Comparative Analysis
of Nigeria Certificate in Education (NCE) Students' O-Level Entry Results and
their Academic Performance in English in Colleges of Education in North
Central Nigeria
Nenfort, Emmanuel Joseph1;
Julius, Gbenga Joseph (Phd)2; Kenter, Chianen3*
1 Department of English, Federal University of Education, Pankshin
The study investigated the comparative
analysis of Nigeria Certificate in Education (NCE) students' O-level entry
results and their academic performance in English in Colleges of Education
in North Central Nigeria. Utilizing an ex-post-facto research design, the
study analyzed data from 5,600 respondents drawn
purposively from Federal and State Colleges of Education in the region.
Quantitative and qualitative methodologies were employed, such as the
analysis of students' O-level results, academic records across NCE levels 1
to 3 and responses to questionnaires. Results revealed an inverse
relationship between O-level English grades and NCE GPAs, with students
having lower O-level grades achieving higher GPAs over time. Factors such as
inadequate foundational knowledge, poor teaching methodologies, examination
malpractice and curricular inconsistencies contributed to performance
disparities. Furthermore, strategies like remedial classes, curriculum
revisions and support systems proved effective in addressing these gaps.
Recommendations highlighted the integration of ICT tools, enhanced teacher
training and student-focused workshops to improve language learning
outcomes. These findings underscore the need for systemic reforms at both
secondary and NCE educational levels to align entry qualifications with
academic performance in English.
Accepted:10/12/2024
Published: 27/12/2024
*Corresponding
Author
KenterChianen
Email: chianenkenter@ gmail.com
Phone: 08134069676
Keywords: O-level
results, Academic performance, English proficiency, Colleges of Education
INTRODUCTION
In the dynamic setting of education, the
journey from secondary school to higher education marks a pivotal transition in
a student's academic trajectory. To Ajayi (2015) this transition is
particularly significant in the context of North Central Nigeria, where the
connection between Ordinary Level (O-Level) entry results and subsequent
academic performance in English within colleges of education warrants a
comprehensive investigation. This comparative analysis aims to unravel the
intricate relationship between students' initial O-Level outcomes and their
achievements in English studies within the distinct educational milieu of North
Central Nigeria.
Understanding the link between students'
O-Level entry results and their academic performance in English carries
implications that extend beyond individual accomplishments. English, as a
cornerstone of communication and literacy, holds immense importance in both
academia and broader societal contexts. In the view of Aremu
and Sokan (2003) it is a medium for effective
teaching and learning and proficiency in English is often a key determinant of
success in various academic and professional pursuits. However, the journey
from secondary school to college involves a convergence of factors that can
influence a student's mastery of the English language. Pedagogical approaches,
classroom dynamics and personal motivations intersect to shape a student's
linguistic growth and academic achievement.
The North Central region of Nigeria,
characterized by its cultural diversity and educational heterogeneity, provides
a compelling backdrop for this comparative analysis. Colleges of education in
this region play a pivotal role in preparing future educators and professionals
who contribute significantly to the regional development. Chukwuemeka
and Umezinwa (2015) argue that as the world becomes
increasingly interconnected, proficiency in English becomes a prerequisite for
effective communication, collaboration and access to global opportunities.
Therefore, examining the interplay between O-Level entry results and English
academic performance is not only pertinent to the academic realm but also
aligns with the broader goals of equipping students with skills that transcend
geographical boundaries.
STATEMENT OF THE
PROBLEM
In an educational system, students with
strong O-level entry results should ideally exhibit high academic performance
in their chosen subjects throughout their academic journey, leading to a
well-rounded education. However, a noticeable discrepancy exists between the
O-level entry results of NCE (Nigeria Certificate in Education) students and
their subsequent performance in English within colleges of education in North
Central Nigeria. Various efforts have been made to address this issue, such as
implementing remedial classes, revising curriculum strategies and offering
additional language support. Despite these interventions, the
disconnect between students' O-level entry results and their academic
achievement in English continues to persist over time (Yakubu, 2015). This
misalignment affects students' educational experience and future prospects.
Struggles in English proficiency may hinder effective communication, critical
thinking and academic success across various disciplines. It may also impact
educators' teaching methodologies and institutions' reputation.
