PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO SSCE EXAMINATION IN ENGLISH LANGUAGE AND HISTORY IN BORNO STATE, NIGERIA 1Haman Modu, 2Gideon Istifanus and 3Ruth Ishaku 1Department of GST, 2Government Day Secondary School, Bama, Borno State, Nigeria, Department of Public Administration, 1&3College of Business and Management Studies, Konduga, Borno State, Nigeria; ABSTRACT Test constructed by the teacher at the class room leve l at the end of a term or end of the year is referred to as school based examination (SBE) student often perform well in the SBE because items are drawn from topic covered by the class teacher. This study is to find out the predictive validity of SBE in relation to NECO and WAEC, SSCE. The population of the study was all (670) senior secondary school in Borno state. Student performance in SBE and WAEC and NECO in English language and history in senior secondary school in 2006, 2007 and 2008 were correlated. Purposive sampling was used in selecting the school. At the time of this study only three school were found to be offering English language but not history) one school in Gwoza zone and two in Maiduguri zone. These three schools were used as samples. The result of the analysis revealed that student’s performance SSCE IN WAEC and SSCE NECO was low but there performance in SBE is high. The student performance is low in English in NECO and WAEC because no student score A or B grade for the three years in school studied. While no student obtained A or B in NECO and WAEC, the student performance in history for the three years show that few student obtained A and B grades the researcher recommend that teacher in senior secondary schools should be made to go for workshops on test construction so that they can construct good test items to match WAEC and NECO standard.

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ISSN: 2056 – 2121
© 2018 McEvans Publishing Company
PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND
NECO SSCE EXAMINATION IN ENGLISH LANGUAGE AND HISTORY IN
BORNO STATE, NIGERIA
1
Haman Modu, 2
Gideon Istifanus and 3
Ruth Ishaku
1
Department of GST, 2
Government Day Secondary School, Bama, Borno State, Nigeria,
Department of Public Administration, 1&3
College of Business and Management Studies,
Konduga, Borno State, Nigeria;
ABSTRACT
Test constructed by the teacher at the class room leve l at the end of a term or end of the year is
referred to as school based examination (SBE) student often perform well in the SBE because
items are drawn from topic covered by the class teacher. This study is to find out the predictive
validity of SBE in relation to NECO and WAEC, SSCE. The population of the study was all (670)
senior secondary school in Borno state. Student performance in SBE and WAEC and NECO in
English language and history in senior secondary school in 2006, 2007 and 2008 were correlated.
Purposive sampling was used in selecting the school. At the time of this study only three school
were found to be offering English language but not history) one school in Gwoza zone and two in
Maiduguri zone. These three schools were used as samples. The result of the analysis revealed
that student’s performance SSCE IN WAEC and SSCE NECO was low but there performance in SBE
is high. The student performance is low in English in NECO and WAEC because no student score A
or B grade for the three years in school studied. While no student obtained A or B in NECO and
WAEC, the student performance in history for the three years show that few student obtained A
and B grades the researcher recommend that teacher in senior secondary schools should be made
to go for workshops on test construction so that they can construct good test items to match
WAEC and NECO standard.
INTRODUCTION
Background of the Study
Education is the backbone for meaningful development. It trains an individual on how to
acquire the necessary values, skills, norms, scientific and technological experience to function well
in the society. Fafunwa (1974) stated that education is seen as the lifeblood of any nation. This
lifeblood affairs must be kept flowing at all cost for our survival depends on it.
Looking at the nature and function of education, it became necessary to test and measure
the level of learners’ progress in the acquisition of education, thus examination was introduced.
School examination is directly connected to some terms such as test, assessment and evaluation.
When there is relationship between tests and actual performance of students, the test is said to
have predictive validity (Jebson 2002). Since most examinations are designed for placement and
selection of students into different programs and for the prediction of future performance of
students, there is need to study predictive validity.
