Strategies for Conducting Semester’s Examinations in Selected British and Nigerian Universities
- July 17, 2020
- Posted by: RSIS
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue VI, June 2020 | ISSN 2454–6186
Strategies for Conducting Semester’s Examinations in Selected British and Nigerian Universities
Peter Ayoola AJELABI1, Hilary Frank2, Adebimpe Adenike Ajelabi3
1Department of Science and Technical Education Yusuf Maitama Sule University, Kano, Nigeria
2Lecturer at the Ken Saro-Wiwa Polytechnic, Rivers State, Nigeria
3Senior Assistant Registrar at University of Lagos, Nigeria
Abstract: Globally, Universities do adopt various strategies to ensure an effective and hitch-free semester examinations. This study was carried out to examine the strategies adopted by selected British Universities vis-à-vis Nigerian Universities in the successful conduct of undergraduate examinations. The paper briefly examined the concept of examinations as well as the various forms or types of examinations. The paper further looked into the strategies employed by the selected Nigerian Universities in having a stress-free semester examination. Same was done regarding the selected British Universities. A comparison was carried out on the mode of the conduct of examinations. The paper goes further to point out what each country would likely benefit from one another regarding the system of examinations’ conduct. The paper further pointed out the challenges that Nigerian Universities are likely to face in the bid to follow British pattern. Appropriate suggestions were made towards solving the mentioned challenges. Finally, the paper concluded by pointing out that the findings of this study would also be of immense benefits to other Universities outside the scope of this research
Keywords: Strategies, conduct, examinations, British Universities, Nigerian Universities
I. INTRODUCTION
According to The Times Higher Education (THE) World University Ranking Methodology (2019), there are thirteen (13) carefully calibrated performance indicators that measure an institution’s performance across teaching, research, knowledge transfer and international outlook. However, these calibrated performance indicators were grouped under four main areas which include resources (capacity for effective delivery), engagement (students-teacher interaction and student-teacher ratio), outcomes (adding values to students after graduation based on what they learnt in school) and environment (diverse students and faculty).
Teaching is seen as a major key which reflects and impinges on other performance indicators. The quality and standard of teaching would impact on the knowledge transfer, conduct of research by students and faculties (lecturers), student-teacher interaction, academic values as well as the assessment of the students at the end of each semester. It is widely believed that performance in examinations (internal and external) reflects the quality of teaching and forms the basis for measuring academic standard.
