ANALYSIS OF THE ‘BASIC EDUCATION CERTIFICATE EXAMINATION’ RESULTS

MOSI PANIN ST. PETERS BASIC SCHOOL

2021

HIGHLIGHTS
 The exam results of “BASIC EDUCATION CERTIFICATE EXAMINATION” from the last 3 years are analyzed
 Factors that contributed to the low performance of students in the examination
 Interventions, conclusion and recommendation.

ABSTRACT
The analysis focuses on the low academic performance of pupils in the Basic Education Certificate Examination (B E C E) at
MOSI PANIN ST. PETERS R/C JUNIOR HIGH SCHOOL. It seeks to determine the causal factors that contributed to such an
outcome and some of the policy interventions to overcome it.
In this analysis the examination results of the “BASIC EDUCATION CERTIFICATE EXAMINATION” from the last 3 years have
been analyzed. The exam has 8 papers: 4 core and 4 electives. The grades of the students of the exams have been low for a long time.
We would like to know the factors that causes the low grades and mechanisms to put in place to improve the performance of students
in the next BASIC EDUCATION CERTIFICATE EXAMINATION.

KEYWORDS
Average Grade, Best Grade, Worst Grade, Core Subject, Elective Subject, Aggregate, Basic Education Certificate Examination.

INTRODUCTION
Our school level BASIC EDUCATION CERTIFICATE EXAMINATION results is analyzed by computing the grades obtained by
the candidates in Four core subjects; thus English Language, Mathematics, Integrated Science and Social Studies, plus the best
grades obtained in any two other subjects. This means that, the analysis is based on 6 subjects. It is important to explain that this is
different from the National BASIC EDUCATION CERTIFICATE EXAMINATION ranking which is based only on grades obtained
in the core subjects (thus four subjects). The BASIC EDUCATION CERTIFICATE EXAMINATION 2021 results received, collated
and analyzed at the school revealed that, the overall performance of the candidates in the school based on aggregate 36 resulted in a
pass rate of 100%. As much as this could be described as good effort , it has come to light that this achievement of 100% was only
possible when the result is not compared to other schools.
Comparing the result of our students to other schools could be noted that although our students’ performance was satisfactory it
performance in the district was low.
This analyses were done to find out some factors that contributed to the satisfactory but low performance and intervention that can be
put in place to maintain if not improved the existing results.
MATERIAL AND METHODS

o DATA COLLECTION INSTRUMENTS

 Students BASIC EDUCATION CERTIFICATE EXAMINATION result slip

 Observation
 Interview
 Student diary/ documentary search

o GRADING STRUCTURE OF THE EXAMINATION. (BASIC EDUCATION CERTIFICATE EXAMINATION)

The BASIC EDUCATION CERTIFICATE EXAMINATION grading system is used to grade students based on their
academic performance. Both the Ghana Education Service (GES) and Senior High School (SHS) prospective students take
this examination seriously. The BASIC EDUCATION CERTIFICATE EXAMINATION grading system plays a vital role in
knowing the quality of BASIC EDUCATION CERTIFICATE EXAMINATION results as well as student’s placement.

THIS SHOW A STEP-BY-STEP GUIDE ON HOW TO CALCULATE BASIC EDUCATION CERTIFICATE

EXAMINATION RESULTS.

 Marking using the marking scheme is the first step when computing BASIC EDUCATION CERTIFICATE
EXAMINATION results. From the marking process, you get to know the wrong and right answers per subject.
 Count the number of correct answers and note down.
 Divide the correct answers by the total number of questions asked.
 The quotient should be in decimal points or a fraction.
 Multiply the quotient by 100% to get a percentage.
Note: This calculation is done on the individual subject.
 With the percentage in hand, pull out the grading table as prepared using the stanine method or the new flexible 9-
scale criterion-referenced grading system and match your raw score, i.e., 60% to the marks on the chart.
 Once you have identified its rightful place, you will be able to know its corresponding grade, following the 1 to 9
grading strategy.

BASIC EDUCATION CERTIFICATE EXAMINATION MARKS AND GRADES WITH THEIR

INTERPRETATION
Below are marks and their grades in BASIC EDUCATION CERTIFICATE EXAMINATION.
 90-100 is graded as 1. It is the HIGHEST grade in the grading system.
 80-89, the second category in this classification is graded as 2. it is denoted as HIGHER
 70-79, is grade 3 and is described as HIGH.
 60 -69 is grade 4, described as HIGH AVERAGE.
 55 – 60 is classified as 5 and described as AVERAGE.
 LOW AVERAGE is a description of marks falling between 50-54 and number 6 in the grading system.
 Any mark ranging between 40-49 is considered as and number 7; described as LOW
 35-39 which is number 8, described as LOWER in the Stanine grading system.
 9 is the LOWEST grade, which falls between 0-34.
METHODS USED FOR ANALYSIS OF THE TESTS

In this analysis, we use the following methods for analyzing the test.
• Number of students that had aggregate 36 or below (comprising the four core and two best elective)
• Comparison of previous test result to current test result.
• Subject by subject analysis

The analysis of the tests is supplemented by an overview of the exam results. The following parameters are calculated:
• Average grade
• Best grade
• Least grade
• Average grade, Best grade and Least grade by subject
• Success rate.

