Standardization of Mock Scores in Advanced Level Mathematics and Its Influence on Students Grades in Douala IV Municipality

Abstract

The study investigated the effect of standardization of mock advanced level mathematics scores on students’ grades in Douala IV Municipality in the Littoral Region of Cameroon. Four specific research questions and one hypothesis guided the study. The study used the ex-post facto design since the data collected already existed in the various schools. A sample of 300 students’ scores were randomly sampled from three institutions. The instrument used was the raw mock scores of the students who wrote the Littoral Mathematics Teacher Association (LIMTA) mock in the 2022/2023 academic year. Mean scores, standard deviations, Z-scores and T-scores were used to describe the data while the independent T-test was used to test the mean difference between the raw scores and the transformed scores. The results showed that students’ academic performance greatly improved when their raw scores were standardized. There was also significant difference between the standardization of mock advanced level mathematics scores and the raw scores implying that students’ grades improve when raw scores are standardized. Based on these findings, it was recommended that national examination bodies like the GCE and BAC boards should be standardizing student scores so that the academic performance of the students would improve. Also, seminars should be organized for teachers to improve on their scoring and grading skills.