Abstract:
This study investigated the perceived washback effects of high-stakes test 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 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. Both
descriptive (mean and standard deviation) and inferential statistics (ANOVA
and independent t-test) were used to analyse the data that were obtained. The
study found out that WASSCE Economics examination had a negative
washback effects on classroom instructional practices, implementation of the
Economics syllabus and students‟ learning practices. The findings showed
that there is a statistically significant difference in washback effect of
WASSCE on Economics students‟ learning practices between SHS 1, SHS 2
and SHS 3 Economics students. Again, it was found that there is a
statistically significant difference in washback effect of WASSCE on
Economics teachers‟ classroom instructional practices between private and
public SHS Economics teachers. Lastly, it was revealed that there is no
statistically significant difference in washback effects of WASSCE on
Economics students‟ learning practices between public and private SHS
Economics students. It was recommended that Heads of SHS institutions and
circuit supervisors should pay particular attention to their supervisory role
and ensure that teachers implement broader syllabus or curriculum and not a
narrowed syllabus.
