Perceived Washback Effects of High-Stakes Test on Teaching and Learning: A Study of Senior High School Economics Teachers and Students

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.