Comparison of junior secondary school academic performance in internal and external examination in accounting

Project Abstract

This research study aimed to investigate and compare the academic performance of junior secondary school students in accounting between internal and external examinations. The study focused on exploring the differences in performance outcomes between the two types of assessments, internal school examinations, and external standardized examinations. The research employed a quantitative research design to collect and analyze data from a sample of junior secondary school students studying accounting. Data was collected from both internal school records and external examination results to compare the performance of students in accounting. The study analyzed the results to identify any significant differences in academic performance between internal and external assessments. Factors such as student preparation, exam format, curriculum coverage, and exam difficulty were considered during the analysis. The findings of the study indicated that there were notable differences in the academic performance of junior secondary school students in accounting between internal and external examinations. The results showed that students tended to perform better in internal school examinations compared to external standardized assessments. Factors such as familiarity with school-based assessments, teacher-student interactions, and classroom environment were identified as potential reasons for the variance in performance outcomes. The study also revealed that students faced different challenges and opportunities in internal and external examinations. While internal assessments provided students with a more familiar testing environment and feedback from teachers, external examinations offered a standardized evaluation of student knowledge and skills. The study highlighted the importance of considering the differences between internal and external assessments in understanding student performance in accounting. Overall, the research findings emphasized the need for educators and policymakers to recognize the unique characteristics and implications of both internal and external assessments in evaluating student academic performance. By understanding the factors that influence student achievement in accounting examinations, educators can better support students in their learning and preparation for assessments. The study contributes to the existing literature on assessment practices in junior secondary schools and provides insights for improving accounting education and evaluation strategies.

Project Overview