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University of Nigeria Research Publications
NWAFOR, Chukwuemeka
Aut
hor
PG/M.Ed/S/88/6195
Title
MOCK-WASC Scores in Science Subjects as Predictor of Achievement in WASC ‘O’
Level in Enugu Education Zone
Facu
lty
Education
Dep
artm
ent
Vocational Teacher Education
Dat
e
June, 1998
Sign
atur
e
POST
STUDIES DEPARTMENT OF I
UNIVEIWCTY OF N I G E R I A ,
IN I'AI2TIAL FULFILMENT (
REQI FOR THE A W k u L u vu 1.111b
DEGRIW OF PIASTERS I N EDUCATION (M.ED)
IN SCIENCE EDUCATION
NIJAFOR CHUKWUEMEKA
ED. E D / S / 8 8 / 6 ? 9 5
FOR l?IZ BACULTY OP l3DUCATlON
U N I V E R S I T Y Or N I G M I I A
iii
This work is dedicated t o my late Dad Nwafor Ani
Chukwuif i and Mum Nwairo Nwafor.
ACKNOWLXDC*XM.ENT -- ---.-.-
T h i s r e s e a r c h e r i s immensely indebted t o m y
thegis superv i sor , Prof. 0 , C, Nwana f o r all h i s
efforts to see t h i s work f i n i s h e d . The researcher
is also a r a t e f u l t o t h e p r i n c i p a l s and r;cience
teachers in secondary schools i n Znup;u Education
Zone. I
He is a l s o g r a t e f u l to prof. Anthony A l i , for
his u s e f u l advice and suggestions. a,-.-
.--
P G I : 7
T i t l e page ..............................-........ 1 D e d i c a t i o n .................................. a = - = ili
Table o f c o n t e n t s ................................. v
List 01 Tab le s ................................. vi
Abs t rac t ..........,................................ v i i
Purpose of stud.y .................................. 3 Keed for Study ................................... 4
Research Question .......,...~.................... 4
Scope and D e l - i m i t a t i o n of Problem.. . . . . . . . . . . . .. . . 5 CHAPTflH 2 : L1TI:'RATUlIlC 1 U V I PN . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Literature llevicw ................................ 7
Popu la t ion ........................................ lI+
Sampling .......................-................. 15 - . - -
CHAPTER 4: DATA ANALYSIS .A.t4D lESULTS..... --....-. ...- 16 CHAPTER 5 : D I S C U S S I O N AND ILJ'PKl~PlIEATIOI'I . , . . . . , . . . . . . . 41
Sm-m.nry , Conclusion and Recornmentl at ion. ... . . . . (. . . . 44
. Limitation of t he study ..,.........,,..,......... 46
RIJ3Ll O G I I P R Y . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
D i s t r i b u t i o n of secondary schoo l s qunlif ' icd ........ for sampling i n Enugu Educat ion Zone -I5
The Cocf f icic11.t of c o r r e l a t i o n between student;:: sc ience scores 5.cl Neck-\JASC and W A S f o r a l l s tuden ts i n -I;l:.c fouxtteen school-s.. ........ ,;. 16
t - St;at is t ic: ; ( f ) on s t u d e n t s s c o r e s i n )lock-YASC chemistry f o r the y e a r 1985 18
I
t - ~ t a t i s t i c : : ( f ) on s tud.ents s c o r e s i n Mock-L'ASC .................... physics for the y e a r 7985 19
t - StaL- is t icn ( f ) on s t u d e n t s s c o r e s in tioclc- SJASC Biology for the year 1985,.. ............. 20
t - ;;batis-t;ic::(f) on s tudents ' scores i n Mock- .......... W A X Mathematics for the year 1985,. 21
t - S t a t i s t i c s ( f ) on s tudents1 scores i n ............. ? ; A X Chemistry f o r the year 'I965 22
t - ~ k a t i n t i c s ( f ) on sl;udentsl score:; i n V h S C ................... I?h:fs_ic,s for the y c a r '1985.. 37
t - : ; t a t i s t i c s ( f ) on s t u d e n t s t s c o r e s ir, UASC Biology f o r t h e ycar 'I385 ..................... 24
t - S t a t i s t i c s ( f ) on stud.entsl s c o r e s i n 'JAX Nathematic s for the -year q986 ................ 25
The c o r r e l a t i o n cocff icieni between ,s-l-udents s c i e n c e s co re s i.11 hock-I.IASC and W A X 13C:5, a n d t h e mean of r f o r ecch of. the s::~nil!l.ed r;c'r~ool.s, 26
The C o e f f i c i e n t of c o r r e l a t i o n between t h c s1;udcnts ' mi cncc scorcs i n Moclc-'J!i.:;C: i tnd ' ; / A X 1986 f br u l . 1 students i.n t1:e fourteen ............................ secondary schoo l s 29
t - S t n t i s t ; i c n ( f ) on stud.entnl scores i n I,iocl:- r;:A;.;C C h c ~ n i s t r y Tor I;ho y e u r 1906 ............. 30
4.14 t - Statistics (f) on s t u d e n t s ' s c o r e s jr, ...... Mock-'i/A:;C I'hycics f o r t h e year 1Si"iG. 31
4.15 t - Sta t i s t : i . c r ; ( f ) on student's ' sco-r:cs i n . Mock-!.IASC I.!iol.o:;y f o r t h e y e a r 1936,. ..... 32
4-17 t - ~ t ~ t i ~ t i c s ( f ) on studen.-tsl s c c r e s iri ........ \ ; A X Chcmi:;Lry f o r t h e y e o r 1386.. 34
4.18 t - s t a t i s - b i c s ( f ) on s t u d e n t s g s c o r e s i-n .......... VA:;C 1)hysics :['or t;he y e a r 1916,. 35
L{,q9 t - S t a t i s - t i c s ( f ) on st-uden.tsl s c o r e s i n ..... YIIASC Biology f o r t h e y e a r 1366,...... 36
4--20 t - ~ t a t i s t i c s ( f : on s t u d e n t s 1 s c o r e s ic ....... \l,j:;C l',lntl~crno tic:; I 'or I.hc ye-11~ loE%. 37
4,21 The C o r r e l a t i o n c o e f f i c i e n t between student:; sc ience s co re s i n 1:~~oclc-VjiSC and I! i',;';C 19136 * and t h e mean of r , f o r each of the sampled secondary scho~ls...........,.,.....~.... .. 38
I n view o T f:hjs new system of educat ion , t h e importance
of t e a c h e r - made t e s t s i n v a r i o u s arears of human
development I s highly recognized, This s tudy i s t o t e s t
the p r e d i c t i b i l i t y of Mock - WASC examinat ions i n Enugu
educa t ion zone of Anambra S t a t e ,
Three research ques t ions were asked and four n u l l
hypotheses were t e s t e d , The scierlce s c o r e s of. Tive
hundred and s i x t y students f o r t h e years 1985 and 10t3G
were c o l l e c t e d , bo th f o r Mock - VAGC and ifASC, These
were used a s data. Using Pearson's Product Moment
C o r r e l a t i o n a n a l y s i s on the data, t h e result obta ined
showed that: - "There was a s i g n i f i c a n t r e l a t i o n s h i - p between t h e l
Mock - VASC sc ience s c o r e s and WASC both f o r 1985 and
1986, Data from t - s t a t i s t i c s c a r r i e d out t o b e s t Lhe
hypotheses of no s i g n i f i c a n t d i f f e r e n c e between male .
s t u d e n t sc ience s c o r e s and female s tuden t s i n d i c a t e d
tha t .
There was a a i ~ n i f i c a n t d i f f e r e n c e i n sckence
scores of male and female bo th i n Mock - './AS(; an<?" WA:.jC
1985 and 1986.
I
w Prom the f i n d i n g a of this study, i t can bc concluded
t h a t g e n e r a l l y speakin:;, t e ache r - made t esbs do p r e d i c t --
academic :~chievc:mcnl; : ~ r l i l o n l , y f n w do r~ol;, 'Phi : : 0.r co11.c:;c
tallies with work of some of other similar renermchers
The researcher recommends tho duplication of this
study in a different.geogrnphica1 1-ocation us ing the
' r e s u l t s from t h e senior secondary school cer t - i f i c a t c .. examination (S.S,C.E),
He also recommends workshop, in-service and pre-
service t r a i n i n g f o r teachers on s e t t i r ~ , scor ing and I
gradin?; s t uden t s ,
CHAPTER I .--
INTRODUCTION - - --- The teacher - made tests i s reco~niscd all over t h e
world and in every education system where its predictab-
i l i t y is u s u a l l y crnphusized,
The t eacher - made tests and the standardtsed t e s t s
are the main tests used in most West African countries.