The Art Subjects like the sciences and Humanities are important in schools and to the
individual student. The Art subjects in the school curriculum are, History, Literature in English,
Religious knowledge and English language. History as a subject trains the students to know their
past, present and the future, it also assists them acquires knowledge of how to live together in the
society. Literature in English helps the students to appreciate works of other people and at the
same time widen the students’ level of understanding. Religious knowledge helps the students’ to
have moral training and how to be a good citizen. English Language is the language of
communication; it is one of the accepted languages of instruction in schools and business. This
could be the reason why English language is compulsorily taught in all secondary schools. It is

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used in Science, Social Sciences vocational and Humanities. English language helps in
understanding the other subjects or course the students are studying,
However, parents, teachers and the stakeholders frown at the performance of students in
English Language and other subjects in West African Examination Council (WAEC) and National
Examination Council (NECO). From what is obtainable in schools, it could be seen that good
foundation in English language helps students to lay solid foundation for further studies in English
and other courses. English language serves both interaction and transactional functions. It is
based on this reason that the subject was made compulsory for students seeking admission into
tertiary institutions to pass English at credit level (Odebunmi, 2001). English language plays an
important role in the understanding of Art subjects in secondary schools.
Many teachers see assessment as giving students tests and assigning those grades.
Teachers give examination in the classroom to find out how much the students understand the
topic taught. The scores obtained by the students inform the teacher on the mastery of the topic
by the students. Mcalpine (2002) observed that learner assessment is best conceived of as a form
of two-way communication in which feedback on educational process or product is provided to its
key stakeholder. The results from examinations communicate to teachers’ feedback on teaching,
to students’ feedback on learning, to administrators’ feedback on the
Statement of the Problem
School based examination is an assessment meant to assess students at the classroom
level. This examination is conducted by the class teacher. Students in the secondary school
perform well in this examination because the questions are drawn within their scope and they are
familiar with this type of assessment because they write it often. SSCE is an external examination,
the test items are constructed by external examination body. It was observed that students’
performance in these external examinations are very poor when compared to their performance in
SBE, this is contrary to the expectation of the schools. However, there is no empirical evidence to
justify this contention. This study assessed the students’ performance profile in SBE, NECO and
WAEC and their interrelationship in English, History, literature in English and Religious knowledge
in Art subjects.
Objectives of the Study
The objectives of the study were to determine:
i The level of students performance in WAEC, NECO and SBE in English,
ii. The level of student’s performance in WAEC, NECO and SBE in History,
School Based Examinations
Nigeria like other country in the world looked at students’ performance in schools and judged
it on basis of effective learning outcomes. It became difficult to assess whether the system is
delivering good performance and to provide feedback for improvement in students learning
outcomes. N T I (2012) said one of the key requirement of the National Policy on Education is the
implementation of SBE, this involves the identification of stakeholders and their responsibilities.
NTI (2012) explain further that the stakeholders involved are Ministries of Education, schools
board, school inspectors, principals, Head teachers, subject teachers, and parents. The policies on
implementation of SBE were:
1 Educational Assessment and Evaluation will be based on part or whole SBE of students.
2 Primary School Leaving Certificate will be based on the SBE and it will be issued by the
Headmaster of schools.
3 The junior Secondary School Leaving Certificate will be based on SBE and will be issued by
the Principal of the schools.
4 The senior secondary school certificate will also be based on weighted combination of SBE
final formal Examinations.
5 Universities and other Institutions of higher learning are to introduce elements of SBE and
incorporate Data in the grading of students.

