Perceptions of High-Stakes Biology Examinations (WAEC and NECO) Among Secondary Students in Southeast Nigeria: Anxiety, Preparedness, and Equity Implications

Abstract

High-stakes examinations, the West African Senior School Certificate Examination (WASSCE, conducted by WAEC) and the National Examination Council (NECO) Senior School Certificate Examination, determine educational and career trajectories for millions of Nigerian students. Yet little is known about how students perceive these examinations in specific subjects like Biology, which is compulsory for science-track students. This mixed-methods study surveyed 562 secondary school students (aged 15–18) across 12 schools in Imo and Anambra States, Nigeria, using a 42-item Perception of Biology Examination Scale (PBES; α = 0.89) and semi-structured focus groups (n = 48). Results revealed ambivalent perceptions: students viewed WAEC as more “standard” but more stressful (mean anxiety score: WAEC 4.2/5 vs. NECO 3.1/5, p < .001), while NECO was perceived as more predictable but less prestigious. Only 31% felt well-prepared for practical-based questions, despite 78% of WAEC/NECO Biology marks deriving from practical or application items. Structural equation modeling showed that teacher quality (β = 0.42) and access to laboratory resources (β = 0.38) mediated the relationship between school type (rural/urban) and examination confidence. Female students reported significantly higher examination anxiety (d = 0.47) despite scoring similar mock results. Qualitative themes included: “teaching to the test,” “fear of practical unknowns,” and “regional disparities in registration and marking.” We conclude that students’ differentiated perceptions of WAEC and NECO reflect systemic inequalities rather than inherent examination difficulty, and recommend policy reforms including practical skills portfolios, reduced examination stakes, and psycho-social support for rural and female students.