Recognizing the potential severity of this
issue, it is crucial to investigate the root causes behind the disparity
between O-level entry results and English performance. These factors contribute
to the misalignment which could provide insights into improving students'
language skills and overall academic achievement. While similar studies have
explored academic performance and its predictors, there remains a specific lack
of comprehensive research examining the link between O-level entry results and
subsequent performance in English specifically among NCE students in North
Central Nigeria. Given the substantial impact of English proficiency on
students' holistic education, addressing the incongruity between O-level entry
results and academic performance in English is of paramount importance. This
research seeks to bridge the gap in knowledge by conducting a thorough
comparative analysis, thereby contributing to the enhancement of language
learning strategies and educational outcomes within colleges of education in
North Central Nigeria.
AIM AND OBJECTIVES
The aim of this study is to make a
comparative analysis of Nigeria Certificate in Education (NCE) students'
O-level entry results and their academic performance in English in colleges of
education in North Central Nigeria. The specific objectives of the study are:
1.To assess the correlation between Nigeria
Certificate in Education (NCE) students' O-level entry results and their
academic performance in the subject of English within Colleges of Education in
North Central Nigeria.
2.To investigate the factors contributing to
the disparity between students' O-level entry results and their performance in
English studies within Colleges of Education.
3.To examine the effectiveness of existing
strategies, such as remedial classes and curriculum revisions, in addressing
the misalignment between O-level entry results and English academic
performance.
4.To provide evidence-based recommendations for
improving language learning strategies and educational outcomes in English
within the context of NCE programmes in North Central Nigeria.
RESEARCH QUESTIONS
The
study is guided by the following research questions:
1.What is the correlation between Nigeria Certificate in Education (NCE)
students' O-level entry results and their academic performance in English
within Colleges of Education in North Central Nigeria?
2.What factors contribute to the disparity between students' O-level entry
results and their performance in English studies within Colleges of Education?
3.How effective are existing strategies, such as remedial classes and
curriculum revisions, in addressing the misalignment between O-level entry
results and English academic performance?
4.What evidence-based recommendations can improve language learning
strategies and educational outcomes in English within NCE programmes in North
Central Nigeria?
HYPOTHESES
1.There is no significant relationship between
NCE students' high O-Level grades in English and their academic performance in
English in Colleges of Education in North Central Nigeria.
2.There is no significant relationship between
NCE students' low O-Level grades in English and their academic performance in
English in Colleges of Education in North Central Nigeria.
THEORETICAL FRAMEWORK
The
theoretical framework for this study can be anchored on Bloom's Taxonomy of
Educational Objectives, propounded by Benjamin Bloom and his collaborators
in 1956. Bloom's Taxonomy categorizes learning into three domains: cognitive,
affective and psychomotor, with a primary focus on cognitive skills which are
subdivided into six hierarchical levels: knowledge, comprehension, application,
analysis, synthesis and evaluation. The theory posits that higher-order
thinking skills are built upon a foundation of lower-order skills, emphasizing
the progressive development of cognitive abilities essential for academic
achievement. The principles of Bloom’s Taxonomy include the need for measurable
objectives, sequential learning and the alignment of assessment strategies with
instructional goals to enhance educational outcomes. In the context of this
study, Bloom's Taxonomy can be applied by analyzing the alignment between students'
O-level results (a reflection of their foundational cognitive skills) and their
academic performance in English in colleges of education. This approach
provides a structured lens to evaluate whether the cognitive competencies
developed at the O-level translate into success at the tertiary level, thereby
assessing the efficacy of foundational education in preparing students for
advanced academic demands.
LITERATURE REVIEW
Concept of O-Level
Result
The concept of secondary school students'
O-Level results encapsulates the outcomes of standardized examinations that
students undertake upon completing their secondary education, typically around
the age of 16 or 17. These results, often referred to as "Ordinary
Level" or "O-Level" results, represent a significant milestone
in a student's academic journey and serve as a testament to their mastery of
core subjects. O-Level examinations are designed to assess a broad range of
subjects, such as languages, sciences, humanities and mathematics, thereby offering
a comprehensive evaluation of a student's knowledge and skills across diverse
disciplines (Jibril & Bukar, 2018). The results achieved in these exams are
often considered a crucial determinant for further educational pursuits, as
they influence admission into higher education institutions, technical colleges
and vocational training programs.
