Previous cognitive performance in predicting Senior School Certificate Examination performance in English language

 

Kolawole E. B*, Ala E. A. O and O.A Olatunji

 

Research Article | Published January 2014

Journal of Educational Research and Reviews, Vol. 2(1), pp. 1-6

 

 

Faculty of Education, Institute of Education, Ekiti State University, Ado-Ekiti, Ekiti State, Nigeria.

 

*Corresponding author. Email: ebkolawole@yahoo.com

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The paper examined previous cognitive performance as predictors of academic performance in Senior School Certificate Examination (SSCE) in English Language in some selected schools in Nigeria. The paper also determined the relationship and contributions of Common Entrance Examination (CEE) and Junior Secondary School Certificate Examination (JSCE) to Students performance in Senior School Certificate Examinations (SSCE) in English language. The researchers employed ex-post facto design since the data collected were already available without any manipulations to test four hypotheses. The students CEE scores as well as their academic performance in Junior Secondary School (JSS) III were collected. Their SSCE results in 2010/2011 were also used. Regression and pairwise correction analyses were used to analyze the data collected for the study. Four hypotheses were tested at alpha level of 0.05. The findings revealed that there was significant multiple relationship between CEE, JSCE and SSCE performance in English Language; but neither CEE nor JSCE had any significant influence on SSCE. There was positive but no significant correlation between CEE and JSCE; positive but no significant correlation between CEE and SSCE and negative and no significant correlation between JSCE and SSCE. It was also found that there were low contributions of CEE to JSCE English Language; also JSCE had low but negative contributions to performance in SSCE. There was low positive contribution of CEE on SSCE English Language. Thus, CEE appears as the better predictor of all the cognitive experiences. Recommendation was therefore made that CEE should continue to be used as the best cognitive experience in predicting performance at SSCE. The format of JSCE should be looked into to make it more result oriented.