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Predictive Validity of School Based Examination in Relation to WAEC Haman M., Gideon I. and Ruth I.
and NECO SSCE Examination in English Language and History
in Borno State, Nigeria
Test constructed by teacher at the classroom level at the end of the term and end of year is
referred to as school based examination (SBE). SBE has a major role to play in the education of
Children. Children spend most their lives with teachers and it is through the teachers’ assessment
that the capabilities of the Children can be seen. SBE comprises all tests constructed by teacher at
the end of term and end of year individually or in group for the purpose of assessing students’
performance. SBE is internal examination set by the teacher within the school system. The tests
are none standardized tests, the questions are made for local use; the test items have narrow
focus and are usually administered by any teacher in the school for the purpose of monitoring
students’ progress and in identifying areas that needs remediation. The National Policy of
Education (1998) said that all secondary schools should gear their programmes to meet the
requirements of examinations being conducted by Senior School Certificate examination. Nworgu
(2003) said that the test is important because it assists in obtaining quality, valid, reliable and
useful information on students. SBE helps in gaining picture of students’ academic progress in
secondary schools. It assists the teacher to ascertain how effective teaching is in bringing about
learning and ‘character development through feedback from students’ performance. McCormack &
Jones(1998) went ahead to outline the relevance of educational assessment which include
determining of pupils progress and helping educators to reflect on their teaching and material,
provoking students thoughts and action, encouraging students to ask questions motivating them
to learn.
The teacher in the classroom asks question before, during and after the lesson, to find out
how much information, issues and skills concerning the topic have been mastered. He organizes
test for mid-term, end of term and end of year to assess students in various content. For
measurement of students’ performance the teacher has to take into consideration the educational
objective so as to have test items which cover all the behavioral objectives in the cognitive
domain.
School based examination (SBE) in the school system is the responsibility of those concerned
about the education of students such as the state Ministry of Education; state Universal Basic
Education Board. Schools have different function in the education of students. Therefore, for SBE
to be effectively implemented it require qualified teacher who have the knowledge and ability to
construct good tests items. Tyler (1971) & Nunnally (1972) define examination as a standard
situation designed to elicit a sample of an individual behaviuor, according to him examination as
an academic exercise is a means finding out how much a Student has learnt. Also Gronlund & Linn
(1990) define Standardized Test as a norm referenced test that measures a pupil’s level of
performance in various content and skilled areas. In the same vein Bertrand & Cebula (1980)
concluded that standardized tests are designed in the same way as scientific experiments because
they provide the Teacher with necessary tools for making accurate observations, administering the
test items and reporting the results. According to NTI (2006) the greatest responsibility
for the implementation of SBE rests squarely on the shoulder of the teacher. So everyone else
owes it to the teacher to prepare various types of tests instrument in their lesson plan. The
feedback obtained after marking the test will assist the teacher to know how well the students
have understood or performed on the test. The teacher checks if there are discrepancies between
what is expected and the actual performance. Another form in which SBE is carried out is through
continuous assessment (CA). According to NTI (2006) in continuous assessment, students are
assessed in cognitive, affective and psycho-motor domain a number of times and at certain
interval. There are many techniques used in assessing students learning. Such techniques are
tests, projects, observations, interview etc. The teacher integrates the scores obtained and
assigns them grades to help the teacher check on the understanding and performance of the
students. NTI (2006) classified SBE into three, these are: - pre-instruction, formative, summative
and or post instruction. They are aimed at getting information about the performance of
students.

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Students’ performance in schools showed that students have to get good foundation in English
because it assists in laying concrete foundation for further study in English and other courses.
The assumption is when a student passed English at credit level; such student will perform better
at the higher institution. The Vice Principal (academic) and the examination officer plan on how to
assess the student performance during and at the end of the term or year as mid-term, end of
term and seasonal examinations. The examination officer take school based average score from
the mid-term and integrates it to the end of term. He also takes the national average score of
30% from each subject at the end of each session. This 30% will be sent to WAEC or NECO to
integrate it to SSCE examination.