The teacher - made tcs.Ls are achie&ment tests constructed,
administered scored and interpreted by teachers within t h e
school system for the pnrposes of promotion;' classification
and guidance of students or. students career. TEE -'standard-
ised tests, on the other hand, are t e s t s , prepared by
experts which have been subjected to r igorous t r i a l testing
and secrutinisation, us ing a standard reference group to /-
which individual ' s perf ornance can be compared, 'stanclardi sed
tests cornnand high validity and r e l i a d b i l i t y , I n West
African and in Niwria in p a r t i c u l a r , many teacher - made tests are in existence but the most important is the Mock-
Vest African School Gert i f icate ( W A X ) examination (Mock-
WASC) which is usua l ly administered to. students jus4
before they s i t for t h e ! ies t African School, Certificate
(WASC) examination proper ,
a ('1977) and Nwana (1979) have seriously question the r e l a t i v e
contributions of teacher - made te.sts within the Schools
i and t h e society assessmenb programme of our developing
nations. They are of the view t h a t most t eacher - made
t e s t s a r e no t r e l i a b l e and v a l i d and t h a t they a r e o f f e n
misused by school func t iona r i e s and adminis t ra tors . , I f
teacher - made tests are properly const ructed, va l ida t ed
and scored, t h e results could be extensively used i n
assessment a c t i v i t i e s wi thin the school system nnd outs ide .
The use of teacher - made tesks for m e d i c t i n s
s tuden t s t academic achievements has been con t rove r s i a l no t
only i n West Africa but i n other p a r t s of t h e world. Many
s t u d i e s have been carried out on teacher - made test as a 1
pred ic to r of s tuden ts academic achievement, Studies
carried out by Nwana (1979), Ohuche (1977) f o r example show
t h a t teacher - made tests arc n o t v a l i d and cannot be used
f o r any se r ious p red i c t i ve purposes while other researcher
l i k e Okedara (19l3O), Okeke (1985) and Azozie (1974) hold
the contrkry view t h a t teacher - made t e s t s . -.
: In addi t ion t o the controversy e x i s t ; i n ~ ; among researchers , I
it has been found t h a t many parents and guardi.an. a l s o
.question the issue of predictive v a l i d i t y of teacher - made t e s t s , Majori ty of t h e parents and guardian hold the ,
view t h a t teacher - made t e s t i s n o t a good p red i c to r of
t h e i r wardt s academic achievement, Most of the p a r e n t s
interviewed a re l i t e r a t e and s ' t i l l hold t k ~ e same view.. w
Some even s u s ~ e s t Lhe replacement of teacher - made test by
a more r e l i a b l e t en t .
In v i e w of the ncwly introduced continuous assessment
programme, the opinions of some researchers n~lci parents
coupled w i t h t h e fact t h a t sonic of the! worlr n l ready done
in Nigeria on t h e pxcdictive valid1 by 01 tcachcr - madc
tests, may not have been reliable d u e t o cxmin ; l t i oE m a l -
practices, it is the intention of this researcher to use
the r e s u l t o b t a i n e d i n this study to ci t h c r ~ ~ e r u t e or
confirm these L w o ahadcn c.f dpinj on on t h e p scd i c t i vc
v a l i d i t y of t eacher - made t e s t s .
'This study uses the more r e l i a b l e 1985 and 1986 Kock- I .
Best Afkican School C e r t i f i c a t e (Mock-WASC) nc t h c prodicntor
var iab le and 1985 and 1986 \lest African School C e r t i f i c a t e
( W A X ) scores nx the criterion va r i ab l e ,
To what ex t en t do studentsi science scores i n Mock - ' ; / A X --
p r e d i c t t h e i r ~chievernent i n YASC in the annlc sc icnce
subjects. F o r i n s t a n c e , i t ; is ~ > o s s i b l c for a s t -uden t , to
do well in Mock - bJASC, say in chemistry, 2nd d.o poorly in
the same chemistry a t Lhc W A S exorni.rlrx-tionc o r v i c e versa ,
PJRPOSE CjP S ' IUDY
The purpose of this study is to determine the extent t o
which r e su l - t s of -kcocher - made Mock - VASC cxar!tinotion
scores in sci-ences (Chemistry , B i o l q y , Plzysicz and
Mathematics) p red ic t r,tudenl;s' acad.emic acil~cvcment i n
examination i n t ; h ~ 33m.e F U ~ ~ C C ~ S , It is only when t h e s e
4 /
.-
t e s t s are r e l i a b l e , v a l i d and proper ly scored 2nd i n t e r -
preted can they be used for serious prodickive purposes.
The study i s s p e c i f i c a l l y designed t o t ea t - .the pre 'dict-
a b i l i - t y of Mock-';iA:;C oxaminations i n I:'ni~:~:u i:'ducation Zonc:,
NXKD POI< '1'111s UTUYY
In 1982 t h e Federal Government of PJigeria inl;roduced.,
the 6-3 -54 system of educat ion wliich cmphnsj-zed cont inuour ,
asscssmeflt of the progress o f the inc1ividu;ll . This demznc! ;:
a h igh degree 01 respondibility from the teacher who i s 1 1 ~ ~
involved i n . t h e f l inal assessment of t h e s1;ud.ent he/she has
t a u g h t ins tead of a sin~le examinntion se ' t by an e x t e r n a l
body, This partly requires teachers making v a l i d and.
r e l i a b l e aascssmen.t oP sl;utlcntsl progress. 1'urt;hermore the
t e a c h e r implemen-i;!; the curriculum, so he i s i n a b e t t e r
pos i -h ion Lo assess I s i s s tuden ts , T h e r c i:; L-herefore an
urgcn-l- necd .to ascerkain how ~ e l i a b l e ttij.:: 1,cachers assess-
ment pro[;rzmrne is, compared with a t u d c n t ' n ochievcrncnt i n
external exali~inrrt-ion. The data f rom t h i s s tudy is expected
t o he lp a s c e r t a i n the pred ic t i ve na-kurc of t eacher - made
t e ' s t s which i n t u r n w i l l r evea l t h e eJ:fccI;i .vcncns"of
teacher - made t e s t s .
ktirnes some universities and o t h e r hi gher i n s t i t u t i o n s ,
do so on t;he a s s u i ~ p t i o n t h a t t h e Noclr - ' ; / A X rcsulls
can actually p~edicl- thc candidat-c 's result i n I1A;;C
examinntion p rape r , Thc study expects t o h e l p check t h e
ef f ect5vcncss of this proc t i c e ,
To f n c i l i t a t c I;hc i n v e s t i g a t i o n of t;be''problem of
* this study, t h e following' basic research questions
, were addressed.
1. Daca Mock - ! $ A X r e s u l t s p r c d i c t ! i h X results 7.
2, , Does tila ex-tent to which Mock - i;lASC ex:m.inntion <-
rc o u l t r ; p r c r l i c b W A X exnrninrt Lion .1:.c::ul l; r, very s i g n i f i c a n t l y w i t h school-s?
3 , Does t h e extent to which Mock - Y A X exonS.nation
results prcdict YAZC examinat ion r e s u l t vary
si~nificantly with subJcctz,
To objectively carry out t h i s s t u d y , a number of
hypo-Lheses were thus stated.
s c i e n c e scores of s t uden t s i n Mock - 'JJ.:X and
science scores in WhSC
2. There i s nu s ignif icant- 'diffcrcncc bckwcen the
scores of male and female a f x d e n t ~ in PIoclc - SIXX with rccards to the Physics, Ghenlis try, Bioloi;y
and Mathcna t i c s sub jucts .
There is no significant difference between
thc scores OF m a l e and female studcnts i n
W A S with rcg:ads to the Physics, Chcmi-5; try,
Biology and Mathema t i cs sub,jects,
Pharc is rlo s i g n i f i c a n t dif rercncc in students
sco re s in Physics, Cherni.otry, Biology and
Plathematics in Mock - W A S and i n . : ! A X .
SCOPE xlD DX LIZM1l~i\'!!lblI uY I'I'II:< I'1iOCLli:Pl
This study tried to i n v c s t i g n t ; ~ thc cxLcn t t o vlh<-ch
t eacher - made Kock - XASC results yredict student achieve-
ment in W A X in Knu:;u Education Zone of Anonibsa GtaCe. It
also sought t o f i n d out whether the extent to which Mock
WASC predict WASC vary si (~nif icant1;y w i t h ~ c h o o l and
accress sub j e c t o . 'llhis study was lirniced t o secondary
schools i n 3nugu izducation Zone,
LITERATURE R'EVIEW - - . - - .
T h i s s tudy f o c u s e s on the p r e d i c t i v e v a l i d i t y of
teacher - made t e s t s as i t a f f ec t s WASC "On l e v e l s c i e n c e
examinations.
