EXAMINATION WASHBACK ON TEACHING AND LEARNING PROCESS

Abstract

This study looks at the influence examinations/tests outcomes have on teaching and learning process (wash-back), especially on teachers’ choice and use of teaching methods, selection and delivery of learning contents, as well as their perceptions of classroom instructions. 80 teacher-examiners are purposively sampled in a Lagelu Local Government Area of Oyo State. Researchers’ self-constructed questionnaire is used for collection of data, and mean-calculation is adopted for analysis of data. The study reveals that Teachers’ engagement in external examinations marking influences their choice and use of teaching method with mean of 2.55 and sd 1.20, the study also reveals that teachers’ marking experience influence their  selection and delivery of  learning contents  with mean of 2.6 and Sd  0.9, and impact of examination washback on classroom instruction with mean 2.63 and Sd  0.82.  These findings reveal teachers who mark external examinations prioritize the said examinations’ outcomes to effective teaching and learning, and this affects their choice of teaching methods, strategies and their of style of delivery of learning contents as well as their perceptions about an ideal classroom instruction, . In view of these findings, the study recommends that teachers should endeavour to follow religiously the sequence of learning topics/contents as prescribed in the subject syllabus, and also consider other factors for making choice of teaching methods, strategies and techniques aside high-stake examinations marking guides.