Analysis of Non-Parametric Qualities of Undergraduate Biology Examination Questions in a Nigeria University: Implications for Quality Assurance and Students’ Learning Outcome Tajor Ago?
Analysis of Non-Parametric Qualities of Undergraduate Biology Examination Questions in a Nigeria University: Implications for Quality Assurance and Students’ Learning Outcome Tajor Ago?

Summary/Abstract: This study was carried out to ascertain non-parametric qualities of past undergraduate biology examinations questions in one Nigeria university. The study employed ex-post facto research design and involved document analysis procedure. It surveyed one hundred and seven examination question papers with a total One thousand one hundred and ninety eight mainly essay and sub-essay questions for a period of five years examination sessions from 2012/2013 to 2017/2018 but excluded 2016/2017. Using descriptive content analysis method, the study analysed the content validity and the cognitive content of the biology examination papers. Descriptive statistics, mainly percentage was used to determine the proportion of the questions set on the content of each course in context of the National Universities Commission (NUC), Abuja, Nigeria, Benchmark for Minimum Academic Standard (BMAS, 2007) and the in-use university academic prospectus undergraduate biology curriculum. The analysis revealed that 80% of the content of the biology curriculum was tested but the examination tested more of lower order cognitive abilities (knowledge and comprehensive) which constituted 76.11% with deviation +36.11, than higher order questions (23.85%) with application/problem solving constituting only1.83% The overall finding calls for further improvement in the qualities of the examination questions. Appropriate recommendations that could lead to improvement of the content validity of the examinations questions, increasing proportion of problem solving/application and broad range of higher level analytical, creative and evaluative thinking questions were made. It was concluded that the examination question papers could be considered suitable assessment tool that satisfy content validity but low towards the attainment of higher cognitive objectives of biology of the undergraduate program.

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