JACKSON COLLEGE OF EDUCATION

END OF SECOND SEMESTER EXAMINATION – NOVEMBER 2022

CHIEF EXAMINER’S REPORT

JMC 316/JMC 336

TEACHING AND ASSESSING MATHEMATICS FOR UPPER PRIMARY /EARLY GRADE

GENERAL PERFORMANCE

1. STANDARD OF THE PAPER

There were two sets of questions; section A and section B. Section A consisted of twenty (20)
multiple choice and five (5) fill-in questions. Candidates were to select the best option for each of
the first twenty questions. For the remaining five (5), candidates were to supply short answers.
Section B consisted of four (4) essay-type questions and candidates were to select any two (2)
questions from the four (4).
In section A, each correct answer attracted one (1) mark, so in all, there were twenty (20) marks.
For the other part of Section, A, thus questions from 21 to 25, each question carried two (2) marks
totalling ten (10) marks. So, all section A questions carried thirty (30) marks. In section B, each
question carried fifteen (15) marks and so in all Sections B carried thirty (30) marks. The total
score for the paper, both Sections A and B was sixty (60) marks.
2. SPECIFIC COMMENTS

SECTION A
Questions in Section A were in the scope of their teaching manual. The questions were standard.
Candidates were able to answer the questions fairly. Their score in Section A was above average.
For the other part of Section, A, that is from questions 21 to 25, the questions were poorly
answered.
SECTION B
Q1.
It was one of the popular questions and most of the candidates were able to answer it, but a few
candidates could not prepare the 30-minute plan on fractions. The preambles contained in the
lesson plan that is strand/sub-strand, content, indicators, and performance indicators were poorly
entered.
Q2.
It was also one of the popular questions. most of the candidates were able to guide the learners to
2 1
solve the problem + . Their score for this question was encouraging.
5 2

CHIEF EXAMINER’S REPORTS, B. ED 3 Page 1 of 13

Q3.
It was one of the unpopular questions. Some of the candidates could not draw the graph properly.
Again, they could not identify the values of the Cuisenaire rods. Some of them ended up drawing
a histogram instead of bar graph. However, the difference between misconception and remediation
was well answered.
Q4.
This question was also not popular because few candidates attempted it. Some drew two number
lines others also drew the number line with wrong calibration. Some also drew only the number
line without describing how to help the learners to do that.
However, the difference between standardized test and teacher made test were partially explained.

3. STRENGTHS AND WEAKNESSES

STRENGTH
Generally, candidates showed the following strengths:
- Stating a starter for a lesson.
- Stating the indicator.

WEAKNESSES
Some candidates:
- Couldn’t identified the colours of the Cuisenaire rods and what numbers they represent.
- Couldn’t properly state performance indicators in a lesson plan.
- Couldn’t properly label the horizontal axis of a bar graph.

4. SUGGESTIONS /RECOMMENDATIONS
Candidates who could not satisfactorily answer the questions showed clear indications that they
neither attend face-to-face or online lectures. The following could be considered:
- Centre supervisors and tutors should encourage students to attend lectures.
- Take-home assignments, group work, and project work should be given to students
frequently. After that, they must be discussed during the face-to-face time.
- Tutors should use the various teaching-learning resources in their lesson delivery so that
the learners will be conversant with them.

CHIEF EXAMINER’S REPORTS, B. ED 3 Page 2 of 13

 JACKSON COLLEGE OF EDUCATION
END OF SECOND SEMESTER EXAMINATION – NOVEMBER 2022

CHIEF EXAMINER’S REPORT

INTEGRATED SCIENCE – III FOR UPPER PRIMARY (JSC 318)

GENERAL PERFORMANCE

5. STANDARD OF THE PAPER

The question items were spread to cover the entire content of the course outline in
accordance with the Integrated Science-III for upper primary Module (JSC 318) currently
being used by students. The examination paper for the Integrated Science-III for upper
primary was made up of Sections A and B. Section A was made up of 30 objective test
items: 20 multiple-choice items, 5 True or False and 5 fill-in items. In Section A, objective
test items were scored 1 mark each, which gave a total of 30 marks.
There were four major subjective type questions in section B. Each question has four other
sub-questions (a-d). Candidates were expected to answer only two of the questions out of
four and scored over 15 marks, hence the total marks for Section B were 30.
The overall performance was very high.