V a l i d i t y : A t e s t is said valid if it measures what
it i s expected to measure, The exphasis he re a r e on what
t he tests are supposed. t o measure and how well tho t e n t s
pe r fo rm the expected task. Nwann (1979) I s a a c and Micheal
(19741, noted t h a t v a l i d i t y for a t e s t user means (i) t o
determine how an i n d i v i d u a l performs a t p r e s e n t i n a u n i v s r s e
of s i t u a t i o n s that a test situation is claimed t o re--
p r e s e n t ( i i ) t o f o r c a s k an individual's f u t u r e s t a n d o r
e s t i m a t e a person 's p r e s e n t s t a n d on s o m variables of
p a r t i c u l a r s i g n i f i c a n c e t h a t are different from t h e r e s t ,
(iii)' t o i n f e r t h e degree t o which the i n d i v i d u a l possesses
,some hypo' thet ical trait preasurwd t o be reflected i n t h e
test performance.
V a l i d i t y of tests, are SO impor t ant t o almost every
e d u c a t i o n i s t and p s y c h d ~ ~ i ~ t ~ t h a t f o r any constructed
test, t h e f i r s t question t h a t usually comes to mind is
"how va l id are t h e ques t ions? Do t h e tests measure what
we want them t o metisure, :111 of i t ~ n d not-l-~in[: 13xt wh3.t
we went. them t o mnas&ev. Thorndikc and I-Iwcn (1977) e
Is t h e t e s t r e l i aS le?
Reliability refers t o extent of consistency o r s t a b i l i t y
o r t ru s twor th ines s of the result obtained from t h a t t e s t ,
How reproducible of such t e s t r e s u l t s when the measurement
i s repeated i n another occasion o r i n an i d e n t i c a l i n s t r u -
ment, h a n c t a s i (1964-), noted t h j t t he re are many types
o f r e l i a b i l i t y and t h a t no one i s un ive r sa l ly p re fe r red ,
The choice of a p a r t i c u l a r type depends on the use t o
which t h e t e s t scores are t o be mode.
Nwana (1979) i n a study involving co l lege s tuden ts i n
Nigeria found t h a t the instrument used t o measure phys ica l
c h a r a c t e r i s t i c s (eg height , circumference o'f t h e head,
shape of t he eye, s i z e of t he waist) are more r e l i a b l e and
p rec i se than the instruments used i n measuring psycholo-
gical c h a r a c t e r i s t i c s ( e g i n t e l l i g e n c e , emotion, dominance,
interest, honesty), , . .
Both r e l i a b i l i t y and v a l i d i t y are important .concepts
on predic t ion. But v a l i d i t y i s a necessary and s u f f i c i e n t
requi rement for reliability. For i f a t e s t i s r e l i a b l e ,
it does not t o t a l l y mean i t i s v a l i d , but a v a l i d t e s t i s
re l i ab ' l e .
It is evident f rom literature t h a t much work has been
done by researchers on t h e predict ive v a l i d i t y of teacher
made t e s t s bo th i n and outs ide Nigeria.
I n one of t h e works conducted outs ide ~ i ~ e r i o ; # ~ i l b e r t
9 I
and Ifunka (1960) found t h a t t h e scoreson t h e medical
c o l l e g e admissions t e s t (MCAT) add-ed s u b s t a n t i a l l y t o t h e
validity of t h e i r p r e d i c t i o n s regard in^ achievement in
rnedical~"schoo1 t r a i n 5 ng programmes,
: I n a s i m i l a r study c a r r i e d ou t by s t i c k e r and Huber
(1967) t h e y found t h a t a group of s t u d e n t s i n psychology,
- t h e undergraduate grade p o i n t average (GPA) i n psychology
courses was t h e single best p r e d i c t o r of success i n
s g r adua te school ,
I n Niger ia , many s t u d i e s have been conducted on the - p r e d i c t i v e v a l i d i t y of t e a c h e r - made t e s t s , Nwafor Orizu
('l974) conducted a similar study. She used. sets o f , s c o r e s
from Mock - VASC and WASC examinations of 385 c a n d i d a t e s
from Nnewi Divis ion, D e t a i l s of her results showedlthat
the cverage c o r r e l a t i o n c o e f f i c i e n t s o b t a i n e d - f o r t h e
sc ience s u b j e c t s were higher than those obtained f o r t h e
f i ts sub jec t s . Sha theref o r e concluded t hn t c o r r e l a t i o n
c o e f f i c i e n t s v a r i e d sign5.f i c a n t l y w i t h aub;jects . . . .- Another r e s e a r c h s t u d . ~ was conducted by Okeke -.-(-?985)
on t h e p r e d i c t i v e v a l i d i t y of t e a c h e r - made t e s t s , She
used s e t s of s c o r e s i n sc ience s u b j e c t s of 1040 s tudents
i n 26 s e l e c t e d secondary schools i n Anambra S t a t e f o r the w
y e a r s 1982 and 1383. Details of , her r e s u l t s showed t h a t
I t h e r e was no cignificant r e l - a t ionsh ip i n a l l t h e schoo1.s
and' in a l l the s u b j e c t s us ing Pea r son ' s Moment C o r r e l a t i o n . *. .- Analysis. Usins Analysis of variance st kt t is t ics , , ..,,~,h?-:). ,
, .
found t h o t there was n ~ i g n i f ~ c a n t d i f f e r c n c c i n sc ience
s c o r e s of male and female s t u d e n t s bo th i n Mock 7 UASC and
WASC i n 1382, but WASC only i n 1383.
Yologe (7983) examined t h e e x t e n t t o which Lorge--
Thoxrddike I n t e l l i ~ c n c e Tests could predict success i n . t h e
WASC. " He found I ,Q. tended t o c o r r e l a t e hi(:her wi th '
examination result thm raw. .scorcs d id and that v e r b a l
I .Q. correlate h igher with achievement i n indi.vid~.;?l school
subject t h a n non-verbal 1 - Q ,
h t t a (1973) conducted s i m i l a r research usin?; t h e Mock-
WASC r e s u l t as s predictor of performance in 'iJhYC - & n ~ - , , ,
selected schools in I g a l a - land, In this study, he-found
.out t h a t P t h e standard of mock v a r i e d from one school t o
ano the r and t h a t t h e p r e d i c t i o n a l s o varied. Ile concluded
- tha t Mock - i s a v a l i d p r e d i c t o r of student;^ achievement;
i n !iASC examination.
Nwana (1968) c a r r i e d out- a resborch on related v a l i d i t y ,
t h i s t i n e a t a u n i v e r s i t y level.. The study w a s perf or~ned
on t h e d i r e c t e n t r y students and t h e i r concess ionnl counter -
p a r t s i n t h e u n i v e r s i t i e s of Ibadan, Ife and Niger i a , Nsukka. - 0
The purpose of the s tudy was t o - f i n d o u t which of t h e
admission procedure has b e t t e r p r e d i c t o r of success i n
l ~ n i v c ' ~ . s i t ; y ntudicr,, . IIc a r r ived nC a t c n l ; ~ 1, i vc rcsu1.L- i n .
each of t he se r,l;ul-iies, which i m p l i e s :;hat -I;hcre was. no . " evidence Lhnt e i t h e r t h e d i r e c t e n t r y o r t l ~ c conce,r,nionnl
entry was s u p e r i o r t o t h e o t h e r i n terns 01 r e s u l t s a t
grndun t ion . Nnat'l.ozj.e (1974) also c n r i ~ i c r l oil t; ;.L :; Lucly on I ! t h e predictive v a l i d i t y of teacher - made t c s t and obscrved
t h n L- a hif:h C O ~ ~ C ~ : J t i o n ex i s t ed bc tweclr p a i r of - aj?;r<rey;nte ---
scorer; in the "I.loclc" and t h e school cer1;i.f ic i j kc: cxw-i.n:~l,:i. 011:;.
Anosike (1375) conduc b e d anothnr correlot- i -or ia l ' s tudy
u s i n s t-hc c l n s s f o u r promol-Lo11 exa~uir iuLio~l rcr;u.l. I;..; t o
p r e d i c t pcrforninncr, j.t~ t h c VASC cx:~n~.i~lal, i .011 I I : ; ~ 11l~; ;1 : ; ;~~r;plc
of 219 s t u d e n t s cirnwri f rorn three nccontlilry :;chool.r, arid
covcrirql: n p e r i o d o:C Sour years (1971 - ,1974) in Nsuklia
D i v i s i o n . I.fc conver-tcd the raw sco:l?en .Lo :it-ari-j.nc r:c:orer,,
IIe then app l ied Pea r son ' s product Plomenl; C o r r c l o t i o n
s t a t i s t i c s and tes t ;ed t h e s i p i f i c r l n c c of Llis c o r r e l a t i o n
c o e f f i c i e n t s o b t a i n e d 11sing t - t e n t ntntiotics, ITis
r e s u l t s showed hip;h c o r r e l a t i o n coc.€ficj .cnt between .cXnss
four s c o r e s and. WASC s c o r e s , and he cor:clucte:i thlt such
t encher made t e s t could be useil t o predict pcrfp~rnnpce i n
W A X . He obta ined t h e h ighes c o r r e l a t i o n cot T.ri cient- i n
mathematics and ~hvsics.
