Evaluation of the Implementation of Public Examination Chief Examiners’ Reports in Mathematics Curriculum Content

Authors: O. I. Oginni

Abstract:

This study evaluated the implementation of public examination Chief Examiners’ Reports (CER) in mathematics curriculum content in senior secondary schools in Ekiti State, Nigeria. The study adopted descriptive survey research design. The sample consisted of 60 mathematics teachers and 120 students, selected using a multi-stage sampling procedure. Two self-constructed instruments used were employed: the questionnaire on teachers’ implementation of chief examiners’ report and mathematics curriculum contents’ (QTICERMCC) and questionnaire on students’ knowledge of chief examiners’ report and mathematics curriculum contents implementation (QSKCERMCCI). The instruments were validated by experts, and their reliability coefficients determined using Cronbach’s alpha, were 0.85 and 0.87, respectively. Data were analyzed using descriptive and inferential statistics. The findings revealed that there was a significant relationship between awareness, availability, and accessibility of CER and the mathematics curriculum contents. Additionally, a significant relationship was observed in the implementation of CER in mathematics between teachers and students. Based on these findings, it was recommended that examination bodies should organize annual enlightenment programs to raise awareness among stakeholders on the utilization of CER.

Keywords: Availability, awareness, utilization, chief examiners’ reports, curriculum contents.

References:

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