6. SPECIFIC COMMENTS

SECTION A
Most of the candidates answered item 1-25 in section A with ease. However, item 26-30
was challenging to them since they were asked to provide a one-word answer or a phrase.
About 20% of the candidates answered item 26 as waves instead of gamma rays. Thirty
percent (30%) of the candidates answered item 27 as iron instead of ion. Apart from these
two test items section A was answered correctly.

SECTION B
Question 1
For section B, most of the candidates answered question 1 correctly. Question 1 had four
sub-questions. Candidates who selected question one scored between 10-15 marks, but it
was the least test item that candidates selected.
Question 2
Question 2 was answered very well and about 95% of the candidates scored between 12-
15 marks. The challenge the candidate had were as follows: Rectilinear propagation of
light is the type of light that is near and for commercial use. Rectilinear propagation of

CHIEF EXAMINER’S REPORTS, B. ED 3 Page 3 of 13

 light is the process of adding some properties of light to produce light e.g., Adding LED
wire, bulb and lemon to produce light. All these were answers that candidates gave for
Q2(d i) which was for explanation for rectilinear propagation. In Q2 (d ii) the question was
demanding for two phenomena which show evidence of rectilinear propagation of light.
Candidates were given answers such as reflection and refraction instead of eclipse and
pinhole camera.

Question 3
Question 3 was also a popular test item in which candidates who answered scored between
12-15 marks. Q3 (c) was demanding candidates to explain why human blood circulation is
doubled. About 5% of the candidates got it right.

Question 4
Question 4 was one of the least question candidates answered. Question 4 (bii) was for
candidates to state three endocrine glands and their corresponding target organs.
7. SUGGESTIONS/RECOMMENDATIONS
• Tutors should try to bring the differences of some scientific words that their
pronunciation looks similar but have different interpretations. For example, iron
and ion.
• Tutors should use simple words when explaining some concepts to students,
regarding their background and their prior misconceptions.
• Students should be more involved in giving more examples of concepts they detest
most. More assignment, exercise and text should be conducted on challenging
topics.
• A critical look at the responses given by candidates indicates that most of them do
not attend classes (both online and face-to-face).

CHIEF EXAMINER’S REPORTS, B. ED 3 Page 4 of 13

 JACKSON COLLEGE OF EDUCATION
END OF SECOND SEMESTER EXAMINATION – NOVEMBER 2022

CHIEF EXAMINER’S REPORT

JSC 338: INTRODUCTION TO EARLY GRADE SCIENCE III
GENERAL PERFORMANCE

1. STANDARD OF THE PAPER

Candidates were asked to answer all the thirty (30) Section A questions and any two questions
out of four from Section B. Total marks from section A were 30 and 15 marks each for section B
making a total of 60 marks. In all the general performance was good

2. SPECIFIC COMMENTS

SECTION A

The section comprised thirty multiple-choice questions with options A-D from which students
were to choose from. Five of the questions were True or False options while the other five
questions were fill-in.

Majority of the students were able to make right decisions by the choosing the correct options.
Only a few students were not able to make the right choices hence they scored lower marks.

SECTION B

In Section B, students were asked to answer two out of four questions. The most popular
questions were one and two. Most of the students who answered them were able to score the
maximum fifteen marks allocated to the questions.

Questions 3 and 4 were not very popular. Only few students attempted them. However, those
who answered them were able to get an average mark of about ten.

3. SUGGESTIONS/RECOMMENDATION

i. Course tutors should coach students as to how to select examination questions. It was
observed that some students selected questions that they did not have much control over.
ii. Also, students should be advised to space out their answers from the various options in
section B.
iii. Some of the students answered all the questions which exhausted their time and affected
how well they answered those questions. Such students eventually had lower marks.
Tutors should advise students to follow instructions as much as possible.