Abaclom (qC37G) used W A k X p;raclas t o r)rcdic-l; sas:;ion;ll
exarninnkion r;radt:s awarded in t h e Univers i ty of N i g e r i n ,
Naulclcn, w i b h rxl:crence t o scicncc zubJcct:;. IIc uacd a
educa t ion student- s drawn from
f i r s t , .second, and t h i r d years i n t h e u n i v e r s j t y and
covered a p e r i o d o f six years (1370 - 1975). IIu n p p l i c d
tho , Penrson'a Product Moment C o r r e l n t i o n a t n t . i s f ; i c s and
the t - t e s t s t a t i s t i c s t o b o t h s e t s of da ta . The results
showed that WASC r e s u l t w a s a good m e d i c t o r of academic
performance i n sc ience - based courses i n t h e univorsib,y,
but the,'-degree of p r e d i c t a b i l i t y v a r i e d with sub j ec t s .
Olarewaju (1974). conducted a c o r r e l a t i ' o n a l - s t u d i e s
using Mock - WASC/GCE and WASC/GCE s c o r e s 02 a sample of
_ ZOO candidates drawn from six secondary schoo l s i n Kabba
, Div i s ion i
S t a t e Nigeria covering a period
! two years. found a s i g n i f i c a n t r e l a t i o n s h i p between
the two examinations.
CIIhIrCER 3 - -. . - .
RESEARCH . - DESIGN
Th i s r e s e a r c h work i s designed t o determine t h e
extent t o which bhe r e s u l t s of Mock - !YASC e x a m i n n ~ i o t i s
scores i n sc ience s u b J e c t s predict students' academic
achievement i n b f A X c x m i n a t i o n i n t h e same s u b j e c t s i n
Enuc;u l iducation Zone of Anambra Sbntc, Pour Lccn
secondary schools werc randomly sc1,ccted f rom the six
h c a l Government Area that make up the zone, The
Secondary Schools a r c :
1. Girls Secondary School, Obe
2, G i r l s Secondary School, Amokwe
3 , Queen of t h e R0sar.y High School, Awgu
4, G i r l s IIigh School, Awkunanaw
5 Girls IIigh School, Nnewe
6, Idaw l i ivcr G i r l s Secondary schoo l , Enugu
7, ~ c d e 3 Spensis , Oghe . , , .
8,; Bogs Secondary School , Ozalla .'
9, Boys Secondary School, Umueze
-10. Community Secondnry schoo l , Udi
? I , Corpus C h r i s t i , chi
12, Awgu High School, Awgu
13, Union Secondary Gchool, Awkunanaw ./
14. College oS Imrnaculnte Conception, l < n u ~ u . I
As a source of r7 ' ta , t h e MOCK - WASC r e s u l t s and t h e
correspondiny; WAS\ rcau1.t:; f o r the! ycnrr ; lCln5 and 198G
examinat ions were ~ ~ s e d , The MOCK - W A X r e s u l t s were
c o l l e c t e d f r o m t h e schoo l s while t h e cor responding WASC
r e s u l t s were c o l l e c t e d from the WAEC o f f i c e .
?, The pearson ' s product moment c o r r e l a t i o n was
between the two sets of scorcs .
2 , A two - way a n a l y s i s of vor iance statistics was
used t o determine the d i f fe rence between t h e
sc ience s c o r o s of male versus femnlc students i n
MOCK-VASC AND WASC
3 . A four by two . a n a l y s i s of v a r i a n c e EL-at is t - ics was - .
used t o determine the d i f f e r e n c e i n , . s t uden t s scorcs "
in sciences in Mock - W A X , and i n ? / A X examinat ions.
4 t - t e s t s t a t i s t i c e was used i n testinp; the s i g n i f i -
, cance of p a r s o n ' s ~ r o d u c t moment c o r r e l a t i o n
coef f i c e n t (r )
LEVEL OD' S I G N I F I C A N C E .. d
For upholding o r rc;jecting t h e n u l l h ~ p o t h e s i s , .0.05
l e v e l of s i g n i f i c a n c e was used, I
The p o ~ t i l a t i o n consist-s of a l l secondo'ry schools i n t h e
six Local Government Areas that make up tho Enufl;u Education,
Zone t h a t sa t f o r Mock - WASC and t h e coxrespondin[{ WASC i n
S t r a t i X i c d sampling technique war; used, 'Il'o~~rt-ccn
secondary schools p n r t i c i p a t c d ant1 wcrc made up of m a l ' c and
female s-Ludcn-tr;, drawn from the s ix Local Government Areas
schools i n E n q u cduca-I; i o n zone cornposc -the :;an~ple . 'Chc
d i s t r i b u t i o n i s as follows:-
1 l7
1
Awgu 3 I 2 i Udi 24 2 1 ' I
1
Eziagu 1 . 1 - I
Oji Rivcr I i I -
6- - - - . --- TOTAL I 4
NO of ~i11.u; I
School inc ludcd t h e sample
f T o t n l ' Local NO of 'NO of ~ c h .
Nkanu
-
Twenty sudents were xandom1.y s e l e c t e d from the fourteen
Govt, Area Schools c p a l i f i ed f o r
, sampling
p a r t i c i p a t i n ~ schools and wcre composcd 01 :;l;udcntn who s:it
Includod i n t h e sample
13 .
f o r Mock - WASC and l;lie cor rc~ponr l i n~:; 1r;l K C c
1985 and 1906 r c s p e c t i v e l y . For t h e pe r iod
r t o t a l of f i v e hundred. and sixty s tudents wcr
3
!X:II!I .~.II : I Lion:; i n
of two y e a r s a
x involved, Th
C I J ~ C
2 ' 1 I
nuritbcr of sc iencc : ; ~ ~ i ~ , j c c t ~ , a r e f o u r .
CIIAFCER 4
DATA A N A L Y S I S AND l?EXJI'I'.C
The da ta and method used i n the anal-ysis of data
a r e hereby descr ibed and presen ted in -Lhi.s c h a p t e r ,
wi th due regards +to the b a s i c r e s e a r c h qucnt ions
addressed and t e s t e d .
Presented on Table 4.1 i s da ta sh0wi.n~; t he r e l o t i o n -
s h i p between s t u d e n t s ' science scores i n Iqock-'.:A:;C and
W A X q 9 C 5 and used i n - t e s t i n g hypothes is orle
TABLE 4.1
The c o e f f i c i e n t of c o r r e l a t i o n between t h e students1
sc ience s c o r e s i n Mock - VASC and 1985 f o r r ~ l l
s t u d e n t s i n t h e f o u r t e e n schools
From *'the d a t a on Table '4.1, it can be :
are p o s i t i v e and s i g n i f i c a n t r e l a t i o r r s 2 ~ ~ ~ ~ , L l t = b ~ v ~ ~ ~ L C . l l c
v p a i r s o i s c o r e s i n all t h e s u b j e c t s , impiin[:; t h a t Mock-
W A X actu:. i l ly p r e d i c t s t h e WASC. I I
The lowest c o r r e l a t i o n c o e f l i c i e n t wzs ob ta ined
i n t h e s u b j e c t phys ics and h ighes t Biology and
Mathematics.
t - S t a t i s t i c s w;4s used to determine whether sex as
R f a c t o r af f e c b e d student ' s nc!~.j.evcmcn I; in Cheini stry
i n t h e Nock - ' : / A X examination, &esen.!;c,d i n Table
4.2 are d o t s obta ined from the analysis,
TABLE 4.2 - . --
t - Stat- i r , t ics on s tudcn t s scores i n Flock - I d A X .
Chemistry f o r t h e ycnr 1985
- - .- - ----I I I !
SEX N df i M E A N 1 SD 1-----I---
P I -t- -. . . >".. - - --- I -- t . -- I I
MALE I 270 35.91 1 ' 1 4 m 8 4
i
i I P ' 0 - 0 5
FWAL? 140 1 278 , 31 -59 1 2e640i
10m10 i ' P "Y --- - -. - ----
The table 4-2 above shows t h a t t h e obta'Lncrl t--~ttluc
I I (2,640) exceeds the table critical value o f ('1 . ~ G C J ) for
248 degrees of frccclom at 5% leve l of conf <dencc. Thcrcf ore, --
t h e r e i s a s i g n i f i c a n t d i f fe rence bctwcen the chcr!~ist;r,y
scores of male verus female s tudents i n Mock - U A S C a s
mpo 1;hesized.
