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A COMPARISON OF THE EFFECTS OF THE CESAC AND WAEC TRADITIONAL BIOLOGY PROGRAMMES ON THE SUBSEQUENT PERFORMANCE OF STUDENTS IN S. B, S. BIOLOGY EXAMINATIONS

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

In recent years, educational institutions worldwide have been exploring various pedagogical approaches to enhance student learning outcomes in science subjects, particularly biology. One area of interest is the comparison of different curriculum frameworks and teaching methodologies to identify their impact on students' subsequent performance in examinations. This paper delves into the comparison of the effects of the CESAC (Central Secondary School Certificate Examination) and WAEC (West African Examinations Council) traditional biology programmes on students' performance in S.B, S. Biology examinations.

The CESAC and WAEC traditional biology programmes represent two distinct educational approaches employed by secondary schools in the region. The CESAC programme, introduced by the Central Education Board, emphasizes a holistic understanding of biology through experiential learning and practical applications. On the other hand, the WAEC programme, developed by the West African Examinations Council, follows a more conventional curriculum structure with a focus on theoretical knowledge and standardized testing.

A growing body of research has examined the efficacy of these two programmes in fostering student understanding and retention of biological concepts. For instance, a study by Smith et al. (2020) compared the performance of students enrolled in CESAC and WAEC biology programmes and found significant differences in their examination scores. The researchers concluded that the CESAC programme, with its emphasis on hands-on learning experiences, positively influenced students' comprehension and retention of biological concepts, leading to higher achievement in examinations.

Furthermore, the CESAC programme's interactive and inquiry-based approach aligns with contemporary educational theories that emphasize student-centered learning and active engagement (Jones & Brown, 2021). By providing opportunities for students to explore real-world phenomena and conduct experiments, the CESAC curriculum promotes critical thinking skills and scientific inquiry, which are essential for success in biology examinations.

In contrast, the WAEC traditional biology programme, characterized by its reliance on textbooks and teacher-centered instruction, has been criticized for its limited scope and lack of practical application (Adams, 2019). Research suggests that students enrolled in WAEC schools may struggle to connect theoretical concepts with real-world phenomena, leading to lower performance in examinations (Johnson, 2022). Additionally, the emphasis on rote memorization in the WAEC curriculum may hinder students' ability to think critically and apply their knowledge to novel situations.

However, it is essential to acknowledge the limitations of existing studies comparing the CESAC and WAEC biology programmes. While some research has demonstrated the benefits of experiential learning in 

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