WEST AFRICAN SCHOOL CERTIFICATE PHYSICS EXAMINATION ACHIEVEMENT AS PREDICTOR OF PHYSICS EDUCATION STUDENTS’ CLASS OF DEGREE IN PUBLIC UNIVERSITIES IN NORTH CENTRAL, NIGERIA

Publication Details

Publication Date

10/08/2026

Volume / Issue

Vol 1, Issue 3 (2026)

Article No.

042

Journal

British Journal of Contemporary Research

DOI

https://doi.org/10.67693/BJCR-H4WC38XY

Received

29 Jul 2026

Views

24

Downloads

16

Abstract

This study investigates the West Africa School Certificate Physics Examination Achievement as predictors of Physics Education students' class of degree in North Central, Nigeria. The study adopted ex-post facto design. The population of the study comprised 989 Physics Education graduates from the State and Federal Universities in the North Central, Nigeria who completed their programme in 2014/2015, 2015/2016, 2016/2017, 2017/2018 and 2018/2019 sessions, from which a sample of 694 (442 Males and 252 Females) Physics Education students were selected for the study, using multistage sampling techniques. Physics Entry Qualifications and Universities Degree Proforma (PEQUDP) were employed as instruments for data collection. The proforma had a reliability index of 0.84 using Cronbach alpha. The research questions were answered with Pearson Product Moment Correlation Coefficient while the null hypotheses were tested with Regression analysis. The findings of the study reveal that WASSCE Physics grades significantly predicted students' class of degrees in Physics Education in State Universities (t=6.135; p=0.000 α=0.05); and WASSCE Physics grades significantly predicted students' class of degrees in Physics Education in Federal Universities (t=8.841; p=0.000 α=0.05). The study recommends that WASSCE Physics grades should be used as a criterion for admitting students into Physics Education in public Universities since it significantly predicts students' academic achievement. The government and school administrators should provide the necessary teaching and learning facilities to enhance students' learning and achievement in Physics.

License

This article is published under the Creative Commons Attribution 4.0 International License . Free to read, share, and adapt with attribution.