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FACTORS AFFECTING THE PERFORMANCE OF STUDENTS IN WEST AFRICAN EXAMINATION COUNCIL (WAEC)

FACTORS AFFECTING THE PERFORMANCE OF STUDENTS IN WEST AFRICAN EXAMINATION COUNCIL (WAEC)

TABLE OF CONTENT

Title page

Certification

Dedication

Acknowledgments

Table of content

Abstract

CHAPTER ONE

Background of the study

Brief history of WAEC

Statement of Problem

The Purpose of the Study

Research Questions

Research Hypothesis

Significance of the Study

Definition of terms

CHAPTER TWO

REVIEW OF RELATED LITERATURE                 

CHAPTER THREE

RESEARCH METHODOLOGY

Research Design

Population

Sample and Sampling Technique

Procedure for Data Collection

Data Analysis

CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

Conclusion

Recommendations

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Abstract

This is a research that cantered on factors affecting the performance of students generally in the West Africa Examination Council which has become a great concern to various stakeholders in the educational sector, most especially in Nigeria. The researcher argued that poor performance of students in WAEC could be traced to several factors that can be compartmentalized into the domains of parents, students, teachers, schools, the language of instruction, government and the society among others. In other words, the causes of poor performance of students in WAEC are multi-dimensional in nature. The researcher concluded that poor performance of students in WAEC constitutes wastage on investment in secondary education. The researcher recommended that since academic performance is a virile instrument to the national development of any nation; all concerned stakeholders must be responsive to their roles in order to restore hope to the current grotesque academic performance of students in WAEC in Ilaje Local government area of Ondo state, Nigeria.

 

CHAPTER ONE

INTRODUCTION

Background of the study

The West African Examinations Council (WAEC) is an examination board formed out of concern for educational development in Nigeria and West Africa at large. Ambali S. (2003) noted that the council has developed a team of well trained and highly-motivated staff that conducts examinations at local and international levels. In 1948, a meeting was held to discuss the future policy of education in West Africa; at the meeting Dr. George Barker Jeffery was appointed to visit some West Africa countries such as Sierra Leone, Gambia and Nigeria; at the end of the visit, Jeffery’s recommendation for the establishment of WAEC in1952 was adopted WAEC (2007). Pathetically, shameful failure in students’ academic performance in Nigeria is no longer news in the recent years. This axiomatically noted in the public’s unhappiness which becomes more prominent following the annual release of the West Africa Senior School Certificate Examination results, since the student outcomes do not match the government and parental investments both at the senior secondary schools and tertiary institutions. The situation is so pathetic that stakeholders keep on wondering why this level of education has persistently failed to meet them earnings and aspirations of the society. Apart from the fact that the Poor performance of students in public examinations constitutes wastage on investment in secondary education, it puts a big question mark on the quality of secondary education in the country. Each time the results of students in Senior school Certificate Examination (SSCE) are released, it has been a tale of woes and national embarrassment.

However, stakeholders have continued to trade blames on the causes of poor academic performance of students in public examinations. Some people shifted the blame on government, some on parents, some on society and students themselves with the teachers having lion share of the blame. As accusations and counter-accusations on who to blame on the performance of students will persist, the fact remains that all the stakeholders have roles to play in solving the problem of abysmal failure of students in public examinations. Nevertheless, there is need to identify the major factors of the problem with a view to providing lasting solutions. It is against this backdrop that this study investigated the performance of students in WAEC from the perspective of the teachers who appear to have the lion share of the blame.

Brief history of WAEC

In 1948, the University of Cambridge Local Examinations Syndicate and the University of London School Examinations Matriculation Council discussed with the West African Departments of Education the future policy of school examinations as would be best suited to the needs of West Africa.  Following this discussion, the late Dr. G. B. Jeffery, F.R.S., Director of the University of London’s Institute of Education, was invited in October 1949 by the British Secretary of State for the Colonies to visit West Africa to study and advise on a “proposal that there should be instituted a WEST AFRICAN SCHOOL EXAMINATIONS COUNCIL”.
After a three-month visit to West Africa, touring The Gambia, Sierra Leone, Ghana (then called The Gold Coast) and Nigeria from December 1949 to March 1950, Dr. Jeffery submitted a report (since known as the Jeffery Report) strongly supporting the proposal for a WEST AFRICAN EXAMINATIONS COUNCIL and making detailed recommendations on the composition and duties of the Council.  The four West African governments adopted and published the report in late March 1950, without reservation and an ordinance establishing the Council as a corporate body was drafted by the West African Inter-Territorial Secretariat in consultation with the governments.