RESULTS ANALYSIS

 RESULTS

As it was mentioned above the main questions which need to be answered are:
• Have the results had the tendency to decline in the last 3 years?
• If YES what are the contributed factors and the interventions and recommendation needed to resolve the situation.
• If NO what are the contributed factors and the interventions and recommendations used to achieve it.

 ANALYSIS OF THE EXAM RESULTS

Data about the BASIC EDUCATION CERTIFICATE EXAMINATION as the number of students, their grades were
collected from the WAEC master sheet from the year 2019 to 2021. For the main characteristics of students’ results see the
tables and figures.
 NAME ABU MUNIRU BASSHIRU JOESEPH MOHAMMED
RASHIDA ANALYSIS
JIBRIL JIBRIL ZAKARI KAMPOBA ZAKARI
SUBJECT
CORE
Best grade: 4
ENGLISH 5 5 4 5 5 6 Worst grade: 6
Average grade: 5
Best grade: 4
MATHEMATICS 4 5 5 5 5 5 Worst grade: 5
Average grade: 4.8
Best grade: 4
INTERGRATED 5
4 4 4 4 6 Worst grade: 6
SCIENCE
Average grade: 4.5
Best grade: 3
SOCIAL
4 4 4 5 3 5 Worst grade: 5
STUDIED
Average grade: 4.1
ELECTIVE
Best grade: 4
INFO.COMM.TE
5 5 4 5 4 5 Worst grade: 5
CH
Average grade: 4.6
Best grade: 3
BDT 5 5 4 4 4 6 Worst grade: 6
Average grade: 4.6
Best grade: 3
RME 3 5 5 4 3 4 Worst grade: 5
Average grade: 4
Best grade: 8
TWI 8 9 8 8 8 9 Worst grade: 9
Average grade: 8.3
TOTAL Best grade: 24
AGGREGRATE 25 28 26 27 24 31 Worst grade: 31
(WAEC STANDARD) Average grade: 26
Table 1: show analysis of basic examination certificate examination for the year 2019

fig 1: shows the success rate of the student

that took the examination
 NAME ISHATU AWISINA JULIANA AMETUS
BOADI ANALYSIS
JIBRIL JADEDIANA AANTIRE YAW
SUBJECT
CORE
Best grade: 4
ENGLISH 5 4 6 5 5 Worst grade: 6
Average grade: 5
Best grade: 4
MATHEMATICS 4 4 5 5 5 Worst grade: 5
Average grade: 4.6
Best grade: 3
INTERGRATED
5 3 5 4 5 Worst grade: 5
SCIENCE
Average grade: 4.4
Best grade: 4
SOCIAL STUDIED 5 4 6 5 4 Worst grade: 6
Average grade: 4.8
ELECTIVE
Best grade: 3
INFO.COMM.TECH 5 4 5 3 5 Worst grade: 5
Average grade: 4.6
Best grade: 4
BDT 5 5 5 4 5 Worst grade: 5
Average grade: 4.8
Best grade: 4
RME 4 5 4 4 5 Worst grade: 5
Average grade: 4.4
Best grade: 7
TWI 8 8 9 7 8 Worst grade: 9
Average grade: 8
TOTAL Best grade: 24
AGGREGRATE 28 24 31 26 29 Worst grade: 28
(WAEC STANDARD) Average grade: 26
Table 2: show analysis of basic examination certificate examination for the year 2020

SUCCESS RATE

fig 2: shows the success rate of the student

that took the examination

SUCECSS
100%
STATEMENT OF THE PROBLEM

Regardless of the numerous effort by the teachers, it could be observed from the tables that,
 For the pass two (2) years no student was able to get a grade leaser than 20
 There are some subject’s students always FAIL

So what might be the cause of the poor students’ performance?

 Is it the teaching methods adopted by teachers?
 Students not interest in the examination,
 Lateness and absenteeism of students
 Inadequate physical and material resources (including teaching and learning resource)
 The attitude of pupils towards learning
 Indiscipline
 Poor parental control
 Teacher Motivation
 Misconception of students about school in general

Or several of these and other factors combined? In view of these, the main problem is “what interventions could be
used to improve the performance of students in the BASIC EDUCATION CERTIFICATE EXAMINATION in MOSI
PANIN ST. PETERS R\C J.H.S.”