4 m 3
t - s t a t i s t 5 . c ~ was used t o t e s t whether sex as e
f a c t o r a f f ec,l;ed studen-Ls ' achievement . i n j jh ,ys ics i n the
Mock - W A X examination, Presented i n Table 4.3 arc t h e
da ta ob ta ined f ron t h e ana lys i s ,
-- t' - Statistics on students' Scores in Mock - ' : !AX
Rtys icn for t;hc year 1985
The t a b l e 4.3. abov-e shows t h a t the ob ta ined t-value
(20004) cxceedr Lhe t a b l e s v d u c of (1,360) for 278
degrees of freedom a t 5% level of s i fp i f icance .
Therefore , t he re is a significant difference between the
physics s c o r e s of male versus. fcmalc nl;udcnts in t h e
MOCK - W A X physics as hypothesized,
4 0 4-
t - s t a t i a l ; i c s war; used to t e s t whc!.l;hor ncx as :I fnc1;or
affected studentst achievement in Biology i n the'. Nock-
WASC cx:mi.nnt ion, l'rc ccntod on Tab1 c 4,4 arc t he - . t l a Lo
o b t ~ i n e d from the n n n l y s i ~ .
.t; s t a t i s t i c s on s t u d e n t s ' scores i n Eoclc - XASC
Biology f o r the yeas 1985
The Table 4 - 4 - above shows that t h e 0btained.t-v52ue
(3,549) exceeds Lhe t a b l e va lue of (1.960), for 278
degrees of freedom n't 5% l e v e l of cignificnncc, T h i s
means t h a t there i s a s i g n i f i c a n t d . i f f c rencc between
t h e Biology scores of male versus female
t h e Mock - W A X T3iology as hypothesized
21.. 4 - - - -- . - - .
em S t a t i s t i c s was used t o determine whether sex as a
f a c t o r ctffcctcd r, tudenta ' achicvcmont i n mathmn-ti-cs i r i
t he ~ o c k ' - W A X ~ x a m i n a t i o n . , The ana lys i s is presented
I I
SEX
MALE
FiIPIN;J3
on Table 4.5
1
N
I 40
140
MEAN
45 39
39-46
df
278
278
S D
16-45
10-83
t
3 .yr-3
P
P i 0-05
PL 0-05
t - s t a t i s t i c s on s tudents ' scores i n Moek - WAS'
Mathematics for the year, 1985
From Tahle 4,5, the obtained -I;-vuluc (ji.763 j cxceeds
the t a b l e c r i t i c a l value of (1,960), for 278 degree^ of
freedom at 5% l eve l of confidence, 'I'hcrcforc,-Lhere is
a s i g n i f i c a n t difference between the mathematics scores , .
of male versus female s tudents i n t h e Mock - XAUC
examinat ion an hypothesized.
f o r t h e year 1985
Table 4.6 above shows that the obtail led t-value
exceeds the table critical value of (I ,960.) f o r 2713
degrees of freedom a L 5% l e v e l of con.ficletlce, T h i s
mennn t h a t there i s u sik;niricanL d i f f e r e n c e bcbwcon
the chemistry scores of male versus female s t u d e n t s i n
WASC as hypothesized.
- statistics was used to determine whether sex as a
f a c t o ~ affected studen-1;s' achievement in physics i n t h e
W&C examination, The analysis i s presented#- i n T n b l e
TABLE 4.7
I
t - s t a t i s t i c s on s tudents ' scores i n W A X physics 1 for t h e year 1385.
The above t a b l e 4-7 shows t h a t bhe o b t a i n e d t-value
/
(2.154) exceeds the t a b l e value of (1.960) for 278 dcgreer;
of freedom at 5% l e v e l of confidencc. Therefore, there is
- SISX
M NIE
a s i g n i f i c a n t ; difference between the physics scorcs of
- " 4
MEAN
33.14
, . male versus fernale s1;udenf;s i n , WASC as hypothesized ,
4.8
N
1110
t - s t a t i s t i c s was used to determine vhether sex an n
FEMALE
df
2 j~
The o n o l y s i s i s prcocntl-ed i n Tablc 4.G
P
I
PL 0.04
S D
12.03
140 PL 0.05
---
P
t
10.52. i
270i 33a22 2.154
-
TABLE - - . 4.8
The Table 4.8 above shows t h a t the obtained t-value
(2,061 ) exceeds the t a b l e value of (I ,960) , for 278 dezrees
of freedom at 5% l e v e l of confidence, Therefore, t h e m
is a s i g n i f i c a n t dif ference between the Biology scores of . .
i male versus female s tuden t s i n WASC as hypothesized.
4 m 9
t - S t a t i s t i c s was used t o t e s t whether s e x as a-'factor
affected students1 achievement i n mathematics i n W A X , .- - - --
The da ta obtained from this ana lys i s are presented-.'in
Table 4.9
t - S t a t i s t i c s on s tuden t s t scores i n W A N
Mathematics the years 1985 ---
The Table 4.8 above shows that t h e obtained t-value
(5.277) exceeds the t a b l e value of 1,960 for 278 ,degrees
of freedom a t 5% l e v e l of confidence, Therefore , there
i s a s i g n i f i c a n t d i f fe rence between t h e Mathematics scores
of male versus female s tudents i n W A X as hypothesized.
TABLE 4 i ' I O !
The c o r r e l a t i o n c o e f f i c i e n t between students' science ,' I s c o r e s i n Mock - WASC and WASC 1985, and t h e mean of r
f o r each of t h e sampled secondary schools . - _ __--/
SCHOOL
1
2
3
4
5
6
SUBJECTS
Chemistry Physics
Fiology Maths
Chemistry
Physics
Biology Maths
Chemistry
Physics Biology Maths
Chemistry
Phys ics Biology Maths
P
P L 0.05
P L 0.05
MEAN OF r
0.07
0.83
I N
20 20
20 20
20
20
20
20
0.73 0.60
0.39
0.35
0.67
0.58
0.73 0.61-
x
0.83 0.92 0.81 0.90 ----- 0.98
0.84
0.85
0.64
Chemistry
Phys ics Biology
Maths
Chemistry
Phys ics Biology Maths
0 .52 P L 0.05 I
I 1
1
20
20
20
20
20
20
20
I 20
20
20
20
20
20
20 20 20
0.65
,
0.92 0.58
0.55 0.71
0.86
0.57 0.64
0.71
0.69 j L 0.05
P L 0.05
0.70
I
I
I *
P L 0.05
! L ' 1
I F?ysics 20 Oe72 Biology 20 0.80
0.68 .
Cllemistry 20
Physics 20
Biiology 20
20 0 .73 -A*. .
7
8 Chemistry 20
-3ysics 20
13iology 20
Elat hs 20
9 Chemistry 20
Iwsics 20
Biology i 20
Maths ! 20
10 Chemistry 20
Physics 1 20
Etiology
Maths 71 I Chemistry ,
Physics 20
Biology 20
Maths 20
Chemistry 20
Physics 20
Biology 20
Msths 20
Chemistry 20
Chemistry Physics
Biology
I4aths
20 20
20
20
4.1 0
To answer the second and t h i rd research quest---.-
a co- relational analysis and the mean was conducted
-school by school across the subjects of the fourteen CI sampl-ed secondary school in nugu Educational Zone for
t he ye- 1985,
5:esul-b f rom Table 4.10 showed t h a t the higl
c o r r e l a t i o n was obta ined a t G i r l s Secondary SC'
Amokwe, but the highest mean was recorded a t G
Secondary School, Obe. The school with the 10'
correlation coefficient was G i r l s Secondary Sc
Nruna:?aw and t h e subject is Eiology. Ail thes
s x g e s t that the extent Mock - WASC predic ts V
from :xhoo l t o school across the sub$ects.
The Coefficient of Correlation be-tween students'
sc ience scores in Mock - WASC and Y A X 1986 for a l l
students in the fourteen seoondnry school-s.
a rc p o s i t i v e and significant r e l a t i o n s h i p
p n i r s of studen-ks' s c o r e s i n a l l the
I \, t h a t Mock - VASC actually predicts W
c o e f f i c i e n t s a re high in all the subjects.
4.13
t - S t a t i s t i c s was used t o determine w h e t h e r sex, as :L
factor af fec ted stm3cn.t-a' achieverncnt i n chcrnis t ry i n
Mack - W A X cxmnirintion. Presented in Table 4 .'I3 n r o
t h e data.
30 TABLE 4-15
t - S t a t i s t i c s on s tudents ' scores i n Kock WASC
Chemistry f o r t he year 1986
WASC as hypothesized.
