Tetfund Centre of Excellence for Innovative
Teaching and Learning in Primary and Early Childhood Education (T-CEIPEC).
Federal College of Education, Pankshin.
The study examined the impact of unified examination on pupils’
achievement in numeracy: Teachers Perception and its implication on basic
education in the state. The research was guided with three research
questions and one hypothesis. The study employed survey and ex post facto
research designs. The population consisted of 225 primary five (5) pupils
and 25 numeracy teachers in the public central primary schools within the
Central Senatorial District Local Government Headquarters of Plateau State.
The sample size was 50 primary five pupils and 10 numeracy teachers within
the study area. The instruments for data collection were questionnaire and
proforma while data were analysed using mean, standard deviation and ANOVA.
The finding revealed no significant difference in the pupil’s performance in
the three termly unified examination conducted but, there was slight
increase in the average performance of the students over the period under
consideration and the teacher perception of the unified examination was not
too impressive due to the facts their involvement was not considered in the
formulation of the policy. Also, the study found that the policy will
improve basic numeracy education in the state if properly implemented with
the consideration of the teachers. The study therefore, recommended that,
the teachers should be adequately involved and always use the scheme of work
provided in the teaching and learning of numeracy in the primary schools
which will eventually improve the quality of numeracy knowledge among
primary school pupils.
Keywords: Achievement,
Numeracy, Policy, Unified Examination and Basic Education
INTRODUCTION
Education is a process of inculcating ideas
and values to an individual or group of individuals for the purpose of being
self-reliance and to better the society where they live. Education is a
lifelong activity and it ends when one ceased to exist. There is no individual
or group of individuals that ever exist without any form of education be it
formal or informal. Education for all, was
designed to guide in learning of culture, moulding behaviour in the ways of adulthood, and directing them toward their eventual role in society. However,
a formal education is the one that the knowledge or ideas to be acquired are
determined and structure towards the desirable goal of the planner through a planned
structure of activities called curriculum. Formal
education corresponds to the systematic, organized education model, structured
and administered in accordance to the given set of laws and norms, presenting a
curriculum in terms of objectives, content and methodology (Radhika,
2019).That
is, education of a certain standard delivered to students by trained teachers
or personnel based on a guided structure. Formal education is classroom-based
learning processes where everything a student learns comes in books and other
educational materials/resources with the sole purpose of educating the
concerned students. Also, in a formal education, all teachers are trained and
licensed to teach and they are the same teachers the students will see every
day to keep their education and training consistent. Teachers
participate in school improvement by developing strategies that promote
effective learning, monitoring and assessing pupils, providing feedback on
pupils learning, and managing classroom and school activities (Mugenyi, 2015).
Basic education is kind of education
that is exceptional because is provided at the early stage of the child and it
serves as the background of educational processes. Basic education is the
foundation of any educational level (Kanno & Onyeachu, 2015). This
foundational education from inference, determines the stability of the entire
educational process that anyone can have. Basic education comprises of
education provided right from early years up to lower secondary education in
Nigeria. This includes the early childhood, primary and junior secondary
educational system. This is basic because, it forms the foundation of the
knowledge needs by the pupils against the future that is ahead of them. These
begins from early years to an appreciably years of the child’s life and for
further education which will be based on an informed decision (Salihu &
Jamil, 2015). The above speaks on the essentiality of the basic education in an
individual life, society and the nations at large. However, in Nigeria, there
are lots of policies introduced by the government or educational stakeholders
to improve the quality of the education especially, at the basic level of
educational system. These policies are to ensure improvement in equal
accessibility, proper monitoring and good quality of the products.
