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A
COMPARATIVE STUDY OF STUDENTS’ PERFORMANCE IN WAEC AND NECO CHEMISTRY
Abstract
This study
presents the findings of the relationship between students’ achievement in
Chemistry conducted by the West African Examination Council (WAEC) and the
National Examination Council (NECO) in four selected secondary schools in Agege
Local Government Area of Lagos State, Nigeria. The analysis showed that there
is significant positive relationship between chemistry in all the selected
schools contrary to the hypothesis that says there is no relationship in WAEC
and NECO chemistry results in the schools. It is therefore recommended that
students should develop more interest in sitting for either of the two
examinations since they produce equivalent results.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Scientists
and researchers like Oyekan (1999) saw science and technology as basic tools
for industrial and national development. These if properly harnessed could
bring about economic and social happiness by providing and improving the
welfare of the citizenry. Consequently, the teaching and learning of science
has become a great concern to scientists and researchers.
As people
think about the teaching and learning of science in our schools, the picture of
the state of Science and Technology in a country like Nigeria becomes glaring.
This was expressed in the annual conference proceedings of Science Teachers
Associations of Nigeria (STAN) in 1998 on the theme “winning more students for
Science and Technology”. This theme came as a result of poor performance by
students in science examinations. This poor performance often resulted in poor
enrolment of students in science at the secondary and tertiary institutions.
The poor
performance of students could be attributed to a number of reasons including
poor participation of students and poor level of exposure in the practical
aspect of science especially Chemistry. Agbo and Mankilik (1999) quoted the
then Minister of Education in Nigeria as saying that the performance of
students in the sciences was not encouraging in spite of the huge amount of money
expended on the purchase of science materials and equipment. Dajili (2001) also
expressed his concern about the poor performance of students in science
examinations. This concern arose from the increasing realization that the
nation could not develop as rapidly as she aspired to without adequate tools of
scientific and technological man power at all levels in her working populace.
He (Dajili, 2001) maintained that the state of science at the secondary school
level was very important. This is because the performance at this level
determines the quality and quantity of intake into the tertiary institutions in
the country. This is why the performance in science examinations at this level
as observed by Agbo and Mankilik (1999) and Dajile (2001) should be investigated.
The natural
sciences (Biology, Physics and Chemistry) have two components, the theory and
the practical aspects which make the teaching and learning of science real.
Over the years report shows that candidates do not perform well in practical aspect.
Ministry of Education (2001) and WAEC Chief Examiner‟s Report (2002) attributed
the poor performance especially in practical aspect of Chemistry to their
non-familiarity with the use of simple laboratory equipment, imprecise
statement, spelling errors, inadequate exposure to laboratory techniques, lack
of observational skills, inability to determine mole ratio from stoichiometric
equations, omission of units in calculated values, inability to write symbols
properly and assign correct charges to ions, among others. In the theory paper,
poor performance of students was also attributed to a number of reasons which
include their inability to represent simple reaction by balanced equations,
violation of the convention for IUPAC nomenclature, tendency to crowd their
answers together, poor spellings, definitions and diagram, non-familiarity with
some contents of the syllabus, lack of depth and precision in the responses to
essay questions, inadequate understanding of the fundamental principles in
Chemistry, inability to distinguish between physical and chemical properties
and incompetence in basic Mathematics and other factors that affect students’
performance in Chemistry.
The West
African Examination Council (WAEC) for a number of decades has been the only
examination body in this country especially for ordinary level examinations. A
lot of concerns have been expressed by large number of concerned citizens on
students’ failure especially in mathematics and English language. In the year
2000, the Federal Government of Nigeria came up with another examination board
referred to as “National Examination Council” (NECO). Is this new body
efficient in its work? What about students’ performance if compared with that
of WAEC? Is there any relationship between WASSC Emathematics results and NECO
mathematics results? These are some of the questions that shall beans wered
during the course of this research.
