred ic t ive V a l i d i t y of t h e Michigan T e s t of E n g l i s h Language, Prof ic iency f o r Teachers Trainees in Papun. ?lew

Bethlehem, D.W. (1973). " P r e d i c t i o n and Improvement of Academic Performance in Developing Country (ZamHalM, The Brl t ishJournaJ of Educational ~sychcloq~,

3 r ~ a r t 3 , pp. 305-308.

Nwafor-~rizu, U,A, (19741, "A Study o f Predict wASC from Mock-WASC1', Unpublished B,Sc. (Ed. ) T h e s i s , University of Nigeria, Nsukka,

Nwana, O+ C* I l 972 ) , ~esearch Forum, " S i x t h Fom and university Entry", ~ e v f e w of Educatipn, Msukka, Val, 1.

Qhuche, R.0. ( 1969). Vactors Associated w i t h the Academic Achievement of Indigemus M a l e Skudents a t N j a l a University C o l l e g ~ ~ ' , Journal of Education, Freetown, VOL, 3, pp+ 34-36,

Onugu, B.A. I2975). '*A Cogni t tve Evaluation af Schml Cer tiftcate Mathematics Questionsfi, Unpublished B.Scm T h e s i s , Univard t y of Nigerf a , Nsukka,

Okdara, J ,T, ( l 9 8 U ) . ' T e a c h e r - M a d e - T e s t as a P r e d i c t o r of Academic Achievement i n the Experimental kdul t ~i kcracy C l a s s ~ s i n I b a d a n , Nigeria", The Counsellor Journal of --- t h e Counsellinq Assoc ia t ian of Niqer%a, Y O ~ , '3, IJos. I and 2 , pp. 41-47,

OlurewagU, P,T, (19741. v~orreiatfon Between P e r f ~ m r t c e in Mock-wASC and biASC/GCEv , unpublished PGDE ~hesis, Untversity of Nigeria , N s ~ k k a m

Soriyan, N,A, (19731, + ' ~ e l a t I o f ~ s h i p Between School Certiff - ca te and Highe r S c h o o l Certificate Grades", TZDRO, WAEC, Lagos, Unpub l i shed Monograph.

Tarimowo, R.0, (1978). '*A S t a t i s t i c a l A n a l y s i s o f t h e I%ck/!.lhSC I n ~ r e d f c t i n g Students Success i n 'dMC in Ogun Local Government Area of Kwara S t a t e a f Nigeria, 1970-19771r, Unpubl i shed M.Sc, Thesis, University of Ife, Ile-Ife,

Lf ST OF SSCqMDARY -- SCHOOLS I N AF'IKPO LOCAL SOVEdNF?ErdV AREA -

Akpoha T e c h n i c a l School, ~kpoha .

~masiri Secondary s c h m l , Amas i r i .

E b ~ n w a n g G i r L ~ l Sccgndary Sch-1, Edda.

Ehugbo Technical ~ c h o d , Afikpo,

E t i t i Sf2condary Sz?ool, Edda,

Government C O l l ~ g e , A f i k p o ,

Holy C h i l d Secondary School, Afikpo,

Ibiarn G i r l s t Secondary School, Aflkpo ,

I t i m Secondary School, Edda.

Piacgregor Secondary School, kf ikpo.

Nguzu Secondary School, Edda,

Oso Technical School, Edda,

Of i a - E t i ti Technical School, Ekoli-Nguzu , Edda,

Owutu Government Secondary School, Edda.

OzizZa Comprehensive Secondary School, Afikpo.

Unwana Comprehensive Semndary School, Unwana,

Ibiam ~irls' Secondary School, Afikpo.

Holy child Secondary School, A f i k p o .

ozizza ~omprehensive Secondary School, Af ikpo.

Unwana Comprehensive Secondary School, Unwana.

O m tu Government Secondary School, Edda.

Ebunwana ~irls' Secodary School, Edda.

Macgregor Secondary SchaaI, kfikpo,

Arnaslri Secondary Schocr:, Arnasiri.

200 * STATISTICS IN PSYCHOLOGY AN0 EDUCATION

d c g ~ c d ~ o r t u l d i i l ~ ~ . To I I ~ C C ~ I C t ~ a t , cnlcr TnMe 25 wiL11 IM - 21 degrrvy uf fnu.ton~' :iri(l cujlql:\rp L!N obtuincrl r will1 ~I lv

t: ih!rrlcti ctltsij!+, T w o aig~i'r!ic::~rwc: Irv~.ln, .OJ rrtltl . U l , Irrr! ~ i v c : n in ' h b k 25, which it; raid ay folluwu v;lwn, Ior c.x;rtrqrl~, r = .GO irr i l l

N = 120. For 118 r l j h c cntrics u t -05 and .O1 arc Ly lillriir i1lturp~1:t- lion .I8 and 2 4 , rcspcetivuly ( t o two docimak). l ' l ~ iu rrlcana tllat only 5 l i iuc~ in 100 trials would nn r nu lurgc ns .L. ld ~ u i s r ! frum fluctur~lior~u of sampling, i/ thc population T WCYC nctunlly 00; t ~ r d only once in 100 t r i d . ~ wuuld nn r of a.24 nppclu ii Ihc popu1:ifirjtr T

wcrc in fact .IN (Fig. 46) . It itc r b l c r l r tlwt. Lllc obtaincd r ol .GO, sillcc it is nlucll 1:irgcr t lm .24, is s i g ~ i f i c m t st L11c '.Ol Icvcl.

TABLE 25 f Correlafion coefficicntr at the 5% and I % levels of rignifi- Cance

- ----- - Tliblu 25 b k c v accould, of both cnds of tli;: rampliug clistnhrtiow-

rlws nu1 c o n 4 l ~ r t l ~ c c i ~ n of r. Nhcn A! = 120, t l l c prubcLili~y (I'f2) of itn r of . l$ or marc i l r i s i n ~ on tlw null Iiylwtl~c~is iy .035; ~rud tbc

* I' 1 ~ 0 I,!-{ t Tllw PILIP u u l ~ d r n c t ~ l frum Lhc colunm for 9 v ~ ~ ~ : L I , I P ~ in Tn lh J, ;mgc

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