Senior Secondary School Certificate Examination
Before the introduction of West African Examination Council (WAEC) in Nigeria in 1948, the only
examination body concerned for examination of students’ academic performance was the
Cambridge Local Examination and London Examination Council (WAEC Annual Report, 2001). The
establishment of WAEC was confirmed by an ordinance passed by the legislative assembly. WAEC
was given power to determine the examination requirement of West Africa. Later the Federal
Government during Abdulsalam Abubakar administration passed a bill establishing National
Examination Council (NECO) by decree 33 based on the report of panel set up in 1998, to
establish NECO. According to Adegbite (2004) the purpose that led to the establishment of NECO
by the government was WAEC was becoming unpopular based on reasons such as incessant
leakage of WAEC questions, charging high examination fees, late release of examination results,
mass failure of students and above all to reduce WAEC workload. The introduction of NECO was
therefore applauded by many Nigerians. NECO, a Nigerian examination body is expected to
develop and administer selection examination, conduct a standard and national assessment of
education, assess performance at junior and senior secondary school level, revise and consider
annually in public interest the examination to be held for federal colleges and other allied
institutions. WAEC and NECO as part of the branches of the education system of this Nation have
been saddled with the responsibility of examining the achievement made by the students at the
cognitive level (Gbore 2013). West African Examination Council which is an international
examination body conducts the examination required in Nigeria (WAEC Annual Report 2001). Thus
examination occupies a unique position as a measure of quality within the educational system of
Borno State. The performance of most of the students was below average particularly in English
language papers where the students were expected to respond to with full control. WAEC Chief
Examiners Report (1997) said many of the candidates performed poorly because they did not
prepare well for instance in English language. Many candidates failed the summary. With the
introduction of NECO it is assumed that the performance of the candidates would improve since it
is an indigenous paper but it was still below average, despite the 30% C.A. which is integrated
with main examination.
Validity is concerned with the usefulness of a test in predicting future performance of students
in similar test. According to NTI (2007) school based examination (SBE) is an assessment practices
that broadens and expands the form, mode, means and scopes of examination in school in order to
facilitate and enhance learning. SBE is a new reform in the educational system. It requires effective
and more practical ways of measuring, evaluation and reporting students’ progress towards various
target and or learning goals and it assists the students to build on the knowledge and ability acquired
previously. Since SBE is a new reform in education there is no available literature on predictive validity
of SBE in relation to NCE performance. NTI (2007) reported that most of the existing literature on
evaluation of pupils’ performance indicates that it is unfair to evaluate pupils using one-short
examination which comes at the end of learning circle. SBE therefore introduces varieties of
assessment techniques. The results of these tests and observation are recorded and are kept for
future use in decision making.
Population and Sample
The population of the study was all senior secondary schools in Borno State. There were 67
Senior Secondary Schools in the State as at the time of the study. Students’ performance in SBE

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Predictive Validity of School Based Examination in Relation to WAEC Haman M., Gideon I. and Ruth I.
and NECO SSCE Examination in English Language and History
in Borno State, Nigeria
and WAEC and NECO in Art subjects in Borno State Senior Secondary Schools in 2006, 2007 and
2008 were correlated from the student’s academic records. Purposive sampling was used in
selecting the schools. At the time of the study, only three senior secondary schools were found
offering the Art subjects. One school in Gwoza zone and two schools are in Maiduguri Metropolitan
zones these three schools were used as the sampled for the study.
Table of Samples Selected
School Years English History Religious
Knowledge
Lit in Eng. Total
A 2006 79 79 79 79 316
2007 110 110 110 110 440
2008 87 87 87 87 261
B
2006 32 32 32 32 128
2007 27 27 27 27 108
2008 35 35 35 35 140
C
2006 28 28 28 28 112
2007 33 33 33 33 132
2008 28 28 28 28 112
DATA ANALYSIS AND RESULTS
This chapter presents Data Analysis, Results and Discussions.
Levels of student’s performance in SBE SSCE WAEC and SSCE NECO English.
Research Question
What is the level of student’ performance in SBE, SSCE WAEC and SSCE NECO in Art
subjects English, History, Literature in English and Religious Knowledge.
