A correlational study of students’ performance in the West African Senior School Certificate Examination and the National Senior School Certificate Examination in general mathematics

Abstract

This study examined the relationship between students’ performance in two major senior secondary school mathematics examinations, addressing a gap in understanding the comparability of outcomes across assessment bodies. A descriptive correlational research design was employed to investigate patterns in academic achievement. The study involved 1134 senior secondary three students purposively selected from multiple secondary schools. Examination results from three consecutive years were used as the primary data source. Statistical analyses, including Pearson’s product-moment correlation and t-scores, were conducted to determine the strength and significance of relationships between performances in the two examinations. The findings indicate a significant positive relationship in students’ performance across the examined years, suggesting that achievement in one examination reliably predicts performance in the other. These results underscore the comparability of the two assessment systems and highlight the potential benefits of aligning their syllabi to enhance teaching effectiveness. Harmonized curricula could support more consistent instructional practices, thereby improving student learning outcomes in mathematics. The study provides empirical evidence for educational policymakers and practitioners seeking to optimize assessment strategies and strengthen instructional alignment in secondary mathematics education.

Keywords: Academic achievement; assessment comparability; correlational study; mathematics education; secondary school students