A Comparative Analysis of Students’ Academic Performance in WAEC and NECO in Mathematics and English Language in Jos South, Nigeria

Abstract

Background and Aims: Comparability in large-scale examinations is essential for fairness in educational assessment, certification, and access to higher education. In Nigeria, public examination results play a major role in determining students’ eligibility for graduation and admission into tertiary institutions. The West African Examinations Council (WAEC) and the National Examinations Council (NECO) conduct parallel senior secondary school examinations that are often treated as equivalent in content coverage, difficulty level, and grading standards. However, concerns remain about whether performance outcomes across the two examination bodies are consistently comparable. This study examined differences in students’ performance in WAEC and NECO Mathematics and English Language examinations in Jos South Local Government Area.

Methodology: The study adopted an ex post facto research design because it relied on existing examination records without manipulating any variables. Secondary data were obtained from selected secondary schools in Jos South Local Government Area for the years 2019 to 2021. The sample comprised 1,800 students, with 600 candidates drawn from each year. The data covered students’ performance in Mathematics and English Language in both WAEC and NECO examinations. Descriptive statistics, particularly percentages, were used to summarize performance trends across subjects and years. Chi-square tests of independence were applied to determine whether significant differences existed between WAEC and NECO performance outcomes at the 0.05 level of significance. Cramér’s V was also used to assess the strength of association. A major limitation of the study was its ex post facto design, which did not allow control over factors such as students’ socio-economic background, instructional quality, school environment, or examination conditions. Therefore, the findings indicate associations rather than causal relationships.

Results: The findings showed variations in students’ performance across the two examination bodies during the three years. In 2019, a statistically significant difference was found in English Language performance between WAEC and NECO candidates. In 2020, significant differences were observed in both Mathematics and English Language, indicating variations in performance patterns between the two examinations. However, the effect sizes across these significant results were consistently small, suggesting that the observed differences had limited practical significance. In 2021, no statistically significant differences were found in either Mathematics or English Language, indicating closer alignment in student performance outcomes for that year. Descriptively, NECO recorded a relatively higher proportion of passes than WAEC across some subjects and years.

Conclusion: The study concludes that although statistically significant differences existed between WAEC and NECO performance in some years and subjects, the differences were generally small in practical terms. This suggests a substantial level of functional comparability between the two examination bodies. The findings support the continued use of WAEC and NECO results as broadly equivalent credentials for certification, admission, and employment purposes. However, they also highlight the need for sustained standardization, quality assurance, and closer coordination between both examination bodies to strengthen the validity, reliability, and fairness of senior secondary certification in Nigeria.