4.14
t - s t a t i s t i c s was used t o t e s t whe
f a c t c r a f fec ted students' achievement i
---
SEX
- -
Mock - WASC examination, Presented in
data obtained from this analysis .
obtained t-value
e of (1.960) f o r
onfidcnce. Thcre-
between t h 2
s t uden t s i n Mock-
N
ther sex as a . -. . - . - .
-12.4-0
1OW02
>
MEAN df
n phys ics in .the
?he Table 4,13 above shows t h a t t he
(6.4-5?0) exceeds t h e t a b l e c r i t i c a l va lu
278 degrees of freedom a t 5% . l e v e l of c
f o r e , t he re i s a s ign i f i can t di f ference
Chemistry scores of male versus female
, . M A L I 3 1 140
Table 4,14 are
278
SD
FmKX
. 39 -09
i '
140
i -- --- --
278 30.31
TABLE 4.14 -
t - S t a t i s t i c s on s t u d e n t ' s scores in Mock - W A X /
Physic for the yea r 1986
The Table 4-14 above shows t h a t t he oozalnea 5-value
(4.855) exceeds t h e t a b l e s critical value of (1.960) f o r
- SEX
--. -
MALE
FEMALE
I . 278 degrees o f freed.om at 5% levkl of confidence, Therc-
f o r e , there i s a s i g n i f i c a n t d i f ference between the physics
scorcs of male versus f ema le s t uden t s i n t h e Mock - biASC
a s krpothes ized . - - - - -. - --
4.15
-E - s t a t i s t i c s was used to t e s t whether sex-as -a fac tor
af fec.ted students' achievement in Biology in the MOC~-~:!A::C
examination. Presented In Table 4-15 are d.nte ob ta ined
f r o x t h i s analysis.
N
140
140
df
--. .
278
278
. - -
MEAN
,
- _-.
t
4-86:,
S D
-
P
P[o* 05 35.09 , 71 -88
28 -69 9-9 - 1-
TABLE 4.75
t - s t a t i s t i c s on students' scores i n Mock - WASC
Biology f o r the' year 1986
7 SEX j N . ( i f ' MEAN S D I t
I I
I 1 I
MALE ' 278 ; 1 I
Table 4.75 above shows t h n t t he ob ta ined t -value
(4.799) excccd:; tho b u b l e s c r i t i c a l va luc of (1 .%0) #
f o r 278 degrees of freedom at 596 level of confidcnce.
This means t h a t there i s a s ign i f i can t - differe3ce
between t h e Biology scores of male ve r su s female
Studen t s in the MOC~-WASC examinabion as h,ypothesized . ---- - -- -
4.16
t - Statistics was used t o determine whether - . sex as
a f a c t o r , affected students! achievement i n mathematics.
i n t h e MOCK - VASC examination. Presented i n Table
4.16 are r c s u l t obgained f r o m t h i s ana ly s i s .
t - Statistics on s t u d e n t s 1 s c o r e s i n Mock - WASC
Mathematics for t he y e a r 1386 I
I
Table 4.16 ubovc shows that L-he o b t a i n e d t-val.us
(5 .359) exceeds t h o t a b l e ' s c r i t i c a l value of (1.960)
f o r 279 degrees of freedom a t 576 l e v e l of confidence.
T h i s means t h a t t h e r e i s a s i g n i f i c n n t d i f f e r e n c e
between the mathematics s c o r e s of male v e r m s female
s t u d e n t s i-n the Mock - 'ii&C as hypothesized.
4.17 -- - .- rP
.t - s t n ' t i s t i c s was used t o deternlille whe-ther sex
a s a fac 'bor a f f e c t e d s tudents ' ' achievement i n Chemistry
i n the W A X exnmin:ltion. The a n a l y s i s i s presented i n 1$ 1
Table 4.17.
.- - -
. .. 34 TABLE 4.17- .---- . .... .-
% - S t a t i s t i c s on s tudents ' scores i n WASC
I Cienlistry f o r the gear 1986
Table 4.17 above shows t h a t the o b t a i n
(3,810) exceeds the tab'le c r i t i c a l value .of
273 degrees of freedom a t 5% level of conf
Theref o r e , there i s a s i g n i f i c a n t d i f feren
tho chemi.stry scores of male v e r s u s female
W A X as hypothesized,
t - s t a t i s t i c s was used t o determine w
a f a c t o r affected s t u d e n t s achievement i n
WASC examinations, The ana lys i s i s prcsen
4.78.
TABLE - 4.18
i r tb - S t a t i s t i c s on s tudents ' scores i n WASC physics
fo? the year 1986
MEAN =E 52-31 10.79
28.83 1 9.50
Table 4.18 above shows t h a t the obtainc
(2,854) exceeds the t ab le value of (1.9GO:
, . degrees of freedom a t 5% l e v e l of confider
mems t h a t there i s a s igni fcant di:
physics 'scores of male' versus f e m n l e S L U U C
examina t i on as hypothesized.,
t - s t a t i s t i c s was used t o determine wl
a factor af fec ted s tudents t achievement i l
t he WASC examination. The analysis i s prf
4.19
:d t-value
) f o r 270
Ice. This
:e between t h e
l e t h e r , acx a s
ssented i.n Table
TABLE 4.13
* - S t a t i s t i c s on s t u d e n t s ' s c o r e s i n W A X Biol-ogy
for t h e yea r 1986
. llable 4.19 above show t h a t t he obtained. t-value
(3.557) exceeds the t ab le value of (1.960)...for 278
degrees of froadorn a t 5% Level of c o n f 2 d e . n ~ ~ . Therc-
f o r e , t h e r e i s a s i r p i f i c a n t d i f f e r e n c e between the
( Biol.ogy s c o r e s of male v e r s u s female s t uden t s i n VASC
as hypothesized. .. -
-~~ 4-20 .,'
4; - s t a t i s t i c s was used t o determine whether sex
as a f a c t o r a f f e c t e d s t u d e n t s ' achievement i n mathematics
i n t h e W A X examinations, The a n a l y s i s i s 1
Table 4.20
l P w -- SEX
- MEAN
MALI:
FEMALE
SD -
N
40.31
35.33
df
140
140
278
278
-- .
PL 0.05
p/ 0.05
11.GO
'i1'-79
3-557
1 I
TABLE 4,20
I . , t - S t a t i s t i c s on s tuden ts1 scores i n X A : X
M~themat ics f o r thc year 1986 /
>-
The t a b l e 4.20 above shows t h a t thc
(6,.328) exceeds t h e t a b l e value of (1.9
degrees of freedom a t 3% l e v e l of conf i
t h e r e is a significant d i f f e r e n ~ c betwa
scores of male versus female students i,
as hypothesized.
60) f o r 278
dence . Thcref ore,
en the mathematics
n WhSC examination
The correlation coefficient between studentst science scores
39 I
I 0
'I1
12
N ---- -
20
20 20
20
20
20
20
20
20
20
20
S/No
7.
8,
//'
- 2 - I - L - l
-- Chemistry '
Physics
Biology
Maths
Chemistry
Physics
Biology
Maths
-- Chmelstry
Physics
Biology
Math
School
--
I)
P [ 0.05
I? / 0-05
- P 1 0.05
Mean of -I-----
0.80
--
Om68 ,
0.64 -.
S u b j e c t s
0.91.
. 0.93 0.89 0.74
0-72 0-69 0.71
0-49
0.76
-0.71
0.64-
9
P L 0.05
- P )' . . O m 0 5
.
20 / 0.94
1
Chemistry
Physics Biology
Maths -- ----
8 1 Chemistry
4 Physics
Biology
Maths
. -A
0.87
.+ Om65
- -- 0.68
20 / 0*53
Chemistry
Physics
Biology
Maths .
20
20
20
20
20
20 20
20 20
20
20
* ----
0.83
0.75 Om66
0.84
0.64
Om58
0.61
0.78
0.59 0.56
0.62
- .-
~ / N O School SubJects N --.
*. ..I3 rn 13 Chemistry
lhysics
Biology 20
Ma L-11s 20
In answer to the sccond and t h i x
, . c o r r e l o t i o n n l ana lys i s and t h e mean
schoo l across the oubjcc ta f o r a l l
f ourteer, sar,~ylcd secondary schoo l s
t h e year 1986. . .
