Washback Effects of High-Stakes Test: Perspectives of Economics Teachers and Students

Abstract

This study examined the washback effects of the high-stakes test (WASSCE) on the teaching and learning of economics. Specifically, the study examined the perceived washback effects of WASSCE on economics teachers’ classroom instructional practices, implementation of the Economics syllabus, and students’ learning practices in Ghana. The study adopted a descriptive survey design. Ultimately, 600 and 100 SHS Economics students and teachers were selected for the study, respectively. Data were collected through a 5-point Likert scale questionnaire ranging from strongly agree to strongly disagree. Descriptive (mean and standard deviation) statistics were used to analyse the data that were obtained. The findings of the study revealed that the WASSCE Economics examination had negative washback effects on classroom instructional practices, implementation of the Economics syllabus, and students’ learning practices. The study recommends that Ghana Education Service and heads of institutions should provide appropriate in-service training to SHS teachers on testing practices and their effects to avoid the situation of teachers spending their instructional periods, preparing students for tests.