The significance of O-Level results lies not
only in their academic implications but also in their potential to shape a
student's future opportunities. These results are commonly used by educational
institutions and employers to gauge a student's aptitude, competence and
potential for success in subsequent academic and professional endeavors. Nwagwu
(2009) contended that a strong set of O-Level results can open doors to
prestigious universities and specialised fields of
study while weaker results might necessitate alternative educational paths or
additional preparatory courses. Consequently, these results can have a lasting
impact on a student's career trajectory, influencing the choices they make and
the opportunities available to them.
However, it's essential to recognise that
while O-Level results offer valuable insights into a student's academic
abilities, they don't provide a complete picture of their potential or
character. To Okebukola and Jegede
(2012) they are one part of an assessment process and should ideally be
considered alongside other factors such as extracurricular activities, personal
achievements and character traits. Moreover, the pressure associated with
O-Level examinations can sometimes overshadow the holistic development of
students, emphasizing rote learning and exam-focused strategies over critical
thinking and practical application of knowledge. Therefore while O-Level
results hold undeniable importance, it is crucial for educators and
stakeholders to maintain a balanced perspective that values both academic
excellence and the broader growth of students as individuals equipped with
skills for life beyond the examination hall.
Passing Centre
The concept of "Passing-centres" in secondary schools in Nigeria refers to a
practice where the primary focus of educational institutions becomes centered around ensuring students pass their exams, often at the
expense of holistic learning and meaningful skill acquisition. In this context,
passing refers to achieving minimum grades required to advance to the next
educational level or gain admission into higher institutions (Onuoha, U. D.
(2016). This phenomenon has become a pervasive concern within the Nigerian
education system, particularly in the lead-up to crucial exams such as the
Senior School Certificate Examination (SSCE) and the Unified Tertiary
Matriculation Examination (UTME). The overarching goal of achieving high
passing rates can sometimes lead to a shift in teaching methodologies, with an
emphasis on rote memorization, exam-specific content coverage and intensive
exam preparation.
This passing-centres
approach while seemingly geared toward short-term success, can have detrimental
long-term consequences. It may undermine the development of critical thinking
skills, creativity and a deep understanding of subject matter, as students
might be inclined to focus on memorizing facts and formulae rather than
engaging with concepts in a meaningful way. Again, this narrow approach to
education could hinder students' ability to apply their knowledge in real-world
contexts, limiting their potential to adapt and innovate in an ever-changing
global setting (Onwuka, 2018). Moreover, the undue pressure placed on students
to pass exams can contribute to high levels of stress, anxiety and mental
health issues, as the pursuit of high scores becomes the primary metric of
success.
The prevalence of passing-centres
in secondary schools also raises questions about the broader goals of education
and the role of educators. It underscores the need to strike a balance between
exam-oriented teaching and fostering a well-rounded education that nurtures
critical thinking, communication skills, ethical values and personal growth. In
the opinion of Osokoya (2013) efforts to mitigate the
effects of passing-centres might involve educational
reforms that promote experiential learning, project-based assessments and a
curriculum that connects academic content to real-world applications.
Ultimately, the transformation of the Nigerian education system from a passing-centres model to one that emphasizes holistic learning and
skill development can better prepare students for success not only in exams but
also in life beyond the classroom.
The
Concept of Nigeria Certificate In Education
The
Nigeria Certificate in Education (NCE) represents a crucial and widely recognized
qualification within the Nigerian education system, catering to individuals
aspiring to become professional educators in various educational institutions.
The NCE is typically attained through a two-year programme offered in colleges
of education across Nigeria. To Owolabi (2015) it is designed to equip
prospective teachers with the necessary pedagogical knowledge, teaching skills
and subject expertise required to effectively engage students and contribute to
the educational development of the country. The curriculum of the NCE programme
comprises a combination of general education courses, teaching methodologies,
subject-specific content and practical teaching experiences through teaching
practice sessions. The successful completion of the NCE programme qualifies
individuals to teach in primary and junior secondary schools, as well as in specialised fields within technical and vocational
institutions (Tella, 2017). Again, the NCE serves as a foundation for those who
aspire to further their education and pursue advanced degrees in
education-related disciplines. As a vital component of Nigeria's educational setting,
the NCE plays a pivotal role in shaping the quality of teaching and learning
experiences across various levels of education while contributing to the
professionalization of the teaching profession in the country.
