EFFECT OF EXAMINER’S BEHAVIOUR BEFORE AND DURING TEST ADMINISTRATION IN SCHOOL ON TESTEES PERFORMANCE IN YORÙBÁ LANGUAGE IN ÌLỌRIN METROPOLIS, KWARA STATE

Lawal, Fatimat Àdùkẹ́

Abstract

Examination is one of the vital instruments for the measurement of learner’s performance in education. However, it has been philosophically submitted by some scholars that examination is not the true test of students’ ability. Thus, the quality of skill achievement of the examinees in terms of failure or success has been linked to emotional stability of the examinees in reaction to the examiner’s behaviour on test administration. Therefore, this study is motivated by the type of relationship between examiner’s behaviour and students’performance in Yorùbá subject in Secondary Schools. The data on which this report is based was collected with the use of a 30-item teacher-made test administered to 113 secondary school students drawn from the Kwara State College of Education Model Secondary School, Ìlọrin. The researcher used percentage analysis in this study, that is, percentage analysis of the examiner’s score comprises of Arts A and B, males and female, then older and young students. Results indicated that there were significant differences in three hypotheses tested. The study concluded that examiner’s emotional success or failure during test administration constituted important impact on the students. Consequently, some recommendations such as examiners should avoid actions or utterances capable of creating confusion or tension for students, administrators, teachers, and examiners were suggested.