La Validez Predictora del Examen para "Junior Secondary Certificate" en el estado de Osun (Nigeria)

• Autores: Bamidele Abiodun Faleye, E.R.I Afolabi
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 3, Nº. 5, 2005, págs. 131-144
• Idioma: español
• DOI: 10.25115/ejrep.v3i5.1172
• Títulos paralelos:
  • The Predictive Validity of Osun State Junior Secondary Certificate Examination
• Enlaces
  • Texto completo
• Resumen
  • español

    Introducción: El Junior Secondary Certificate Examination (JSCE, examen estandarizado) es un examen acumulativo que hacen los candidatos al final (tercer curso) del primer ciclo de educación secundaria (Junior Secondary Education) en Nígeria El examen tiene dos versiones: (a) la que realizan las delegaciones de educación de los estados (State Ministries of Education, MOE), y (b) la versión Federal que realiza el Consejo Nacional de Exámenes (National Examinations Council, NECO). Había preocupación creciente entre los implicados sobre la validez predictora de la versión estatal de la JSCE con respecto al Senior Secondary Certificate Examination (SSCE, examen paralelo administrado al final del segundo y último ciclo de educación secundaria). Se realizó este estudio para averiguar si hay relación significativa entre el rendimiento global de los estudiantes en el JSCE y su rendimiento en el Senior School Certificate Examination (SSCE).

    Método: Los institutos del estado de Osun (de Nigeria) constituyeron la muestra para este estudio. A través de procedimientos de análisis correlacional, se compararon las puntuaciones de los estudiantes en sus exámenes finales del primer curso del segundo ciclo (Senior Secondary School, SSS 1), del segundo curso (SSS 2), y sus puntuaciones en el SSCE en seis asignaturas principales con sus puntuaciones correspondientes del JSCE.

    Resultados: Se demostró que el JSCE del estado de Osun no predice el rendimiento de los estudiantes en el SSCE. Sin embargo, se encontró que la Lengua y las Matemáticas del JSCE tenían mayor capacidad para predecir el rendimiento en Lengua y Matemáticas del SSCE, en contraste con las demás asignaturas (r =0.32, p<0.05 y r =0.22 p<0.05 respectivamente).

    Conclusión: Rendimiento global en el JSCE para las seis asignaturas investigadas es mal predictor del rendimiento en el SSCE (con la excepción de Lengua y Matemáticas). Esta tendencia puede deberse a las limitaciones a las que se enfrentan las delegaciones (MOE) que desempeñan el papel de un organismo de exámenes.

  • English

    Introduction: The Junior Secondary Certificate Examination (JSCE) is a summative examination taken by candidates at the end (the third year) of Junior Secondary Education in Nigeria. The Examination is in two versions – (a) the one being conducted by the States’ Ministries of Education (MOE) and (b) the Federal version being conducted by the National Examinations Council (NECO). There was growing concern among stakeholders about the predictive validity of the State version of the JSCE for the Senior Secondary School Certificate Examination (SSCE). The study was undertaken to find out whether there is significant relationship between the overall performance of students in the JSCE and their performance in the Senior School Certificate Examination (SSCE).

    Method: Schools in Osun State (of Nigeria) constituted the sample for the study. Promotion examination scores of the students in Senior Secondary School (SSS) 1 and SSS 2 as well as their SSCE in six major subjects were compared with corresponding JSCE scores using correlation analysis procedures.

    Results: These showed that Osun State JSCE is a poor predictor of students’ performance in the SSCE. However, JSCE English Language and Mathematics were found to have a greater capacity to predict performance in SSCE English Language and Mathematics than all the other subjects (r =0.32, p<0.05 and r =0.22 p<0.05 respectively).

    Conclusion: Overall performance in JSCE across the six subjects investigated is a poor predictor of SSCE performance (except English Language and Mathematics). The trend could be due to the constraints facing the MOE which perform the role of an examination body.

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