INTERVENTION DESIGN

 PRE INTERVENTION
From the table analysis it can be seen that although the students did not fail the exams but their performance compared to
other students from different school was poor. As teachers who teaches at MOSI PANIN ST. PETERS R\C J.H.S., a number
of challenges that affected the students’ performance in the BASIC EDUCATION CERTIFICATE EXAMINATION were
observed. Student pass in this examination motivate and equip the student to be able advance in the academic lather. To do
this, we proposed the following interventional design mechanism to effect a change “performance in the BASIC
EDUCATION CERTIFICATE EXAMINATION”

 Integration of multimedia tutorials in lessons to attract students interest and participation.

 The use of instruction technologies to involve students in lessons
 A talk on career opportunities in schooling
 Change the perception of student and parents towards school
 Good teacher, student, parents and community relationship
 Organization of extra lessons
 Introduce good learning habit
 Assigning specific lessons to specialized teachers

 POST INTERVENTION
After implementing the interventions, we, seek to find out the effectiveness of the intervention. We did so by looking at the
students BASIC EDUCATION CERTIFICATE EXAMINATION result for the year 2021.
The observations made from the result after the implementation of the intervention were analyze as follows:
 NAME
RANDSFORD LINDA ZAKARI HAWA WESSE FATAWU WASILA ZINKORE
KWAME ANDREWS KANDE BASINK JOYCE LATIFA JIBRIL PROSPER
.
SUBJECT
CORE

ENGLISH 5 5 5 5 4 4 4 4

MATHEMATICS 3 3 4 2 3 3 3 4

INTERGRATED
4 4 5 4 3 3 4 1
SCIENCE

SOCIAL STUDIED 4 5 6 5 5 5 5 4

ELECTIVE

INFO.COMM.TECH 2 3 4 4 3 4 2 3

BDT 3 3 6 5 4 3 3 4

RME 5 4 5 5 5 5 5 4

TWI 9 9 9 8 9 9 9 8

TOTAL
AGGREGRATE 21 23 29 25 22 22 21 19
(WAEC STANDARD)

Table 3: show analysis of basic examination certificate examination for the year 2021
SUCCESS RATE

fig 3: shows the success rate of the student

that took the examination

SUCECSS
100%
DISCUSSION OF THE FINDINGS

COMPARISON OF STUDENTS GRADE: YEAR 2019,2020 AND 2021

33
31
29
27
25
23
21
19
17
1 2 3 4 5 6 7 8 9 10

2019 2020 2021

fig 4: shows the relationship between the grade obtain by students for the year 2019,2020 and 2021.

From figure 4, it can be seen that, the curve for the year 2021 falls below that of the year 2019 and
2020. This shows that students performance was improved after implementing the interventions. The
falls shows that students performance was better compared to the previous years. It can also be noted
that the curve for 2021 falls below the twenty (20) grade, that means a student got a grade leaser that
aggregate 20.

COMPARISON OF SUCCESS RATE: YEAR 2019,2020 AND 2021

100
90
80
70
60
50
40
30
20
10
0
2019 2020 2021

AVERAGE GRADE

fig 5: shows the relationship between the success rate for the year 2019,2020 and 2021.
 From figure 5, it can be seen that, the curve for success rate is linear meaning there was no change.

COMPARISON OF STUDENTS GRADE: YEAR 2019,2020 AND 2021

34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
2019 2020 2021

BEST GRADE AVERAGE GRADE LEAST GRADE

fig 6: shows the relationship between the BEST GRADE, AVERAGE GRADE AND LEAST GRADE for the year 2019,2020 and
2021.

From figure 6 depict, the curve for BEST GRADE AND AVERAGE GRADE initially was linear and begins to
fall for the year 2021 which show an improvement but the curve for least grade initially falls but tends to raise
for the year 2021.
 COMPARISON OF STUDENTS GRADE for english: YEAR COMPARISON OF STUDENTS GRADE for math: YEAR
2019,2020 AND 2021 2019,2020 AND 2021

8 8

6 6

grade
grade

4 4

2 2

0 0
2019 2020 2021 2019 2020 2021
year
year

BEST GRADE AVERAGE GRADE BEST GRADE AVERAGE GRADE

LEAST GRADE LEAST GRADE

fig 7: shows the relationship between the BEST GRADE, AVERAGE fig 8: shows the relationship between the BEST GRADE, AVERAGE
GRADE AND LEAST GRADE for English for the year 2019,2020 and GRADE AND LEAST GRADE for MATHS for the year 2019,2020 and
2021. 2021.