From Table 21, the highest corre
G i r l s IIigh School , Nnewe and the le
Awgu High Zchool. Infact; all the c
The sc:mol t h a t registered t h
School. All the results sugp;
Mock.- VASC predicts ';!AX vnr
t h e sub j cc ts .
d researc!! queztior! tz
was contlncted school . by
the twcnty sLud.cnts of the
in i h u ~ u educa t ion zone for -
lotion (0.34- occured at
ask corr.el.al;ion a t (12)
o r r e I . n t l o n s a r e - sbwif icant;. .. .e highes t mean i s A w ~ u IZsh
; es t t h a t the extcrrt t o v h i c h
ly from schooS. t o school ncross
CHAPTER FIVE - ~ --
Mhen hypo thes i s one i s cons idered , it was found that
Mock r s s u l t s i n sc ience s u b j e c t s a c t u a l l y p r e d i c t s t u d e n t ' s
success i n WASC sc ience based s u b j e c t s . I n 15", the
lowest c o r r e l a t i o n c o d f i c e n t (0.56) was o b t a j n e d i n
phys ics while t h e h i g h e s t f o r t he same year was i n Biology I
and Mathematics. I
In *1986, c o r r e l a t i o n c o e f f i c e n t s for a l l the f o u r subjects
a r e high, Prom t h e tables i t can be i n f e r e d t h a t p o s i t i v e
and s ig ;n i f icant r e l a t i o n s h i p e x i s t between tIlc two se t s of
student; s c o r e s i n a l l the s u b j e c t s , which impl ies t h u t
Mock - a c t u a l l y p r e d i c t s WASCo The r e s e z r c h e r , there-
f o r e , r e j e c t s t h e f i r s t n u l l hypothes is wh ich a b a t e s k h z ~ t
t h e r e is no s i g n i f i c a n t s e l n t i o n s h i p between [.he zicncc
s c o r e s o f s t u d e n t s i n Mock - WAS0 and i n the k','i:X examinat ions.
Furthermare, t h e valucs of Pearson I'roduc L Momcnt /
C o r r e l a t i o n ( s ) obta ined i n Table 4.1, 4.10, it k r a s t h a t
t h e e x t e n t t o which Flock - VASC r e s u l t s p r e d i c t ' : / A X examin-
ation r s s u l t s v a r y s i g n i f i c a n t l y wi th ochoola and subjccts
suggest in( ; t h a t t h e e x t c n t of p r e d i c t i o n v,zrg from onc
school t o another .
o For Lhe second hypo thes i s , t a b l e s 4.2, 4.3, 4,4, 4.15,
I 4.5 e t c prc::ent I,he resu1.t-s. Prom the t a b l c s , it is c l c m
1 t h a t t h e r e i s a s i g n i f i c a n t d i f f e r e n c e between male. and
female science scores i n Mock - WASC f
and '1586. Tho1;efore the second n u l l h
r e jec-ted.
For the third hypo thes i s , t a b l e s 4.6
presen ts t h e r e s u l t s , From the t a b l e s
t he re i s s i g n i f i c a n t d i f f e r ence betwee
sc ience scores i n WASC 1985 and 1986,
) r e s of male
'dASC, T h i s implies t h a t the s tuden ts
on s e x .
For the f ~ u r t h hypothcsis i n tables
evident that t he re a re si~nificant dif
Mock - WASC and ?ASC scores i n the aci
t he re i.s no r;i[:nif i c n n t dif f crcnce ,be 1;
and !iAEC scores, the Penxaon's Produc3
c o e f f i c i e n t s obtained f o r d i f f e r e n t su
unity. T o summnrise the f indings.
I ) Mock-NASC predicts students ac
which means t h a t students who d
w i l l also do w e l l i n VASC in t h
(2) The extent %o which Mock-WASC p 1
significantly wi th schools and I - I (3)' There i s a signi1ican.i- d i f f e r e n I
n i f i c a n t dif
of male am
WASC. This means t h a t se3
,the s.tuctent s science scorc
and ? ! A X .
5. There i s a s i g n i f i c a n t did
scores sc ience subjec ts ir
VASC . IIWLT CAT1 ON iji. 1CLNDI NG: i - -- ..--- --- . - . -
T h i s .findinp:o have several i m p :
i n conl;inuous llsscssment Pror
education sys tern. V a l i d and r e l i n b l c
. s tuden ts nrorrress i s the hallmark of
teachsr - made test w i l l kn 7 7 m n r '
sys tern and t h c m f ore its , ,
ascer;ained.
:;ome --LC nchc:rn currently t-cachil
qua1i:fied to t each and evaluate scie?
The purpose of this study w a s . I
students' Mock - YASC scores in
t h e i r achievement i n W A X i n En A
Anambra S t a t e , Teacher - mado
a l l a r ea s of human development
must be ascer ta ined, Llny stud
by Nwane (1979) Anosikc (197$),
resu l t s .
T h i s rcsencher used the 'I985
scores a s the p red i c to r var iabl
sc ience scores a s c r i t e r i o n var
- Three research quest ions and
' t e s ted- review of re lcvunt l i t e
Using fou r t een secondary schoo l
WASC records , a t o t a l of f i v e I-
scores formed the source of -dat
The analysis of da ta were dor
t e s t s a s presented i n chapter t
The f i n d i n ~ s of t h e s tudy wer
studentst achievement in WASC 5
not i n a l l s c h o o l s .
There was a s i g n i f i c a n t d i f f c
male and fernalc both in Mock -
There w n s a sic;rlif icnnt difference
, , scores and IdASC both for 1985 and l98E
schools.
CONCLUSION -.- -- The followina conclusions can be ma
1. From the results obtained showed
bred ic t i vc v a l i d i t y of. 1985 and I
scores are significnnt which i m p 1
1 who do well in Mock - WASC scienc
also do well in WASC in the same
2, The predictability of Mock - WASC
schools and subjects.
3. 'There is a s i g n i f i c a n t d i f f e r ence
female scores in Mock - WASC and
sex as a factor affected t h e
scores in bo th years.
I. The researcher recommends a duplic
using the senior secondary c e r t i f j
(SSCF) r e s u l t s and a different gec
2. Recommends in-service and pre-sert 8 .
science teachers on t e s t evaluatic
.) 3 Gradua-be science I
par t ic ipa te in mE
I . across t h c sampled
tde :
- t h a t .4?he
986 Mock - W A X
.ied t k o t student
:e siab;iects w i l l
science sub2ect.
results vor fhs w i C h
! betwccn male and
1 Ln which neclna
! stuh?ntsl science
:ation of this study
- ca t i on examinat ion
l p a a k i c a l location
rice training l o r
In proccdilre s . t e ache r s should bc : ~ l l o w e d to
irking of WAEC papers in science
The r e s e a r c h e r s i n a b i l i t y t
i n some of the science s u b j e c t s f
students posed a problem. This f
chose t h o s e s tudents from t h e sam
complete f o u r sc ience subjects.
way of record keeping.
Abadom, G-N-, "The relationship between WASC Grades and performance at University, Unpublihsed B,Sc, Thesis, University of Nigeria nsukka, 19'/a. .- -
- -
Agamuo, E.E., A study of relationship between JAMB entrance exams and final Degree of 1981/ 82 and 1982/83 graduates of f acul'ty of education, un ublished Thesis, 9m University of &eria Naukka.
Ali Arlthony "Dimensions ~f effective science teaching as perceived by the University students and science teacher educators in Nigeriau Journal of Re search in Cumicul-urn Vo1 -2 h l y 1984.
Anosike , L e o "A prediction of academic success in the achool certificate examination as measured by Class Four Results in secondary schools, lfUnpubl.ished B,Sc. ~ducution Thesis, UNN, 1975.
A L t a , S - A - A , , "A study of Mock - WASC result as a I predictor of performance in WASC in selected secondary schools in Igala land," Un ublishea PGDE Thesis A,B.U
'
sf Zaria, u y 1975;-
Mgboh, A.M.N, , The Anambra Oommon Entrance as a predictor of academic achievement, unpublished M .ED. Thesis ~niversi.iy of Nigeria, Nsukka, 1 3 0 0 ~ *.
Chaf or-Orizu, N.A. "A study of predicting WASC from Mock - k:ASC.l1 Unpublished B,Sc, --- Education Thesis Umversity of Nigeria, -- R~ulika, 1974.
Nwana, O.C.,
' Nwana, O.C.,
Nweke, C.C
Ohuche R.O.,
Okeke F.N, ,
Research F o r m "sixth .form and. Universi ty Zntry." l i e -v i ew of Education, Nsukka Vol.1 September, '1971, . Educational Measurement for Teachers. Thoriias Nelson (~igeria) Ltd, Lagos, 1979
e t a1 of st1 0' Levc S t a t e , 1983.
Teachersf scores a s a p red i c to r tdents perf ormancc i n ':IK:'>C/GCC ?1 in Nsukka Lone of Anunibra , Universi ty of Niger ia Nsukka,
"Factors Associated with the academic a2hievemen-L of I n d i ~ c n o n s male students of Njala Univcrsi ty-~ol ler ;o: Jaurcal of Education Ministry of Education, Ureetown, October '1963.