CHIEF EXAMINER’S REPORTS, B. ED 3 Page 5 of 13

 JACKSON COLLEGE OF EDUCATION
END OF SECOND SEMESTER EXAMINATION – NOVEMBER 2022

CHIEF EXAMINER’S REPORT

DIFFERENTIATED PLANNING, LEARNING, AND MULTIMEDIA DEVELOPMENT
GENERAL PERFORMANCE

1. STANDARD OF THE PAPER

The performance was generally good as most candidates scored above 50 marks. This was a
two-hour paper comprising two sections. Section A was made up of twenty multiple choice items,
five supply items, and five matching items. Section B had five essay questions out of which
candidates were required to answer three within one hour and thirty minutes.
2. SPECIFIC COMMENTS

A) SECTION A
In section A, students performed creditably well in the multiple choice, supply and
matching items questions.

B) SECTION B
Q1: This was a straightforward question and among the popular ones. Though few candidates
answered it, they did very well. Candidates were to state and explain five levels of questioning,
candidates who attempted this question had a good score.
Q2: This question had two parts, A and B. For the A part candidates were tasked to explain
any four principles of instructional objectives. For the B part, candidates were to analyze the
significance as a criterion in selecting subject matter for a curriculum. The A part was
straightforward and candidates who answered question two scored high in the A part but could
not answer the B part because the question was not clear.
Q3: This question was in three parts, (i) tasked candidates to explain instructional media, (ii)
also tasked candidates to state three importance of using instructional media in the classroom,
and (iii) tasked candidates to state two types of instructional media. This question was the
most popular question and virtually all the candidates who attempted this question performed
extremely well.
Q4: This was an unpopular and poorly answered question. This question was in two parts: A
and B. Both A and B were poorly worded and full of ambiguity, and candidates who attempted
it did so out of frustration, and hence performed abysmally.
Q5: This was also a popular question attempted by most of the candidates. Equally, this
question had four parts, A part asked candidates to explain the concept of learning, the B part
asked candidates to explain solitary (intrapersonal) learners. The C part asked candidates to
state four characteristics of the intrapersonal learner while the D part asked candidates to
differentiate between data and information. Like questions, 1, 2, and 3, most of the candidates
who answered question five equally scored above average.

CHIEF EXAMINER’S REPORTS, B. ED 3 Page 6 of 13

3. STRENGTHS AND WEAKNESSES
Strengths of Candidates
Most candidates performed better in section B than in A.
Weaknesses
❖ Some of the candidates could not express themselves well even though they stated the
points very well.
❖ Some candidates intentionally answered more than three questions, and hence could not
take their time to explain their choice of questions well. They suffered for not getting the
required marks.
❖ A handful of candidates answered just two instead of the required three questions hence,
their total scores were averagely low.

4. SUGGESTIONS / RECOMMENDATIONS
❖ Tutors should keep on advising the students to adhere strictly to instructions on the
questions and respond to the required questions.

❖ Tutors should stress the use of good English language skills, including spelling and
language structure.

CHIEF EXAMINER’S REPORTS, B. ED 3 Page 7 of 13

 JACKSON COLLEGE OF EDUCATION
END OF SECOND SEMESTER EXAMINATION – NOVEMBER 2022

CHIEF EXAMINER’S REPORT

JEG 435 / JEG 315:

GUIDANCE AND COUNSELLING FOR EARLY GRADE / UPPER PRIMARY
INTRODUCTION

The papers were made up of two Sections (A and B). The section A was made up of twenty (20)
multiple-choice test items to be answered for 20 marks, with the section B comprising of 4.
essay type items, out of which two (2) were to be answered for 20 marks each.
GENERAL PERFORMANCE

The general performance of the students was average in both Sections (A and B) of the paper.
Most of the candidates scored 50%, and a few had 75% or above.
ANALYSIS OF CANDIDATES PERFORMANCE IN OBJECTIVE TEST
Candidates put up an impressive performance with this component of the paper, as 1,081 out of
the total number of 1436 candidates who sat for the paper had scores ranging between 10 to
20, with 355 of them scoring within the ranges of four (4) to nine (09).
ANALYSIS OF CANDIDATES PERFORMANCE IN ESSAY TEST
All the four essay type questions were optional, and candidates were to attempt 2 of them for
20 marks each. The highest score was 35 out of 40 and the lowest score was 10 out of 40. Overall
total score was 55 out of 60 for both Sections (A and B).

QUESTION ONE (1)

A very popular question as most of the candidates answered it. All the candidates who answered
this question obtained higher marks. The question was straight forward, devoid of ambiguity.