These policy makers
on education often change or make policy to redirect the educational
system/process towards particular set objectives. This is to guide the
operations of educational process to bring about quality of the products
towards achieving the set goals. No matter how good the policies, its impact
through implementation process needs to be assessed continually to know if any
progresses are made. It has been established that in Nigeria, there are sound educational
policies but Lack
of continuity, poor implementation of the policies and improper assessment of
the workability are factors preventing effectiveness of the policies, (Ogunode
& Adah, 2020). The workability of educational policy through effective
implementation supposed to be pursued rigorously because they are clear term
for action. Ogbonnanya (2010) sees educational policy as the specific goals
arrived at, that must be pursued through effective implementation of the
policies. Sometime, these policies are like a proposal, or on-going programme,
or major decisions directly imposed on the existing educational structure in
order to redirect the objective or to improve the output of the educational
product. One of the objectives of any educational policy is to see that,
educational product academic achievement improved to a set standard that can
drive the social economy of the individuals and the society. Also, among the
learning activities that can drive the social economy of any society, is the
numeracy skills acquired by an individual. If a nation is to develop
technologically, improved numeracy knowledge is required as it formed the
bedrock of any technological advancement. There is this general believe that
mathematics is difficult, this has kept many from the knowledge of numeracy.
Educational stakeholders all over the world are always at their toes to find
solution to poor numeracy skills of their subjects.
Numeracy skills are one of the most
important skills required by an individual to accomplish certain task
effectively. Numeracy is the ability to understand and work with numbers which
involves the ability to apply simple numerical concepts on daily basis and it
involves the comprehension of fundamental arithmetic like addition,
subtraction, multiplication and division (Falade, Dalong & Gyot, 2020).
Numeracy skills emerge right from when children are exposed to different
quantitative in everyday activities. This entails understanding numbers as
representation of a magnitude. The above submission established that, numeracy
knowledge is important in individual child’s development. A good knowledge of
numeracy helps individual to develop logical thinking and reasoning strategies
in their everyday activities. These therefore support the idea of promoting
early competencies in numeracy because of its relation to life skills which
enhance self-reliance. Improving pupils’ achievement in numeracy right from
basic education cannot be overemphasized based on its importance. Therefore,
policy direction to enhance pupils’ performance will be of greater benefits to
be adopted by any lover of education especially at the basic education level.
The yearning for quality in basic
education products prompts the introduction of unified examination for primary
schools’ pupils in plateau state by the State Universal Basic Education Board
(SUBEB). This was aimed at enhancing the improvement in quality of teaching and
learning, the products and to improve the primary school educational system.
Observably, is the poor learning process at basic education level due to poor
facilities, quality of the teachers, and pupils’ attitude to learning and poor
implementation of the policies that guide the educational system (Ishola,
2016). These observations have brought a lot of modification into educational
structures especially at the basic education levels. One of such modification
is the introduction of unified examination in schools in some states in Nigeria
such as Lagos state, Ekiti state etc. In Ekiti state Jimoh and Adewuni (2020)
in a study, establish how the unified examination was significantly predicts
students’ performance in Economics in WASSCE and NECOSSCE positively, in the
light of this the system was introduced by plateau state to replace the age
long termly teacher made examination. Unarguably, there are problems with
teacher made examination which has been long used in most schools. Some of the
test made by the classroom teachers were of low quality in terms of
comprehensiveness, reliability and validity as well as not effective enough to
promote good learning capability required from the pupils (Falade, Dalong,
Pofi, & Wanlor, 2022.).
Although, many factors led to these
poor practices, this includes large class size, inadequate teachers and
teachers’ attitude in some public primary schools; teachers’ poor knowledge in
developing suitable assessment that can motivate learners and persistent
endemic poor facilities in schools .Nicolaidou and Philippou in Mata, Monteiro
and Francisco (2012) established that negative attitudes are the result of
frequent and repeated failures or problems when dealing with mathematical tasks
and these negative attitudes may become relatively permanent. In whole of this,
teacher view cannot be neglected because they are the prime mover of any
educational system. Like any human being, teachers are holding unto different
perception of government policy and this cannot be separated from factors of
success of any policy in educational settings. The frequent changes in
government and persistent improper attention given to primary school education
due to Politics have negatively affected the implementation of Policy on
Education in Nigeria (Odukoya, Bowale & Okunlola, 2018). This improper
attention has further generated to poor attitude of teachers in public schools
and the entire societies are driven away from patronizing the public primary
schools. The teachers have seriously been neglected to their faith in many
aspects such as professional development, remunerations, care and protection
against poverty in Nigeria in which Plateau state public primary schools are
not exempted. Unarguably, teacher perception of the policy government
introduces to educational system to an extent determine the effectiveness in
the implementation and quality of pupils’ performance which is the aim of the
policy, (Phillips, Halder, Campbell & Phillips, 2020)
The poor performance of pupils in
primary schools which has generated to poor quality of the primary school
products in the state as observed by stakeholder sat various level of
educational system prompt the introduction of different policy in school
system. Therefore, this study wants to examine the impact of the policy of
unified examination across the public primary schools in the state as it
affects pupils’ performance in numeracy. This study was conducted with a focus
on how classroom numeracy teachers perceived the policy, performance of the
pupils in the termly numeracy examination and the implication of the policy on
the quality of basic education. It is expected that the study will establish if
the policy is in the right direction for continuity and possible extension to
secondary school education in the state.
