PREDICTIVE VALUE OF THE JUNIOR SECONDARY SCHOOL PERFORMANCE IN RELATION TO THE SENIOR SECONDARY SCHOOL EXAMINATION PERFORMANCE
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PREDICTIVE
VALUE OF THE JUNIOR SECONDARY SCHOOL PERFORMANCE IN RELATION TO THE SENIOR
SECONDARY SCHOOL EXAMINATION PERFORMANCE
CHAPTER ONE
1.1
Background of the Study
In this
research study, the researcher has the interest of ascertaining whether the
junior secondary school certificate examination results would act as the
predictors of students’ performance at the senior secondary school certificate
examinations in Nigeria. The interest of the researcher in proposing to
undertake a research of this nature was brought about with the fact that it is
common knowledge that performance in SSCE has been low for quite a long time
(WAEC 1994 and 1995), despite the fact that these students obtained acceptable
grades in JSCE, and were constantly admitted to SSI. This torches the validity
(Popham, 2002) of the JSCE as an adequate benchmark to check student’s capacity
to cope effectively with SSS work.
However, at
any given stage of students’ education, information is required about their
capabilities and readiness for employment and for further studies in the next
stage of education. This information is normally got from the assessment of
students’ academic performance in the various subjects studied as reflected in
their examination results. This provides the opportunity for correct decision
making, such as certification and placement of students, and for the prediction
of their future performance at a higher level. Hence, academic performance’ has
been described as the scholastic standing of a student at a given moment. It
refers to how an individual is able to demonstrate his or her intellectual
abilities. This scholastic standing could be explained as the grades obtained
in a course or groups of courses taken. Thus, in predicting academic
performance, Daniels and Schouten (1970) emphasized the use of grades in
examinations and reported that grades could serve as prediction measures and as
criterion measures. They argued that a prediction of a future examination
result could be made with reasonable success on the basis of the results of a
previous examination. Findings made by Al-Shorayye (1995) and Adeyemi (1998)
led credence to this point. The findings supported the findings of other
researchers that the General Certificate Examination (GCE) and Secondary School
Certificate examination (SSCE) results provided the best predictor of
university performance. Findings made by Peers and Johnston (1994) confirmed
the validity of the number and grades of passes in the Scottish Certificate of
Education in predicting first year and final year university performance. Gay
(1996) also reported that high school grades could be used to predict college
grades. A research by Klomegah (2007) to investigate the extent to which index
scores of students’ self-efficacy, self-set goals, assigned goals and ability
could predict performances of university students and which was the best
predictor of academic performance. The results of the study which was carried
out in North Carolina, U.S.A., showed that self-efficacy had the strongest
predictive power and high school GPA was a better predictor of students’
academic performance than goal-efficacy model. From another study on predicting
senior secondary school certificate examination results from performance in the
junior secondary school certificate examinations in Ondo State, Nigeria,
Adeyemi (2006) found the junior secondary school certificate examination
results as a good predictor of performance at the senior secondary certificate
examinations.
Historically,
the introduction of 6-3-3-4 system of education in Nigeria in 1982 came with
the use of internal and external assessments of students which are combined for
the certification and prediction of the future performance of students. The
first stage of the 6-3-3-4 system stipulates the first three years of education
of a child after the 6 year primary school education. This first three years of
education of the child is known as the Junior Secondary School (JSS) level of
education, while the last three years is the Senior Secondary School (SSS)
level.
To attain
the JSS certificate, continuous assessment and the final examination for the
junior secondary school level are combined for the certification of the JSS
level. The last three years, which is the Senior Secondary School level, is the
end of the secondary education of the student. The senior secondary school
certificate also is made up of the continuous assessment and the final
examination of the student which conducted by either “National Examination
Council” (NECO) or the West African Examination Council (WAEC).
