Abstract

EFFECTS OF EXTERNAL EXAMINATIONS FEEDBACK APPROACH ON STUDENTS? PERFORMANCE IN MATHEMATICS IN CENTRAL SENATORIAL DISTRICT OF ONDO STATE, NIGERIA.

Isaac-Oloniyo, Flourish Oretipe

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Abstract Changing some students? under-performance for better has been a great concern to numerous researchers and educationists. This study was on howExternal Examinations? Feedbackcan affect students? performance in mathematics. Quasi-experimental research design was adopted for the study. A total of one hundred and thirty-two (132) students of the Senior Secondary School class two were purposively selected from the central senatorial district in Ondo State. Seven Hypotheses were tested at 0.05 level of significance. Data collected through a Mathematics Achievement Test (r = 0.93) and Mathematics Attitude Scale (r = 0.83) were analyzed using Analysis of Covariance. The result shows that there was a significant main effect of WAEC Feedback Guided Teaching Approach on students? performance in Mathematics F(1, 123) = 24.218, p < .05, ?2 = .165. Based on the findings, it was concluded that the appropriate utilization of theExternal Examinations? Feedback Approach (EEFA) for instruction in the teaching and learning of Mathematics will affect the desired change in the performance of students in Mathematics and the nation at large. It was recommended that Mathematics should be taught using external examinations? feedback approach. Keywords: Mathematics, External Examinations, Feedback, School-Type, Attitude.

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