Research questions
1.What is the perception of numeracy teachers
on the termly unified examination policy of the State Universal Basic Education
Board (SUBEB)?
2.What is the average performance of the pupils
in numeracy based on the termly unified examination conducted for primary five
pupils?
3.What is the implication of the policy on the
quality of basic education in the state?
Research hypothesis
1.There is no significant difference in pupils’
performance based on the termly unified examination conducted for primary five
pupils in numeracy across the selected schools.
METHODOLOGY
The study employed descriptive survey and ex
post facto research designs. The designs were used to blend qualitative and
quantitative information that will provide relevant answers to the research
objectives. Hence, the study investigated facts based on the opinions/perception
of the teachers and the existing record of the pupils’ termly academic
performance in numeracy examination to further substantiate the impact of the
policy. The study population was 25 numeracy teachers and 225 pupils in primary
five (5) of the public schools within the Central Educational Zone of the
state. The sample size for the study was 10 teachers and 50 primary five (5)
pupils. Primary five pupils were choosing based on the fact that they have had
substantive learning experience in the school system. The data were collected
using questionnaire and proforma, the questionnaire contained teachers’
perception while the proforma extract the pupils’ termly academic performance
based on the unified examination conducted. Descriptive and inferential statistics
specifically, frequency, mean, and chart as well as ANOVA employed in data
analysis using first term result as a factor for the study analysis. A 3.00
decision point was set to reject or accept the questionnaire items while the
hypothesis was tested at the 0.05 level of significant.
RESULTS
Research question 1: What is the
perception of numeracy teachers based on the termly unified examination policy
of the state universal basic education board (SUBEB)?
Table1: Mean Score of Numeracy Teachers’ Perception of the Unified
Examination
S/n
Numeracy teachers’ perception of unified
examination
SA
5
A
4
UND
3
D
2
SD
1
Mean
Decision
1
There was
involvement of classroom teachers in the development of the unified
examination in the state
3
6
12
4
2.32
Rejected
2
Teachers were
equipped for the implementation of the unified examination before it was
introduced
3
7
13
2
2.44
Rejected
3
The questions
capture the detailed of what teachers taught in the classroom expectedly
2
2
6
14
1
2.60
Rejected
4
Teachers are
convinced with the standard of the question to test the pupil’s knowledge in
the subject areas
4
4
10
5
3
3.20
Accepted
5
The unified
examination is considered to be better than the usual classroom teacher made
test
2
8
10
4
1
3.24
Accepted
6
The teachers
were fully prepared with adequate knowledge in the teaching and learning for
the new policy
1
3
7
9
5
2.44
Rejected
7
The contents
in the questions are adequate and sufficient enough
5
6
8
6
2.40
Rejected
8
The teachers
are satisfied based on the internal assessment of the question items before
administration
10
11
2
2
4.00
Accepted
9
There is
provision for improvement in the unified examination
2
7
15
1
2.40
Rejected
10
The
performance of the pupils was found to be impressive and justify teachers’
effort in the classroom
9
13
3
2.24
Rejected
Overall Mean
2.73
The table 1 presents the
frequency and the mean to the participants’ response of the perception of
primary school numeracy teacher on the impact of the unified examination policy
of the State Universal Basic Education Board (SUBEB). Ten question items were
presented to the respondents in the study; three of the items were accepted
based on 3.00 decision point set in the study. The accepted items include
teachers are satisfied with the internal assessment of the unified examination
questions, the examination is considered to be better than the teachers made
assessment and teachers are convinced with standard of the questions. Seventh
of the question items were rejected which include, classroom teachers were
involved in the development of the unified examination questions, teachers were
equipped for the implementation of the policy, unified examination capture
details of what teacher taught in the classrooms among others. The overall mean
was 2.73; this implies that teacher perception of the unified examination was
not too good. Though the policy was seen to be good but certain things are not
well done towards implementation and this makes teacher perception about the
unified examination to low.