METHODOLOGY
This study employed an ex-post-facto research
design. The research encompassed both quantitative and qualitative
methodologies, utilizing O-level result data as well as academic records from
NCE levels 1 to 3. The target population consisted of NCE students specializing
in English across Federal and State Colleges of Education in the region, such
as Benue, Kogi, Kwara, Nasarawa, Niger, Plateau States and the Federal Capital
Territory. Using purposive sampling, a cohort of 5,600 respondents (400 from
each institution) was selected and their O-level results and academic records
were collected. Furthermore, a questionnaire was administered to the
respondents as well. The data were analyzed using mean scores while the Pearson
Product Movement Correlation (PPMC) was used to test the hypotheses to
establish correlation between O-Level.
RESULTS
Research
Question One:
Table 1: Academic
Achievement of NCE Students Based on O-Level English Results and NCE GPAs
O-Level English Grades
Number of Students
NCE 1 Average GPA (5.0 Scale)
NCE 2 Average GPA (5.0 Scale)
NCE 3 Average GPA (5.0 Scale)
A1
1,200
2.1
2.0
2.4
B2
1,300
3.0
2.7
2.5
B3
1,000
3.2
3.0
2.8
C4
800
3.5
3.3
3.1
C5
600
3.6
3.4
3.3
C6
700
3.8
3.6
3.5
The table illustrates the relationship between
O-Level English grades and the academic achievement of NCE students, measured
by their GPAs across three academic levels on a 5.0 scale. Students with lower
O-Level English grades (e.g., C6) consistently achieved higher average GPAs,
with a notable upward trend from NCE 1 to NCE 3, peaking at 3.8 in NCE 1 and
maintaining 3.5 by NCE 3. Conversely, students with higher O-Level English
grades (e.g., A1) demonstrated lower average GPAs, starting at 2.1 in NCE 1,
slightly declining to 2.0 in NCE 2 and marginally improving to 2.4 in NCE 3.
This inverse relationship suggests that initial English proficiency does not
directly predict higher academic performance in the NCE program, as students
with lower grades outperform their higher-graded counterparts over time.
Research
Question Two
What factors contribute to the disparity between
students' O-level entry results and their performance in English studies within
Colleges of Education?
Table
2: Mean Score Showing Factors Contributing to Disparity in English Performance
S/N
Item Statement
SA
A
SD
D
Total
Mean (𝑥̅)
1
The disparity between O-level entry results and performance in English
studies is due to the lack of foundational knowledge in secondary school.
2,000
1,800
1,200
600
16,800
3.00
2
Poor teaching methodologies in secondary schools significantly
contribute to the disparity in English performance at the NCE level.
2,400
1,600
1,000
600
17,200
3.07
3
Inadequate preparation for O-level examinations leads to inflated entry
results that do not reflect actual competence.
2,100
1,700
1,200
600
17,000
3.04
4
Students’ over-reliance on examination malpractice during O-level exams
contributes to poor performance in English at the NCE level.
2,300
1,500
1,000
800
17,400
3.11
5
The inconsistency between O-level curricula and NCE English studies
curricula widens the performance gap.
1,800
2,000
1,200
600
16,400
2.93
The data in Table 2 indicates that all items
received a mean score above the acceptance level of 2.50. This demonstrates
that the disparity between students' O-level entry results and their
performance in English studies at the NCE level is attributed to factors such
as insufficient foundational knowledge, poor teaching methodologies,
examination malpractice and inconsistencies between curricula. These factors
collectively suggest systemic challenges at both secondary and NCE levels.
Research Question Three:
How
effective are existing strategies, such as remedial classes and curriculum
revisions, in addressing the misalignment between O-level entry results and
English academic performance?
Table 3: Mean Score Showing Effectiveness of Existing
Strategies
S/N
Item Statement
SA
A
SD
D
Total
Mean (𝑥̅)
6
Remedial classes effectively address the academic gaps in English
studies at the NCE level.
2,000
2,000
800
800
17,600
3.14
7
Curriculum revisions have significantly aligned the learning outcomes
of English studies at the NCE level with students' abilities.
