|Published online: May 18, 2015||$US5.00|
The study determined the type of errors Nigerian students make and the frequency of such errors when answering questions in Biology practical tests of the West African Senior Secondary School Certificate Examination (WASSCE). Questionnaire was used to collect data from 150 respondents who marked the 2012/2013 WASSCE Biology practical tests. The data collected were analysed using the content analysis approach by finding frequency and percentages of the errors. Findings from the study indicated that students made different types of error in relation to drawing, labelling, spellings, specimen identification, writing of biological names, recording, arranging specimens in order of complexity as well as comparing and contrasting specimens. Some of the recommendations made were that teachers should make their lessons more practical and involve their students more in practical exercises; schools and other stakeholders should provide needed equipment and materials in biology laboratories; teachers and students should take care of provided materials and equipment to avoid wastage and reduction in quality and the results of practical exercises of students in external examinations should be made available to Biology teachers and other stakeholders.
|Keywords:||Errors, Students, Biology-practical|
The International Journal of Assessment and Evaluation, Volume 22, Issue 3, September 2015, pp.1-9. Article: Print (Spiral Bound). Published online: May 18, 2015 (Article: Electronic (PDF File; 624.562KB)).
Lecturer, Department of Special Education and Curriculum Studies, Obafemi Awolowo University, Ile-Ife, Osun, Nigeria