The data collected for this work was grouped into three based on the schools. The performance of
each student which were in grades was also graded into A, B, C, D, E, and F. The results of
analysis are presented in the tables below
TABLE 1A. Level of students’ performance in SBE, SSCE WAEC and SSCE NECO English 2006,
2007 and 2008
Grades
A B C D E F
YEAR TYPE OF
EXAM
N % N % N % N % N % N %
2006
SBE 5 4 18 13 22 16 32 23 30 21 32 23
SSCE
WAEC
0 0 0 0 4 3 5 4 24 17 106 76
SSCE
NECO
0 0 0 0 40 25 12 7 9 6 79 62
2007
SBE 7 4 24 14 32 19 37 22 32 19 38 22
SSCE
WAEC
0 0 0 0 1 1 7 4 22 12 150 83
SSCE
NECO
0 0 0 0 24 14 15 9 20 12 111 65
2008
SBE 5 3 12 8 25 17 36 24 32 21 40 27
SSCE
WAEC
0 0 0 0 32 22 24 16 33 22 58 40
SSCE
NECO
0 0 0 0 113 75 9 6 11 7 17 12
Fig 1a. Percentage of grades obtained by Students in English 2006

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Fig 1b. Percentage of grades obtained by Students in English 2008
Fig 1c. percentage of grades obtained by students in English 2008
Table 1b. the level of students’ performance in 2006 SBE English Language revealed that 23
students had grades A and B, while 22 students scored C and 62 students obtained D and E
grades, 32 students failed the subject. In WAEC 2006 No students score A or B in English
language only 3 students obtained C, 31 students scored D and E and 106 students failed. In
NECO English language 2006, No student obtained grades A or B but 40 students scored C and 32
students had D and E while 76 students failed.
The level of students performance in SBE English language in 2007 showed that 31
student obtained A and B, while 32 scored C grades, 61 students had D and E and 38 students
failed. In WAEC English Language 2007, No students scored A or B, only I student had C, 19
students obtained D and E while 150 students failed. No students scored A or B in SBE and NOCE
English language in 2007, 24 students obtained C and 35 students had D and E while III students
failed. In SBE English language 2008, 17 students obtained A and B, 25 students had C 68 had D
and E while 40 students failed. Their level of performance in 2008 WAEC English language showed
that none of students had grades A or B. 32 students scored C and 58 students failed. NECO 2008
English Language showed that none of the students score grades A or B but 113 students
obtained D and E, 17 students failed. Figure 4.1.1 illustrate the performance.

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Predictive Validity of School Based Examination in Relation to WAEC Haman M., Gideon I. and Ruth I.
and NECO SSCE Examination in English Language and History
in Borno State, Nigeria
Table 2b. Level of students’ performance in SBE, SSCE WAEC and SSCE NECO History 2006, 2007
and 2008
Grades
A B C D E F
YEAR TYPE OF
EXAM
N % N % N % N % N % N %
2006
SBE 8 6 22 16 24 17 37 27 28 20 20 14
SSCE
WAEC
1 1 5 3 6 4 1 1 1 1 125 90
SSCE
NECO
0 0 0 0 75 47 36 30 13 11 15 12
2007
SBE 17 10 27 16 35 20 41 24 20 12 30 18
SSCE
WAEC
0 0 1 1 9 5 10 6 32 19 118 69
SSCE
NECO
0 0 0 0 42 25 50 29 31 18 47 28
2008
SBE 5 3 14 10 24 16 36 24 39 26 32 21
SSCE
WAEC
3 2 44 29 48 32 9 6 7 5 39 26
SSCE
NECO
0 0 0 0 108 72 14 9 13 9 15 10
FIG 2a. Percentage of grades obtained by Students in History 2006

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International Journal of Research and Development Studies Volume 9, Number 1, 2018
Fig 2b. Percentage of grades obtained by Students in History 2007
s
Fig 2c. Percentage of grades obtained by Students in History 2008
Table 2C. Showed that the level of students performance in 2006 SBE History was 30
student had grades A and B, 24 of them scored C and 65 students had D and E, 20 students
failed. Their performance in 2006 WAEC History revealed that 6 students had D and E grades, 125
students failed History. The students’ level of performance in 2006 NECO History revealed that no
students scored grades A and B, 75 students scored C, and 49 students had D and E, 15 failed
History.