QUESTION TWO (2)

Most candidates answered this question correctly and scored higher marks.

QUESTION TWO (3)

Many of the candidates who attempted this question could not answer it well. This is because, in
their module, only skeletal points were written without any further explanation. Therefore,
individual candidates explained the points differently having different connotations/meanings.
Thus, leading the candidates to go astray from the real and accurate meanings of terms/points. This
challenge made the candidates have lower marks.

QUESTION FOUR (4)

A popular question. Most of the candidates answered this question well and scored higher marks.
CHIEF EXAMINER’S REPORTS, B. ED 3 Page 8 of 13
STRENGTHS
1. Most candidates had a fair idea of majority of the questions they were examined on.
2. Some candidates also organise their ideas or points into meaningful paragraphs.

WEAKNESSES
1. Some candidates only wrote skeletal points without any further explanation.
2. Some of the candidates also explained the points differently having different
connotations/meanings. Thus, leading candidates to go astray from the real and accurate
meanings of terms/points.
3. There were a lot of grammatical errors and spelling mistakes in sentence construction. E.g.,
some students wrote “have understand”, “the people goes”, and “being” spelt as “beening”,
etc.
4. Different points were jammed on the same paragraph.
5. Some candidates lack knowledge of some questions but went ahead to select such questions
and yet could not respond to them well.
6. Some candidates answered more than the required questions. Others also answered two
(2) major questions on the same page.

SUGGESTIONS
1. Tutors should explain technical terms very well to students, make lessons practical and use
more examples since some candidates gave erroneous meanings and connotations to points
raised.
2. Students should be encouraged to discuss points raised during lectures and assignment or
group work.
3. Tutors must advise their students to read more Story/English books to polish their
vocabularies.
4. They should also ask students to avoid using the wrong spelling of words. Students should
consult the dictionary all the time during their leisure hours.
5. Tutors should encourage students to paragraph their essays. Thus, one main point in one
main paragraph.
6. Tutors/Invigilators should advise students to go by the instructions as stated on the question
paper(s).
7. Students should be reminded to read the questions carefully and understand them before
they attempt them. This will help them to reduce deviation during examination.
8. Guidance and Counselling is a practical course with its required terminologies. Therefore,
subject experts should be allowed to teach the course.

CHIEF EXAMINER’S REPORTS, B. ED 3 Page 9 of 13

 JACKSON COLLEGE OF EDUCATION
END OF SECOND SEMESTER EXAMINATION – NOVEMBER 2022

CHIEF EXAMINER’S REPORT

JFL 265: FRANCOPHONE AFRICAN LITERATURE

GENERAL PERFORMANCE

1. STANDARD OF THE PAPER

This paper consisted of three (3) sections A, B and C. Candidates were required to answer
questions from all the sections. The performance of the B. ED students in this paper was
encouraging.

2. SPECIFIC COMMENTS

Section A

Section A had ten (10) objective questions that sought to test the candidates’ understanding.
Candidates were required to answer all the objective questions in that section for twenty (20)
marks.

Section B

Section B had eight (8) questions, and candidates were required to provide short answers to the
questions for forty (40) marks.

Section C

The section C had four (4) questions and the candidates were required to answer only one question
for forty (40) marks.

3. WEAKNESSES OF CANDIDATES

CANDIDATES’ WEAKNESSES

During the marking session some language and linguistic problems were noticed in the answers
produced by some of the candidates, and these could be traced to these:

Some candidates seemed not to have mastered the grammatical rules in French, and also lacked
the appropriate vocabulary and expressions to enable them to answer the questions as expected of
them. They produced sentences that showed very low linguistic competence levels.

4. OBSERVATIONS

CHIEF EXAMINER’S REPORTS, B. ED 3 Page 10 of 13

It became obvious during the marking session that some of the candidates did not attend lectures, as it could
be seen from the way they answered the questions. It was also confirmed by the tutor handling the course.
It was also observed during the marking session that some of the students did not seem to have an in-depth
knowledge in the course.

5. RECOMMENDATIONS

Easy readers should be made available to students.

Tutors should do enough work in areas where students are found wanting.

Students should be advised to read more books to widen their horizon in the French Language.

