IMPACT OF CHEMISTRY TEACHERS' PARTICIPATION IN WAEC AND NECO MARKING ON STUDENTS' LEARNING OUTCOMES IN CHEMISTRY IN ONDO STATE

Abstract

The study investigated the effect of higher, average and low years of participation in WAEC and
NECO marking on chemistry students' performance, self-concept and attitude in Akure South Local
Government (LG) of Ondo State. The study adopted the quasi experimental research design. The
population for the study comprised all the senior secondary two (SSII) chemistry students in Ondo
State. The sample for the study comprised of 136 students using the multi-stage sampling procedure.
The instruments used for the study were Chemistry Achievement Test (CAT), Chemistry Students'
Self-Concept Questionnaire (CSSCQ) and Chemistry Students' Attitude Questionnaire (CSAQ)
which were trial tested using and the split half method. Reliability coefficients were determined
respectively as CAT = 0.76 using Kuder Richardson (K-20), CSSCQ = 0.83 and CSAQ = 0.69 using
the Crombatch Alpha respectively. The results showed that that students that were taught by teachers
with higher (t = 16.670 at P<0.000), average years (t = 13.631, p<0.000) of participation in WAEC
and NECO marking had improved chemistry achievement in the State. It also showed that students
that were taught by teachers with higher (t = 19.118, p<0.000), average years (t = 14.055, p<0.000)
of participation in WAEC and NECO marking had enhanced chemistry self-concept. It finally
showed that students that were taught by teachers with higher (t = 15.406, p<0.000), average years
(t = 15.763, p<0.000) of participation in WAEC and NECO marking had improved attitude to
Chemistry. The study concluded that students that were taught by teachers with higher and average
years of marking of WAEC and NECO improved on their academic achievement, self-concept and
attitude.