Students’ Perception, Learning Styles and Learning Depth in High-Stakes WASSCE Mathematics: The Washback Perspective and Economic Implications

Roseline Sama and Lasbrey Anochiwa
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Roseline Sama: Institute of Education, University of Ibadan, Nigeria
Lasbrey Anochiwa: Federal University, Ndufu Alike Ikwo (FUNAI), Ebonyi State, Nigeria

International Journal of Research and Innovation in Social Science, 2020, vol. 4, issue 7, 169-178

Abstract: This study investigated the washback effects of the West African Senior Secondary Certificate Examination on students learning depth in Mathematics. The participants comprised of 600 Senior Secondary three students, randomly selected from 30 senior secondary schools in Ebonyi state. The predictor variables are students’ perception and students’ learning styles while students’ learning depth in Mathematics is the criterion variable Three validated instruments namely; Students’ Perception Questionnaire (SPQ), r = 0.771 , Learning Styles Questionnaire (LSQ), r = 0.882 and Mathematics Learning Task (MLT), r = 0.893 were used to collect data. Three research questions were posed and data collected were analyzed using correlation and multiple regression models. Research results shows that there was a low negative but significant correlation between each of the predictor variables (students’ perception, r = – 0.164, p

Date: 2020
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