In Lagos, in 1953, the Government of Nigeria also made available a large block of offices at the Technical Institute, Yaba, which became the seat of the Deputy Registrar.  In Sierra Leone and The Gambia, the Council, in the meantime, worked through the Department of Education.
An office was opened in Freetown in 1958, the year in which the Council’s London Office was also opened.  The national office of the Council in The Gambia was opened in Banjul (then Bathurst) in January 1973.
The first meeting of the Council took place in Accra from 24th to 27th of March, 1953.  It was attended by three nominees of the Secretary of State, namely the Chairman of the Council, Mr. A. N. Galsworthy; Chief Secretary of the West African Inter-Territorial Secretariat, Dr. G. B. Jeffery (representing the University of London); and Mr. J. L. Brereton, Secretary of the Cambridge Syndicate (representing the University of  Cambridge).

In March 2002, the Council celebrated its 50th anniversary in Abuja, Nigeria, with the theme ‘WAEC: 50 Years of Excellence’. The highlight of the celebration was the launching of a book on the history of the Council- The West African Examinations Council (1952-2002): Half a Century of Commitment to Excellence and Regional Cooperation

Statement of Problem

The ultimate aim of education is to provide knowledge to the world. In an effort to achieve this, knowledge has been divided into a system of studies called syllabus with contains all elements of the each subject.

Schooling in developing countries like Nigeria can be tedious and difficult. Imagine where schooling takes place under conditions that are very different from those in developed countries. Students are likely to attend schools that are poorly constructed and under miserable equipment like no windows or doors, no place for student to sit but cracked cemented dirty floor, some times teaching and learning takes place under the trees with very bad chalkboard, that students can hardly see what is written on the board clearly.

The curriculum is poorly designed, learning environment typically has few resources and class rooms would have students to accommodate, many of whom are chronically undernourished, parasite ridden and hungry. The job of educating these students is significantly more difficult, with the use of inexperienced, untrained and unqualified teachers in the teaching of the subjects in our different schools can be discouraging, teachers who are not masters in the subject, they tend not to motivate the student in to seeing the importance and wonders they are to see and gain in the knowledge of subjects, thereby making students take to play rather than studying.

Teachers neglect the use of instructional materials in the teaching and learning of subjects. They engage themselves with chalk and talk method of teaching, which lives the students with little or no understanding.

The Purpose of the Study

The main purpose of this study is to determine the factors affecting performance of students in WAEC over period of years.

To investigate whether there is fall in the level of performance of students (quantitatively) in WAEC over a period of year in Ilaje local government Area of Ondo State.

To show the frequency of performance of students in WAEC over period of years and also to determine those who are responsible for the poor academic performance of students in West African Examinations Council (WAEC).

Research Questions

  • What is the performance of students in WAEC in Ilaje local government area of Ondo state over a period of year?
  • What is the trend of performance of students in West African Examinations Council (WAEC) over period of years?
  • Are the numbers of those passing WAEC between the years of study higher than those failing?
  • Who are responsible for the poor academic performance of students in West African Examinations Council (WAEC)?

Research Hypothesis

  1. There is a significant difference in performance of students in WAEC over a period of year.
  2. There is no significant difference in trend of performance of students in (WAEC) over a period of year.
  3. There is significance difference between factors responsible for the students’ performance in West African Examinations Council

Significance of the Study

This research study will be of great help to students, teachers, curriculum planners and the society at large in the following ways;

The findings of this research will help students who are directly concerned to appreciate the each subject, encouraging them to put more effort in the study since it is inevitable. This research study will expose the importance of the each subjects, it wonders and the fun and happiness it gives, making them understand that each subject is an easy subject so as to remove every negative sentiments, attitudes and fear students have towards their study.

This research will expose areas the teachers need to put more efforts in the teaching. It will further help teachers in employing better techniques and methods of teaching to the best understanding of the students.

The research study will be of immense help to the prospective and present curriculum planners. It will enlighten and widen their knowledge towards making an effective curriculum that will be better understood by the teacher who is to implement it, to achieve its objectives.

This research study is an eye opener to the general public in making people see the importance of study and it’s usefulness in day-to-day activities and the indispensable contribution of study in nation building.

Definition of terms

Factor: one of the elements contributing to a particular result or situation, or a fact that influences the result of something

School: A school is an institution designed for the teaching of students (or “students”) under the direction of teachers.

Academic performance – Knowledge attained or skills developed in school subjects by test scores.

Secondary school- is a term used to describe an educational institution where the second stage of schooling, known as secondary education and usually compulsory up to a specified age, takes place.

WAEC: means West Africa Examination Council

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Updated: September 8, 2017 — 5:50 am

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