Influence of High-Stakes Tests on Students’ Attitude Towards Learning Science in Senior Secondary Schools in Nigeria

Abdallah Muhammad; Ukamaka Akuche; Taiwo Aliyu

doi:10.31686/ijier.vol10.iss7.3784

Authors

Abdallah Muhammad Lead City University
Ukamaka Akuche Lead City University
Taiwo Aliyu Lead City University

DOI:

https://doi.org/10.31686/ijier.vol10.iss7.3784

Keywords:

High-Stakes Tests, Washback Effect, Test Pressure, Test Anxiety, Students, Attitude towards Learning Science

Abstract

The problem of students’ attitude towards learning in the science arm of secondary schools in Nigeria has been a subject of concern and discuss. This study investigated high-stakes tests as determinants of students’ attitude towards learning science in senior secondary schools in Nigeria. Two research questions were raised and answered, and three hypotheses were formulated and tested to guide the study at .05 level of significance. A sample of 6349 students and teachers was utilized for the study. The research instrument used for data collection was the questionnaire titled: High-stakes and Students’ Attitude Questionnaire (HSSAQ). The instrument was subjected to face and content validity; Cronbach Alpha reliability analysis which yielded 0.84 coefficient. The data collected were analyzed using descriptive statistics, multiple regression and independent t-test statistics. The results using multiple regression revealed that significant influence exists for the independent variable (high-stakes tests, r=0.335, p<0.05). The mean difference in the opinions of the respondents regarding high-stakes tests were higher for teachers (X̅=53.63, SD=6.77) than students (X̅=52.8904, SD=7.55), t₍₆₃₄₇₎=-2.704, p>0.05, F=1.322, p=.250), however there was no significant difference. In conclusion, high-stakes test factors have significant influence on students’ attitude towards learning science in Nigeria. Therefore, it is recommended among others, that teachers and educators need to pay more attention to the effects of high-stakes testing in their schools

Downloads

Download data is not yet available.

References

Abeles, Vicki (2015). Beyond measure: Rescuing an overscheduled, over-tested, underestimated generation. New York, NY: Simon & Schuster (2015)

Adegoke, B. A. Effects of High-Stakes Examinations on the Teaching and Learning of Physics in Secondary Schools in Nigeria. International Journal of Scientific Research in Education, 10(3), (2017), 228-242

Asifa Abbas and Sahiba Sarwar. “Washback Impact on Teachers’ Instruction Resulting from Students’ Apathy”. Research on Humanities and Social Sciences, 8(6), (2018); pp. 45–54

Benson Adegoke. “Effects of High-Stakes Examinations on the Teaching and Learning of Physics in Secondary Schools in Nigeria”. International Journal of Scientific Research in Education, Vol. 10, 3 (2017): pp. 228 – 242.

Beth Fulton (2016). “The Relationship Between Test Anxiety and Standardized Test Scores”. (PhD diss., Walden University, 2016)

Beth Fulton. “The Relationship Between Test Anxiety and Standardized Test Scores”. (PhD diss., Walden University, 2016)

Blazar David. “Teacher and teaching Effects on Students’ Academic Performance, Attitudes and Behaviors”. (PhD diss., Harvard Graduate School of Education, 2016) DOI: https://doi.org/10.3102/0162373716670260

Constitution of the Federal Republic of Nigeria 1999, https://www.wipo.int/edocs/lexdocs/laws/en/ng/ng014en.pdf (accessed on May 10 2020)

Derek Cheung. “The Key Factors Affecting Students' Individual Interest In School Science Lessons”. International Journal of Science Education, 40(1) (2018): pp. 1 – 23 DOI: https://doi.org/10.1080/09500693.2017.1362711

Dina Tsagari. “The Complexity of Test Wash-back: An Empirical Study”. Frankfurt am Main, New York: Peter Lang (2009); Vol.15.

F.N. Kerlinger and H.B. Lee. Foundations of Behavioural Research. 4th Edition. Wadsworth/Thomson Learning. (2000) ISBN: 0-15-507897-6

Gavin Fulmer, Hongjia Ma and Ling Liang. “Middle School Student Attitudes Toward Science”. Asia-Pacific Science Education, 5(9) (2019), pp1-21. DOI: https://doi.org/10.1186/s41029-019-0037-8

Ijeoma Ekoh. “High-Stakes Standardized Testing In Nigeria and The Erosion of A Critical African Worldview”. (PhD diss., University of Toronto, 2012)

Jacquline Bruton Wray (2016). “Perspectives on The Effect of Standardized Testing On Teaching and learning”. (PhD diss., Walden University, 2016)

Jebson Sofeme and Amos Hena. “Students` Attitude Towards Science Subjects In Senior Secondary Schools In Adamawa State, Nigeria”. International Journal of Research in Applied, Natural and Social Sciences, 3(3), (2015): pp. 117 – 124

Nasreen Sultana. “A Brief Review of Washback Studies in the South Asian Countries”. The Educational Review (2018): 2(9); pp. 468 – 474. DOI: https://doi.org/10.26855/er.2018.09.002

Nick Saville and Roger Hawkey. “The IELTS Impact Study: Investigating washback on teaching materials”. L. Cheng, Y. Watanabe, and A. Curtis (eds.) (2004)

Simpson, Christina (2016). “Effects of Standardized Testing on Students’ Well-Being. (PhD diss., Harvard Graduate School of Education, 2016)

Tina Jarvis and Anthony Pell. “Factors influencing elementary school children's attitudes toward science before, during, and after a visit to the UK National Space Centre”. Wiley Online Library, https://doi.org/10.1002/tea.20045 (accessed May 10 2020) DOI: https://doi.org/10.1002/tea.20045

Tuce Ozturk and Zuhal Okan. “The Power of Language Tests In Turkish Context: A Critical Study”. Journal of Language and Linguistic Studies (2019); 15(1), pp. 210 -230 DOI: https://doi.org/10.17263/jlls.547715