ASSESSMENT OF PREDICTIVE VALUE OF THE JUNIOR SECONDARY SCHOOL PERFORMANCE IN RELATION TO THE SENIOR SECONDARY SCHOOL EXAMINATION PERFORMANCE
CHAPTER ONE
Introduction
1.1 Background of the Study
The researcher’s interest in this research study is to determine whether the results of the junior secondary school certificate examinations in Nigeria will act as predictors of students’ performance at the senior secondary school certificate examinations.
The researcher’s interest in proposing to conduct this research stemmed from the fact that it is common knowledge that performance in SSCE has been low for a long time (WAEC 1994 and 1995), despite the fact that these students obtained acceptable grades in JSCE and were consistently admitted to SSI.
This calls into question the JSCE’s validity (Popham, 2002) as an adequate benchmark for assessing students’ ability to cope effectively with SSS work.
However, information about students’ capabilities and readiness for employment and further studies in the next stage of education is required at any given stage of their education. This information is typically obtained through an evaluation of students’ academic performance in the various subjects studied, as reflected in their exam results.
This enables correct decision making, such as student certification and placement, as well as prediction of future performance at a higher level. As a result, academic performance’ has been defined as a student’s scholastic standing at any given time. It refers to how a person can demonstrate his or her intellectual abilities.
This academic standing can be explained by the grades obtained in a course or groups of courses taken. Thus, Daniels and Schouten (1970) emphasized the use of grades in examinations in predicting academic performance, reporting that grades could serve as both prediction and criterion measures.
They contended that a reasonable prediction of a future examination result could be made based on the results of a previous examination. Findings made by Al-Shorayye (1995) and Adeyemi (1998) led credence to this point.
The findings supported previous research findings that the results of the General Certificate Examination (GCE) and Secondary School Certificate Examination (SSCE) were the best predictors of university performance. Peers and Johnston (1994) discovered that the number and grade of passes in the Scottish Certificate of Education can predict first and final year university performance.
Gay (1996) also claimed that high school grades could be used to forecast college grades. Klomegah (2007) conducted research to determine the extent to which index scores of students’ self-efficacy, self-set goals, assigned goals, and ability could predict university students’ performance and which was the best predictor of academic performance.
The study’s findings in North Carolina, USA, revealed that self-efficacy had the greatest predictive power, and high school GPA was a better predictor of students’ academic performance than the goal-efficacy model. Adeyemi (2006) discovered that performance in the junior secondary school certificate examinations was a good predictor of performance in the senior secondary school certificate examinations in another study on predicting senior secondary school certificate examination results in Ondo State, Nigeria.
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ASSESSMENT OF PREDICTIVE VALUE OF THE JUNIOR SECONDARY SCHOOL PERFORMANCE IN RELATION TO THE SENIOR SECONDARY SCHOOL EXAMINATION PERFORMANCE
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