This study
presents the findings of a study of the relationship between students’
achievement in Chemistry conducted by the West Africa Examination Council
(WAEC) and the one by the National Examination council (NECO), in selected
secondary schools in Agege Local Government Area of Lagos State. It is a
fundamental statement nowadays that we are in the age of science and technology
and Nigeria has also imbibed the idea. The school curricula thus lay emphasis
on science subjects of which chemistry takes a higher rank. (Amini, 1997)
The
suggestions and recommendations in this study will go a long way in determining
which examination body should be preferred by the schools or students based on
the results of the analysis.
1.2 Statement of the Problems
Recently,
there has been a lot of mounting public criticism on the fallen standard of
education in the media and public places even though there has not been
available or little data to back up this statement. There has also been
criticism against NECO. Some even say their questions are tough than those of
WAEC. Some universities who once rejected NECO results now accept it. Many
private owned secondary schools now register their students for NECO. One of
the reasons could be that WAEC and NECO have the same syllabus and each of them
has a regulatory body. So, their results should be equivalent.
The
importance of chemistry in studying science has long been recognized
world-wide. Now that there are two major examination bodies, is there any
relationship between students achievement in both examinations with respect to
chemistry? If there is, how strong or weak is it?
1.3 Purpose of the study
The general
purpose of the study is to identify the relationship between students’
achievement in Chemistry conducted by the West Africa Examination Council
(WAEC) and the one by the National Examination council (NECO), in selected
secondary schools in Agege Local Government Area of Lagos State. Specifically
this study sought to:
(i) to find if boys performance in chemistry
is not better than the girls
(ii) find the influence of school location on
students’ performance in chemistry
(iii) find if there is a positive and high
correlation between students’ performance in chemistry and mathematics.
1.4 Significance of the Study
The
significance of the study is as follow:
1. To investigate the possible reasons for
the poor performance of students doing Chemistry in NECO and WAEC
2. To make recommendation for improved
performance in Chemistry in both NECO and WAEC
3. To the teachers, not only Chemistry
teachers, who for variety of reasons, are and should be the pivot point for
change since the education of future generation is entrusted to them
4. To help research students and teachers
of this subjects who probably are writing on the subject matter.
1.5 Research Questions
The
following research question were raised in the study
(i) Does gender influence students’
performance in chemistry?
(ii) Will school nature influence students’
performance in chemistry?
(iii) Will school location influence students’
performance in chemistry?
1.6 Research Hypotheses
The following
null hypotheses were formulated in this study:
H0: There is no significant relationship between
WAEC and NECO Chemistry results.
H1: There is significant relationship between
WAEC and NECO Chemistry results.
1.7 Scope of the Study
The present
study is to cover four randomly selected senior secondary schools in Agege
Local Government Area of Lagos State.The Scope of data spans through the period
2009 – 2013.
1.8 Delimitation of the Study
The time for
this study was short and therefore just a few schools were used for this
research.
1.9 Operational Definition of Terms
WAEC: The
West African Senior School Certificate Examination (WASSCE) is a type
ofstandardized test in West Africa. It is administered by the West African
Examinations Council. It is only offered to candidates residing in Anglophone
West African countries.
NECO:
National Examinations Council which was the promulgation of a decree, in April
1999 by Abdulsalami Abubakar military administration.
Comparative
Study: Cross-cultural studies, sometimes called holocultural studies or
comparative studies, is a specialization in anthropology and sister sciences
that uses field data from many societies to examine the scope of human behavior
and test hypotheses about human behavior and culture
Chemistry:
the branch of science concerned with the substances of which matter is
composed, the investigation of their properties and reactions, and the use of
such reactions to form new substances.
Results: a
thing that is caused or produced by something else; a consequence or outcome.
An item of information obtained by experiment or some other scientific method;
a quantity or formula obtained by calculation.
Performance:
The accomplishment of a given task measured against present known standards of
accuracy, completeness, cost and speed. In. a contrast, performance is deemed
to be the fulfillment of an obligation, in a manner that releases the performer
from all liabilities under the contrast.
Student: A
student is a learner, or someone who attends an educational institution. In
some nations, the English term (or its cognate in another language) is reserved
for those who attenduniversity, while a schoolchild under the age of eighteen
is called a pupil in English (or an equivalent in other languages).
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