Research question 2: What is the average
performance of the pupils in numeracy based on the termly unified examination
conducted for primary five pupils?
Table
2: Average Mean Score of the Pupils performance in Unified Numeracy
Examination
N
Minimum
Maximum
Mean
Std. Dev
First Term Result
50
22.00
70.00
47.06
11.603
Second Term Result
50
22.00
75.00
48.98
13.705
Third Term Result
50
32.00
78.00
51.44
10.872
The table 2 presents the average performance
of the pupils in termly unified numeracy examination conducted for primary
five. The first term recorded an average performance of 47.06 with 22 minimum
and 70 maximum scores among the pupils. Second term recoded an average of 48.98
with 22 and 75 as minimum and maximum scores respectively. Finally, the third
term had an average score of 51.44 with 32 and 78 as minimum and maximum scores
respectively. The result revealed a steady increase in pupil’s performance in
numeracy but the increases were seen to be within mid-way to 100%. It can be
observed that the performance was not impressive as the pupils are far away
from 100% however; there was a steady improvement from first term to the third
term though there is still room for more improvement. The result was also
presented in the chart below.
Figure 1: Chart showing pupils’ performance in unified numeracy
examination
Research question 3: What is the
implication of the policy on the quality of basic education in the state?
Table 3: Mean
Score of Implication of the Unified Examination on Quality Education
Implication on quality education in the state
SA
A
UND
D
SD
Mean
Decision
1
The policy of
unified examination has a good impact on educational system of the state
9
9
6
1
3.04
Accepted
2
The unified
examination is preferable to classroom teacher made examination
4
11
3
6
1
3.44
Accepted
3
The policy
will promote teachers’ effectiveness by ensuring pupils acquired requisite
knowledge
7
6
3
6
3
3.32
Accepted
4
Proper
monitoring process of the p0licy was initiated for proper implementation
1
1
2
10
11
1.84
Rejected
5
The quality of
teaching and learning has geared up since the introduction of the policy
2
13
2
6
2
3.28
Accepted
6
In the long
run the policy if sustained properly will bring a good look to educational
system in the state
5
7
1
7
5
3.00
Accepted
7
The policy has
brought improved facilities and proper training of the teachers
3
4
10
8
2.08
Rejected
Overall Mean
2.86
The table 3 presents the
response of the participants on the implication of the unified examination
policy on the quality of basic education in the state. Seven items were
presented; five of the seven items were accepted based on 3.00 decision point
set in the study. The accepted question items are; the policy will have good
impact on the educational system, the unified examination is preferable to
classroom teacher made test, teacher effectiveness will be promoted among
others. The rejected items are, proper monitoring was initiated and the policy
has brought improved facilities to the system. The overall mean was 2.86, which
implies that policy is good and it will improve the quality of basic education
in the state if, the implementation was proper and sustained.
Testing of Hypothesis
Hypothesis 1: There is no
significant difference in pupils’ performance based on the termly unified
examination conducted for primary five pupils in numeracy across the selected
schools.
Table4:
One-way ANOVA result on the Significant Difference in Pupils Performance in
Unified Examination
First term as a factor
Sum of Squares
df
Mean Square
F
Sig.