Students level of performance in SBE History 2007 showed that 44 students had A and B,
35 of them obtained C and 61 scored D and E grades while 30 students failed also in WAEC
History 2007 the students’ performance revealed that only 1 student had A and B 9 scored C, 42
students obtained D and E while 118 failed. In NECO 2007 History, No student had A or B, 45
scored C and 81 scored D and E grades while 47 failed History.
The level of performance in 2008 SBE History showed that 21 students obtained grades A and B,
24 of them scored C, 75 students had D and E grades and 32 failed. In WAEC History 2008 47
student obtained grades A and B, 29 scored C, 16 had D and E grades and 39 failed. Their
performance in NECO History 2008 showed that none of the students scored grades A or B, 105
obtained C 27 students had D and E, while 15 students failed. Figures 4.1.2 illustrate the
performance.
Relationship between Student’s performance in SBE and SSCE NECO IN
English and History.
The hypothesis tested states as follows:
Ho1 There is no significant relationship between student’s performance in SBE and SSCE NECO
in English and History.
The results of the analysis to test this hypothesis are presented in tables 4.1.1, 4.1.2.
Summary of Finding
Summary of major findings of the study were:
1. Students level of performance in school based examination, NECO and WAEC was significantly
low as obtained mean is less than (47.53) < 5 0.2, but their performance in School Based

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Predictive Validity of School Based Examination in Relation to WAEC Haman M., Gideon I. and Ruth I.
and NECO SSCE Examination in English Language and History
in Borno State, Nigeria
Examination (SBE) was high for the three years under study. The years under review recorded
low performance in SSCE NECO and WAEC.
2. There was no significant relationship between students’ performance in schools A, B and C in
SBE and SSCE NECO in the Art subjects over the years.
2 There was no significant relationship between students’ performance in SBE and SSCE WAEC
in schools A, B and C in the Art subjects over the years
4 There was no significant relationship between students’ performance in SSCE NECO and SSCE
WAEC in the Art subjects in these schools over the years.
DISCUSSION
The results of the analysis to answer the research question revealed that student’s perfor-
mance in Senior School Certificate Examination in WAEC and Senior School Certificate Examination
NECO was low but their performance is high in SBE in. English, History, Literature in English and
Religious Knowledge for the three years. The students’ performance is very low in English in
WAEC and NECO because no student obtained A and or B for three years in schools studied. The
students’ performance in SBE for the three years show low percentage obtained in grades A and
B.
While no student had A or B grades in both NECO and WAEC. The students’ performance in Histo-
ry for the three years under study showed that in SBE few student obtained A and B grades.
There was no students who scored A or B in NECO, while low percentages obtained A and B
grades in WAEC for the three years. The students’ performance Literature in English for the years
under study shows that no student passed with A and B grades. While in NECO and WAEC no stu-
dents scored A or B grades. The differences in the performance of Students could be as a result of
SBE being based on areas covered by the class teacher, while examination conducted by NECO
and WAEC is based on national syllabus regardless of whether it was covered by the class teach-
er or not. Another reason of low performance by the students could be attributed to the used of
irrelevant materials supplied by government to school libraries, and the competency of the teach-
ers in setting standard test items for the students.
RECOMMENDATIONS
The following recommendations were made from the conclusions.
1 NECO and WAEC are standard examinations and conform to Item analyses, Teachers’ in
senior secondary school should be made to go for seminar or workshop on Item analyses and
test construction to enable them acquire skills of setting standard examination questions,
standard marking which will bust students’ performance in external examinations.
1 There is a need to raise the standard of School Based Examination curriculum even higher
than that of the SSCE.
2 Teachers in senior secondary School should do item analyses and draw Table of specifications
to achieve high relationship between SBE and SSCE.
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