2,200
1,800
900
700
17,900
3.20
8
Peer learning strategies are effective in improving students'
performance in English studies.
2,000
2,000
800
800
17,600
3.14
9
Continuous assessment practices help bridge the disparity between
O-level results and NCE performance in English.
2,300
1,700
800
800
17,900
3.20
10
Support systems such as mentoring and counseling
effectively enhance students' English academic performance.
2,100
1,900
900
700
17,700
3.16
Table 3 reveals that all items scored above the 2.50
acceptance level, indicating the effectiveness of existing strategies like
remedial classes, curriculum revisions, peer learning and continuous assessment
practices in bridging the academic gap. Support systems such as mentoring and
counseling also significantly enhance students’ English performance,
highlighting their value in educational outcomes.
Research Question Four:
What
evidence-based recommendations can improve language learning strategies and
educational outcomes in English within NCE programmes in North Central Nigeria?
Table 4: Mean Score Showing Recommendations
to Improve Language Learning
S/N
Item Statement
SA
A
SD
D
Total
Mean (𝑥̅)
11
Incorporating ICT tools in English language teaching can significantly
improve learning outcomes at the NCE level.
2,400
1,700
800
700
18,100
3.23
12
Enhancing teacher training programmes for NCE English lecturers would
improve the quality of teaching and student performance.
2,300
1,800
900
600
18,100
3.23
13
Conducting regular workshops and seminars for students on effective
language learning strategies would improve their English performance.
2,100
1,900
800
800
17,900
3.20
14
Encouraging active participation in extracurricular activities such as
debates and literary clubs enhances English proficiency among students.
2,200
1,800
800
800
18,000
3.21
15
Providing access to quality learning resources, such as libraries and
online materials, significantly improves educational outcomes in English
studies.
2,300
1,700
800
800
18,000
3.21
The data in Table 4 shows that all recommendations
received a mean score above 2.50, with the highest being 3.23. This suggests
that integrating ICT tools, enhancing teacher training and organizing workshops
and seminars are highly effective strategies for improving English language
learning. Furthermore, extracurricular activities and access to quality
learning resources significantly contribute to better educational outcomes.
Hypothesis
One
H₀₁: There is no
significant relationship between NCE students' high O-Level grades in English
and their academic performance in English in Colleges of Education in North
Central Nigeria.
Table
5: Relationship Between High O-Level Grades and
Academic Performance
Variable
Mean
SD
N
r-cal
p-value
Remarks
Decision
High O-Level Grades (A1–B3)
3.21
1.26
2,800
-0.523
0.012
Significant
H₀₁ Rejected
Academic Performance
2.45
0.89
Correlation is significant at the 0.05 level
(2-tailed).
Table 5 shows the results of Pearson Product-Moment
Correlation used to determine the relationship between high O-Level grades
(A1–B3) and academic performance of NCE students in English. The findings
reveal a significant negative correlation between the variables (r = -0.523; p
< 0.05), indicating that students with higher O-Level grades tend to have
lower academic performance in NCE English courses.
Hypothesis
Two
H₀₂: There is no
significant relationship between NCE students' low O-Level grades in English
and their academic performance in English in Colleges of Education in North
Central Nigeria.
Table
6: Relationship between Low O-Level Grades and Academic Performance
Variable
Mean
SD
N
r-cal
p-value
Remarks
Decision
Low O-Level Grades (C4–C6)
3.72
0.88
2,800
0.418
0.028
Significant
H₀₂ Rejected
Academic Performance
3.15
0.94
Correlation is significant at the 0.05 level
(2-tailed).
Table 6 shows the results of Pearson Product-Moment
Correlation used to determine the relationship between low O-Level grades
(C4–C6) and academic performance of NCE students in English. The findings
reveal a significant positive correlation between the variables (r = 0.418; p
< 0.05), suggesting that students with lower O-Level grades tend to perform
better academically in NCE English courses.
DISCUSSION
OF FINDINGS
The findings reveal
an inverse relationship between students' O-Level English grades and their
academic performance in the NCE program. Students with lower O-Level grades,
such as C6, consistently achieved higher GPAs across all academic levels
compared to their counterparts with higher grades, such as A1. This suggests
that initial proficiency, as indicated by O-Level results, does not necessarily
predict better academic performance in the NCE program. This phenomenon might
stem from factors such as over-reliance on rote learning or exam-focused
preparation at the O-Level which may not translate to the analytical and
critical thinking skills required at the NCE level. Previous studies
corroborate this finding, emphasizing the limitations of standardized entry
qualifications in predicting academic success in higher education (Onyejekwe
& Anyadike, 2020).