Second term
Between Groups
2925.230
22
132.965
.572
.908
Within Groups
6277.750
27
232.509
Total
9202.980
49
Third term
Between Groups
1972.737
22
89.670
.634
.861
Within Groups
3819.583
27
141.466
Total
5792.320
49
The table 4 presents the significant difference in the primary five
pupils’ performance in the unified numeracy examination conducted for three
terms. The hypothesis was accepted since the p-value of 0.908 and 0.861 was
greater than the 0.05 significance level using first term examination as a
factor to determine the differences in the performance over the period under
consideration. The result revealed that the pupil’s performance in numeracy has
not been greatly improved since the introduction of the unified examination
policy.
DISCUSSION
The research question one
established that teacher perception of the unified examination was not
too good due to some necessary process for implementation that was not done.
Though they feel that the policy is good but certain things such as not
involving classroom teachers in the process, inadequate facilities that can
facilitate learning and structure of the question to cover details of what
teacher covered in a term this make teacher perception about the unified
examination to be low. However, teacher perception of the unified examination
was that the policy is good as the examination was considered to be better than
the usual classroom teacher made assessment. Hence, since the teachers were
convinced about the quality of the unified examination questions it was
considered a good policy geared towards quality basic education in the state.
The finding was in agreement with Phillips, Halder, Campbell and Phillips
(2020) which sees how teacher perception enhance implementation of policy
towards quality performance of the pupils in the classroom
Also, the research question two which
capture the pupils’ performance in the unified numeracy examination established
that the performance was not high as the results obtained from the termly
examination was rallying around 50% out of 100% and there is no significant difference
in the pupil’s performance in unified numeracy examination conducted. However,
there was a steady point of improvement in the termly pupils’ performance as
observed form the pupils mean scores which can predict how pupils will perform
in the long run. The finding was in agreement of Jimoh and Adewuni (2020) where
the researchers found that the unified examination predict pupils’ performance
in SSCE economics.
Finally, the policy if properly
implemented and adequately monitored will eventually improve the quality of
basic education in the state as it will put teacher on their toes to
effectively teach and ensure pupils understanding such a way that they can pass
expectedly. However, there is need for teacher adequate training and their
involvement should be included in the process of the unified examination for
primary school pupils, this will enhance their capacity in lesson preparation
and teaching and learning process in the classroom throughout the entire state.
This was also in the view of Mugenyi (2015) where the researchers opined that
teachers participate in school improvement by developing strategies that
promote effective learning, monitoring and assessing pupils, providing feedback
on pupils learning, and managing classroom and school activities.
CONCLUSION
On the whole the introduction of the unified
examination policy in the primary school system in plateau state was considered
to be good and it’s expected to steadily improve pupils’ performance if it is
well implemented. The policy will enhance the basic numeracy education products
as well as an improved educational system. Though teacher perception does not
go well due to certain criteria required for proper implementation of the
policy but this can be properly addressed by putting the classroom teachers in
its rightful place in the educational system based on their relevance to the
quality of expected in educational processes.
RECOMMENDATIONS
1.Teachers most especially at primary school
level, should be adequately included and involved in the formulation and
implementation of any policy by the State Universal Basic Education Board
2.Teachers needs to properly taking into
cognizance the scheme of work and ensure all subject contents are taught with
high expectation that pupils can do well whenever they are faced with any
examination most especially, external assessments.
3.The policy maker should have in their mind the
factor of implementation of any introduced policy towards the quality is
supposed to produce.
Acknowledgement:
The researchers appreciate Tetfund Centre of Excellence for Innovative
Teaching and Learning in Primary and Early Childhood Education (T-CEIPEC), Federal College of
Education, Pankshin, for financing this research work.
Conflict
of interest: The
authors declared that there is no conflict of interest in the research work.
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Cite
this Article: Olakunle,
FJ; Dalong, OM (2024). Impact of Unified Examination Policy on Pupils’
Achievement in Numeracy at Basic Education Level in Plateau State Central
Educational Zone. Greener Journal of Education and Training Studies, 7(1), 16-22,https://doi.org/10.15580/gjets.2024.1.110724160.