However,
researchers in Nigeria have had divergent findings on the predictive validity
of some examinations. In other developing countries, the index of academic
performance varied from one country to another. Othuon and Kishor (1994) found
that the Kenya Certificate of Primary Education scores had a moderate positive
linear relationship with the Certificate of Secondary Education grades. In some
other States, performance in JSCE has been found to be significantly related to
the performance in SSCE. However, some researchers have found no significant
relationship between the performance in JSC examinations and performance in SSC
examinations.
Against this
divergent views and findings of previous researchers on the predictive validity
of the JSC examinations, this study intended to examine student’s performance
in JSC examinations to determine whether or not it could effectively predict
students’ performance in SSCE examinations in Nigeria, with particular focus on
some selected junior and senior secondary schools in Apapa Local Government
area of Lagos metropolis.
1.2
Statement of the Problem
The
performance of secondary schools’ students in Nigeria has been a subject of
controversy. Some schools of thought were of the view that the performance was
improving (Ige, 2001; Afolabi and Adewolu, 1998). Other schools of thought
argued that the performance level was dwindling terribly (Onipede, 2003). The
problem of this study, therefore, was to determine whether or not any
significance differences exist between the performance level of secondary
schools’ students in junior and senior secondary certificate examination in
Nigeria?
1.3 Research
Questions
The
following research questions were raised to address the problem of this study:-
· Is there
any significant relationship between the overall performance of students in the
JSCE and their performance in the SSCE?
· To what
extent can Junior Secondary School overall performance be a predictor for the
future performance of students at the senior secondary school examination?
· What is
the nature and strength of the relationship between selected JSCE subjects and
their corresponding performance in SSCE result?
1.4 Research
Objectives
The general
purpose of this research study was to assess predictive value of the junior
secondary school performance in relation to the senior secondary school
examination performance. Specifically, this research intends to achieve the
following objectives:
· To find
out whether there is a significant relationship between the overall performance
of students in the JSCE and their performance in the SSCE.
· To
determine whether the Junior Secondary School overall performance be a
predictor for the future performance of students at the senior secondary school
examination.
· To
determine the nature and strength of the relationship between selected JSCE
subjects and their corresponding performance in SSCE result.
1.5 RESEARCH
HYPOTHESES
To attain
the objective of this study, the following null hypothesis was formulated.
Ho1: There
is no significant relationship between the overall performance of students at
the (JSCE) and their overall performance at the (SSCE).
Ho2: Junior
Secondary School overall performance will not be a predictor for the future
performance of students at the senior secondary school examination.
Ho3: There
is no significant effect of socio-economic status, parental education and
occupation on quality of students’ academic performance.
Ho4: There
is no significant effect of socio-economic status on student’s overall
performance in JSCE and SSCE examination.
Ho5: There
is no significant difference in quality of students’ performance in relation to
their gender.
Ho6:
Teachers qualification has no positive effect on student academic performance
in JSCE and SSCE examinations.
1.6
JUSTIFICATION OF THE STUDY
An important
justification for this study is that it will help establish the link between
the performance in JSCE and the overall performance in SSCE, showing the degree
to which the former can influence the latter among students in Nigeria. Apart
from these, a study like this will serve as a book of reference to
students/scholars, researchers in indentifying several factors that could cause
students failure in their examination.
Furthermore,
conclusion reached in this research work will serve as a crystal guide to
Government, policy makers, Ministry of Education, curriculum designers and
evaluation studies in Nigeria to identify which elements of policy area( in
terms of students performance) require urgent modification or not.
This
research study is also justified on the ground that it will serve as a frontier
of knowledge to upcoming researchers who are willing to carry out similar
research work.
1.7 Scope of
the Study
This research
study is not expected to span beyond investigating students performance in JSCE
and their corresponding performance in SSCE. However, Due to the large
population of schools in Lagos State, the researcher therefore limit his scope
to twelve(12) selected junior and senior public secondary schools in Apapa
Local Government area of Lagos Metropolis.
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