Figure 7 depict, the curve for LEAST GRADE AND Figure 8 depict, the curve for BEST GRADE AND
AVERAGE GRADE initially was linear and begins to fall AVERAGE GRADE initially was linear and begins to fall
for the year 2021 which show an improvement but the curve for the year 2021 which show an improvement but the curve
for BEST grade initially tends to raise for the year 2021. for LEAST grade tends to maintain for the year 2021.

COMPARISON OF STUDENTS GRADE for science: COMPARISON OF STUDENTS GRADE for social: YEAR
YEAR 2019,2020 AND 2021 2019,2020 AND 2021

8 8
6 6
grade

grade

4 4
2 2
0 0
2019 2020 2021 2019 2020 2021
year
year

BEST GRADE AVERAGE GRADE BEST GRADE AVERAGE GRADE

LEAST GRADE LEAST GRADE

fig 9: shows the relationship between the BEST GRADE, AVERAGE fig 10: shows the relationship between the BEST GRADE, AVERAGE
GRADE AND LEAST GRADE for SCIENCE for the year 2019,2020 and GRADE AND LEAST GRADE for SOCIAL for the year 2019,2020 and
2021. 2021.

Figure 9 depict, the curve for BEST GRADE AND Figure 10 depict, the curve for BEST GRADE AND
AVERAGE GRADE begins to fall for the year 2020 and AVERAGE GRADE LEAST GRADE tends to raise. Which
2021 which show an improvement but the curve for LEAST needs attention as it shows the performance is declining.
grade tends to maintain for the year 2021.
 COMPARISON OF STUDENTS GRADE for ICT: YEAR COMPARISON OF STUDENTS GRADE for BDT: YEAR
2019,2020 AND 2021 2019,2020 AND 2021

8 8

6 6

grade
grade

4 4

2 2

0 0
2019 2020 2021 2019 2020 2021

year year

BEST GRADE AVERAGE GRADE BEST GRADE AVERAGE GRADE

LEAST GRADE LEAST GRADE

fig 11:figshows
12: shows the relationship
the relationship between
between the BEST
the BEST GRADE,GRADE, AVERAGE
AVERAGE
GRADE GRADE AND LEAST
AND LEAST GRADE GRADE forfor
for ICT BDTthefor the2019,2020
year year 2019,2020 and 2021.
and 2021.

Figure
Figure 12 depict,
11 depict, the curve
the curve for BEST
for BEST GRADE
GRADE ANDAND
AVERAGE GRADE begins to fall for
AVERAGE GRADE LEAST GRADE tends to fall. Which the year 2021 which
show an improvement but the curve for LEAST
shows the performance is getting better and improving. grade tends
to raise for the year 2021.

COMPARISON OF STUDENTS GRADE for RME: YEAR COMPARISON OF STUDENTS GRADE for twi : YEAR
2019,2020 AND 2021 2019,2020 AND 2021

8 8

6 6
grade
grade

4 4

2 2

0 0
2019 2020 2021 2019 2020 2021

year year

BEST GRADE AVERAGE GRADE BEST GRADE AVERAGE GRADE

LEAST GRADE LEAST GRADE

fig 13 shows the relationship between the BEST GRADE, AVERAGE fig 14: shows the relationship between the BEST GRADE, AVERAGE
GRADE AND LEAST GRADE for RME for the year 2019,2020 and GRADE AND LEAST GRADE for TWI for the year 2019,2020 and 2021.
2021.

Figure 14 depict, students always perform poorly as the

Figure 13 depict, the curve for BEST GRADE raised and curves can be found above the pass mark set which is grade
maintain. Least grade tends to be in linear and average grade 6
fall and raised again.
Conclusion

From the analysis of the 2021 BECE result, it is clear that almost all the candidate in the school are not able to obtain grades
that will enable them get their first or second choice of school. There is no single digit aggregate and only one (1) student falls
between the tenth Colom. The school consider this situation as a serious one that needs critical attention. It was also observed
that improve passes in the core subject will go a long way to improve the overall and general performance of candidates in all
subjects.

RECOMMENDATION

 Advisory should go beyond the academic arena and help student to better understand how their perceptions and environment may
affect their academic performance. Therefore, it appears that advising student should include mentoring them. Academic and
personal mentoring of students serve as a conduit to a healthy attitude towards academic work, study habits and etc.

 The school should hold community forums to inform parents of the important relationship that exist between school performance
and future. Forums such as these would serve to promote parent awareness, which in turn may motivate them to help their children
develop strong study habits and to value of learning

 There should be an orientation for students on the variables that affect their score in writing an examination.

 Reinforcing previous interventions

 The educational office should provide the necessary material to improve teaching and learning

 Improving community participation in the school to address the social issues affection education delivery and performance