EQUITY AND INCLUSIVITY IN HIGHER EDUCATION EXIT EXAMS: A SYSTEMATIC LITERATURE REVIEW

Samson Worku Teshome — Sat, 10 May 2025 00:00:00 +0000

This systematic literature review investigates equity and inclusivity issues related to exit exams in higher education, synthesizing findings from 30 studies published between 1994 and 2024. Exit exams are designed to evaluate the competencies of graduating students, but their implementation often raises concerns regarding fairness, accessibility, and the impact on diverse student populations. The review reveals that while exit exams can enhance academic accountability, they disproportionately affect marginalized groups, exacerbating existing inequalities within the educational landscape. Methodologically, the review incorporates qualitative and quantitative studies, case analyses, and literature reviews, providing a comprehensive overview of prevalent themes. Key findings indicate that exit exams can lead to adverse washback effects on teaching practices, influence student outcomes differently across demographic groups, and raise significant concerns regarding accessibility and inclusivity in academic assessments. The review underscores the necessity for policies that address these equity issues, advocating for a more nuanced understanding of exit exams. Ultimately, this study contributes to ongoing discussions about educational assessment practices, offering insights for educators, policymakers, and researchers aiming to improve the effectiveness and fairness of exit exams in higher education.

TEACHING STRATEGIES AND STUDENTS’ LEARNING OUTCOMES IN BASIC SCIENCE AND TECHNOLOGY IN THE EKET LOCAL GOVERNMENT AREA, NIGERIA

Umoetuk, E. U., Atabang, A. A., Babayemi, J. O. — Mon, 31 Mar 2025 00:00:00 +0000

This study investigated the effect of teaching strategies and students’ learning outcomes in basic science and technology in the EKET Local Government Area of Akwa Ibom State. 2 research questions and 2 hypotheses were used for the study. The study was designed using the pretest-posttest quasi-experimental design. 1663 Junior Secondary Two (JS2) students in the 10 public secondary schools formed the population. A sample size of 131 JS2 students from three purposely sampled 3 intact classes was used for the study. A purposive sampling technique was used to select the 3 schools. The instrument for data collection was the Basic Science and Technology Achievement Test (BSTAT). The reliability of the instrument was determined using the Kuder-Richardson formula (K-R20) and was found to be 0.81. The data obtained was analyzed using mean, standard deviation, and ANCOVA. The findings of the study revealed significant differences in the mean achievement scores of Basic Science and Technology students taught the concept of living and non-living things using computer simulation, tutorials, and flipped classroom strategies. However, while no significant difference was found between computer simulation and tutorial strategies, both computer simulation and tutorial teaching strategies showed significantly higher achievement compared to flipped classroom strategies. Also, teaching strategies did not influence students' gender. Based on the findings it was recommended among others that students should be made to use the opportunities these strategies provide to better their understanding of concepts and improve their digital skills, which are essential for academic success and future endeavors.

Pakistan Journal of Educational Research

EQUITY AND INCLUSIVITY IN HIGHER EDUCATION EXIT EXAMS: A SYSTEMATIC LITERATURE REVIEW

TEACHING STRATEGIES AND STUDENTS’ LEARNING OUTCOMES IN BASIC SCIENCE AND TECHNOLOGY IN THE EKET LOCAL GOVERNMENT AREA, NIGERIA