"Stude in s c i e r I f' t h e i r Level i n A r ,Fd . - T h e s i s , u r r ~ v u r - 3 1 ~y u.1 IUI:;CI'L~ L ~ s u ~ : L I ~ o , Tmr
"The p red i c t i ve v a l i d i t y of Lorgc- Thorndike In t e l l i gence test for achievement in Nicer im Gra rn rn r l r Schools . The West A f r i c m J -a1 o f 1:ducation and Vocational Pleasuremen-1; , <Val .'l .
FtUCK-WASC AND WASC SCORES OF 280 S T U D E N T u 9 , O E --- THE FOURTEEN SAMPLED SCHOOLS I N THE 4 SCIEFJLE
SUUJECTS FOW THE YEAR 1985 - 49
St-. 32 19 3 4 ;
42 42 30 . 2 8 56 4 4 3n 36 3 7 34 34 2 0 3s 19 30 I 8 20 39 28 &* 2 1 I kl 26 32 31 . 38
' 43 ') 9 4 rJ :j 7 25 49 G3 27 JfJ 4 1 2 1 40 31 24 40 4 1 44
- - --- .___
S/NO [urn) (CW) ( p n ) (Pw! (BY) (BW) (m) (mu) --_I_--
2 5 1 3 1 3 2 25 74 3 9 47 30 232
29 27 28 36 4 P 33 - 4 6 2 9 >a
-233 2 . 33 27 , 6 0 S 1 3 9 23 23 234 17 3 1 1 4 18 33 :i 7 29 * I J 235 3 D 32 23 31; .! so 4 'I 2 5 1 7 235 3 7 29 3 1 17 4 U 3 ,! 2 ., 19 2 37 2 3 3i3 8 6 5 1 . 3 1 3 3 2 1 L 2 238 2 I 3 1 14. 17 2, r3 5 2 29 18 2 39 4 '1 4 7 2 5 4 2 C U 4 3 2 43 4 2 2.30 1 3 27 ? I 3 3 4 I .I d 1 3 ;3 2 4 1 2 i j 3 1 17 I 8 , 2 5 ? 1 ill; 17, 242 '1 6 5 r) 6 1 4 4 ? 4 35 .12 35 2 4 3 zn I 'I 1s 19 i t s 17 1 2 1 5 244 3 D 34 33 3 1 45 3 2 0 !j 2 4 245 SO 3 1 3b 3 2 50 4 2 7 -Z i i C 24 5 3 0 5 0 4 0 30 35 3 1 4 0 2 5 2 4 7 . 2 9 21 53 9 1 23 4 1 !i 0 S 1 298 3 4 3 1 23 2 1 10 3 I ' I 7 2 il 249 4 0 4 2 3 3 34 36 37 '15 2 1 2 50 1 2 4 3 4 1 2 0 n 4 .3 G '1 5 74 259 IG 51 35 2 1 24 4 2 11s 12 2.52 3 4 52 21) 5 0 4 3 52 - _ r t @ 4 2 255 4 8 45 25 26 3 9 5 6 !i 5 43 2 54 55 5 2 33 22 50 3 ;L . .. < tj .1 7 2 5 5 5'1 4 6 7 3 ' 4 4 5 0 4 3 5 8 3 9 2 5 6 50 37 5 R 25 4 5 ? 4 11 5 25 257 5Lj 39 4 3 27 5 0 45 :111 -3 0 2 5 8 5 6 3 4 55 3 1 3r3 '; i !;C 3 9 3.59 34 2'5 3 3, 23. 39 2'4 tb5
" 24
2 611 2 Q 2 1 2 3 2 'I 3 2 '? 3 "I I: 3 t j
. 261 2 5 27 7 fl e 17 S t I.; 4 2 1 '1 3 1 , rn
1 3 31 35 4 1 - ,- 2 5 2 > 'l I u 2 1, .2 6 2 53 dfJ 4 2 x 2 ., : 1 5 1 !j 3 .+ 2 .4 I I- ., 2 54 30 :! 7 22 .:. 3 f; a'i 4 .; 3 1: rat I
,-"
255 S 1 =3 4 I ] $3 1 5 I 5 1; , 11 / ? - .A
266 4 0 3 i: Is 1 :Z C C 3 C 1. !J U 5:c 2tj7 3 4 36 4 I 4 t3 ;1 a 4 0 /I .I .- -
.J 1 r ' I
zsa 3 1 3 n 3 5 4 I 3; 15 5 29 t ~ t ~ 2 FiY 17 3 IJ 7 r : 17 a # I 3 5 - - 5 5 '1 5
4 - 270 70 6 i~ 6 2 6 5 7 1 5 0, S 1 -7 5
2 -
271 4 0 42 4 6 4 1 51! 53 : 7 d 3 . I
272 3 4 5 5 3 1 3 6 3 2 3g 6 1 :i, !;
273 2s 27 .J a 3 I 4 0 42 2 I 2i.i 278 &? 47 4 3 5 0 35 4 3 17 9 1, 275 60, 4 0 4 0 4 3 5 d 6U 5C, .? tl
276 7 5 2 5 75 17 23 2 4 ti 9 1 4 277 7 1 72 6 3 69 7 2 7 5 c Ci 54 270 24 27 3 3 ;4b 4 0 4 1 25 2 1
279 40 40 35 , 40 50. 5 1 2,s 4 1
Zoo 26 27 24 ' 1 26 30 32 10 2 1
S/NO (CN) (CU) (PPI)' (PU) (an) (eu) ( M r l )
1 4 0 35 3ri 2 5 35 37 17 21 2 29 20 40 33 35 ? 2 2 3 23 3 26 3 5 25 2 1 dD 2 9 2 1 19 4 2 1 33 5 0 3 1 43 36 2 6 2 'I 5 45 A 7 36 37 4 5 43 34 3 1 G 16 35 17 2 1 34 37 14 17 7 27 35 31 26 40 31 2 6 23 8 4 0 4 5 23 24 . 29 32 7 6 2 1 9 A4 6 9 31 31 27 3 1 12 24 10 2 /, 1 8 30 20 29 28 22 17 11 20 40 50 25 45 33 17 2 1 12 c 2 42 3 1 36 5 0 53 4 1 36 13 26 28 2 1 20 3 5 3 1 2 1 18
14 . '1 3 17 0 D 14 23 24 10 11 1 S :! 6 30 22 27 30 32 24 30 16 4 (1 45 47 SO 5 2 60 48 43 1 1 34 2e $7 8? ... 23 30 15 76 18 26 34 30 38 40 a 2 23 . 74 13 27 38 4 f 44 4 6 43 - 18 24 20 15 17 12 . 16 18 27 13 17 2 1 1 0 38 4 1 42 6 1 54 SO 45 22 39 47 43 42 ' 6 0 40 3 5 4 5- 23 18 26 22 27 5 1 34 17 25 24 32 36 ?6 29 39 4 1 20 29 2 5 40 43 42 47 52 5 Z 39 44 26 14 2 0 0 7 1 7 2 6 2 4 U 8 15 2 7 3 3 4 2 2 0 31 d 3 4 2 27 2 R 2 U 49 27 30 3 2 37 38 20 30 ZS 32 36 41) 41 4LJ 50 15 17 30 35 3 7 2 1 2 8 4 1 37 2 1 26 3 7 17 30 21 26 2 9 3 2 'I 7 18 32 26 27 23 2 9 4 7 5 2 1 C 14 33 42 4 6 4U 4 2 3 u 36 15 7 6 34 51 5 4 4 4 2 46 4 2 4 1 2 9 3 4 35 43 4 7 3 6 50 4 8 5 1 77 33 36 76 2U 13 18 17 22 13 17 37 23 25 342 27 32 35 27 25 9 17 2 1 23 19 28 32 16 20
39 4 5 42 46 52 56 60 4 2 45 40 46 50 47 49 47 53 40 43 4 1 3 2 35 3 1 27 22 3 2 5 1 2 1 42 24 3 7 26 26 32 31 10 94
PM = Physics Flock-WASC
1\11 L h u scores are i n pnrcc:nt ; :~ jc
o f raw score . T t ~ e same a b r e w i a t .
f o r buth 1 9 0 5 and 1906 .
FORMULA USED
- t e s t s t a t i s t i c s
Where M, = Mean of t he f i r s t group
'2 = Mean of the second group
N1 = Number i n the first group
N2 = Number i n t h e second group
For Pearson's Product Momen-L- Correlation Coefficient
Corre la t ion Coefficient = NFXY - EXY ' - EX)^ )(NEY~-(~~)'
Where X = Value in one variable
Y = Value i n the other var iab le
M = number of Cams compared.
1985 Frequency Distribution for Pre qul Biology Mock (BM) (Female) B i o a .-
ency Distribution for yy Mock (BM)(Male)
Freqnency Distribution f o r Frequency Distribution f o r Physics Mock (P M )(Female) Pwsics Mock (PM)(Male)
Fre quer Mather E