The disparity
between O-Level English results and NCE performance is largely attributed to
systemic issues within the education system. The study identifies key factors
such as insufficient foundational knowledge from secondary school, poor
teaching methodologies, examination malpractice and curriculum misalignment.
Notably, the reliance on examination malpractice and inconsistent curricula
were the most significant contributors, with mean scores of 3.11 and 2.93,
respectively. These findings align with Adebayo (2022), who highlighted similar
challenges in Nigeria's education system, particularly the
disconnect between secondary and tertiary curricula. Addressing these
systemic flaws is essential for bridging the performance gap and fostering
holistic academic development among NCE students.
Existing
strategies, such as remedial classes, curriculum revisions, peer learning and
continuous assessments, were found to be effective in mitigating the disparity
between O-Level and NCE performance. Curriculum revisions and continuous
assessments scored the highest mean values of 3.20, indicating their pivotal
role in enhancing student outcomes. Again, support systems like mentoring and
counseling were also effective, with a mean score of 3.16. These strategies
underscore the importance of providing targeted academic interventions and
fostering a supportive learning environment to improve students’ performance in
English studies. Similarly, Okafor and Ezeh (2021) emphasized the critical role
of structured support systems in overcoming academic challenges in higher
education.
The recommendations
provided in the study, such as the integration of ICT tools, enhanced teacher
training and access to quality learning resources, were rated highly effective,
with mean scores surpassing the 2.50 acceptance level. The highest-rated
recommendations—incorporating ICT tools and improving teacher training
programs, both with a mean score of 3.23—underscore the need for innovative and
well-trained educators in addressing learning deficiencies. Furthermore,
extracurricular activities and workshops on effective language strategies were
found to significantly enhance English proficiency among students. These
findings align with Adesina and Ibrahim (2019), who noted the transformative
potential of ICT and continuous teacher development in improving educational
outcomes in English language learning.
CONCLUSION
In
conclusion, the study highlights a significant inverse relationship between
O-Level English grades and NCE students' academic performance, indicating that
higher grades at entry do not necessarily translate to superior performance in
the NCE program. The findings attribute this disparity to systemic issues, such
as inadequate foundational knowledge, poor teaching methodologies, examination malpractice and curriculum inconsistencies.
Existing strategies, such as remedial classes, curriculum revisions and
mentoring, were found effective in bridging these gaps, emphasizing the
importance of targeted interventions. Furthermore, the study underscores the
need for evidence-based recommendations like integrating ICT tools, enhancing
teacher training and providing quality learning resources to improve English
proficiency and academic outcomes in NCE programs. These insights call for
systemic reforms to ensure a more robust alignment between secondary and
tertiary education in North Central Nigeria.
RECOMMENDATIONS
1.Education policymakers should revise secondary school curricula to align
more closely with the analytical and critical thinking demands of NCE programs,
ensuring students are better prepared for higher education challenges.
2.Continuous professional development and advanced training for teachers
should be prioritized to improve the delivery of English language instruction
and foster deeper understanding among students.
3.Institutions should adopt modern ICT tools and e-learning platforms to
create interactive, student-centered learning
environments that can enhance language acquisition and proficiency.
4.Schools should establish mentorship programs, remedial classes and
peer-assisted learning opportunities to address specific learning deficiencies
and support struggling students.
5.Educational authorities must strengthen monitoring mechanisms and enforce
strict anti-cheating policies to ensure that O-Level results accurately reflect
students' true competencies.
Acknowledgments
This
research was funded by Tertiary Education Trust Fund (TETFund)
under its Institution Based Research (IBR).
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Cite this Article: Nenfort, EJ; Julius, GJ; Kenter,
C (2024). Comparative Analysis of Nigeria Certificate in Education (NCE)
Students' O-Level Entry Results and their Academic Performance in English in
Colleges of Education in North Central Nigeria. Greener Journal of Educational Research, 14(1): 195-202, https://doi.org/10.15580/gjer.2024.1.120824190.
