Perceived Washback Effects of High-Stakes Test on the Teaching and Learning of Senior High School Economics

Abstract

This study investigated the perceived washback effects of high-stakes test, the West African Senior School Certificate Examination (WASSCE) on the teaching and learning of Economics. The study was a quantitative research which adopted the descriptive cross-sectional survey design. In all, 600 and 100 Senior High School (SHS) Economics students and teachers respectively, were sampled for the study. Data were collected through a 5-point Likert scale questionnaire ranging from strongly agree to strongly disagree. Inferential statistics (ANOVA and independent t-test) were used to analyse the data that were obtained. The findings of the study revealed that there was a statistically significant difference in the perceived washback effect of WASSCE on Economics students' learning practices between SHS 1, SHS 2 and SHS 3 Economics students. Again, the study found a statistically significant difference in the perceived washback effect of WASSCE on Economics teachers' classroom instructional practices between private and public SHS Economics teachers. Finally, the study revealed that there was no statistically significant difference in the perceived washback effects of WASSCE on Economics students' learning practices between public and private SHSs Economics students. The study recommends that Heads of SHS institutions and Circuit Supervisors should pay particular attention to their supervisory roles, and ensure that teachers implement the entire broader content of the syllabus but not a selected few items.