GENERAL PERFORMANCE (POST DIPLOMA)

6. STANDARD OF THE PAPER

The performance of the Post-Dip students in this paper was very encouraging. Out of the 42
students who sat for this paper, nobody scored marks between 0-30. The performance was very
good. The students seem to have gone through the mill and it is reflected in the way they composed
their sentences.

7. RECOMMENDATIONS

i. The Post-Dip students seem to have found their feet now, so they should be encouraged to do more.
ii. The tutors handling the Post Diploma students should be urged to do more to help the students to
realize their dreams of becoming better teachers of French in future.
iii. Students should be encouraged to form study groups where difficult topics could be discussed to
help the slow learners to catch up.
iv. The students should equally be encouraged to read more books on their own to widen their horizon
in the French language.

CHIEF EXAMINER’S REPORTS, B. ED 3 Page 11 of 13

 JACKSON COLLEGE OF EDUCATION
END OF SECOND SEMESTER EXAMINATION – NOVEMBER 2022

CHIEF EXAMINER’S REPORT

JFM 265: METHODS OF TEACHING AND ASSESSING FRENCH

GENERAL PERFORMANCE

5. STANDARD OF THE PAPER

This paper consisted of three sections, A, B, and C. For section A, the candidates
were required to choose the right answers from the options given to complete all the
given questions for twenty (20) marks. In section B, the candidates were required to
provide the appropriate words to complete ten (10) sentences for thirty (30) marks.
Under section C, the candidates were made to answer two questions out of the three,
and they consisted of listing, giving definitions and explanation of basic pedagogical
concepts. The performance in this paper was relatively encouraging.

6. CANDIDATES’WEAKNESSES
Most of the candidates still had problems with constructions, others lacked
knowledge in the methods of teaching and in the basic pedagogical concepts. It was
surprising that some of the candidates could not mention some of the technological
tools that have made teaching easier.
7. OBSERVATION

Some of the candidates produced one word answer instead of full sentences. It could
also be seen from the way most of the candidates answered the questions that they
were on top of issues just that they could not express themselves satisfactorily in the
French language.

8. SUGGESTIONS
- Students should be encouraged to read on their own to be able to cover what
is in the programme.
- Supplementary readers should be made available to students.
- If possible, students should be encouraged to have study groups where they
can share ideas and ask for clarification from their peers who are academically
endowed.
CHIEF EXAMINER’S REPORTS, B. ED 3 Page 12 of 13
 JACKSON COLLEGE OF EDUCATION
END OF SECOND SEMESTER EXAMINATION – NOVEMBER 2022

CHIEF EXAMINER’S REPORT

JFL227: LITERATURE IN FRENCH 3 (POETRY)

GENERAL PERFORMANCE

1. STANDARD OF THE PAPER

This paper consisted of three sections, A, B and C. Section A had ten objective types
of questions (1-10), and the supply type of questions (11-20) where the candidates
were expected to fill in the blank spaces. Section B had to do with definitions and
short answers, and candidates were required to answer all the eight questions. For
section C, candidates were given three poems from different authors, and were
expected to answer questions on one of them. They all carried equal marks. The
general performance in this paper was encouraging.
2. CANDIDATES’ WEAKNESSES

As usual some language and linguistic problems were noted in the answers of the
candidates. It could be deduced from some of the answers that candidates did not
understand the questions posed.
3. OBSERVATIONS
- Some candidates resorted to the use of English expression.
- Students found it difficult to answer questions from section B that had to do
with the literary devices and other terminologies used in literature.
- Some candidates did not indicate the question numbers, so examiners had to
imagine the questions attempted by the candidates.
- Some of the candidates wrote only points instead of essays.
- It could be seen from the way the questions were answered that some of the
candidates did not read the literature book.
- The answers provided by the candidates were not numbered.
- Some candidates also wrote serial numbers or names instead of their index
numbers.

4. RECOMMENDATIONS
- Candidates must be encouraged to read easy readers in French so that they
can acquire some vocabulary.
- Tutors must be encouraged to put in some effort to improve the performance
of students.
- The set books for the literature must be fully digested by students.

CHIEF EXAMINER’S REPORTS, B. ED 3 Page 13 of 13