Effect of Test Timing on Students’ Interest and Achievement in Senior Secondary II Mathematics in Makurdi, Benue State, Nigeria

Abstract

This study examined the influence of time of day and test duration on students’ academic performance in Mathematics. The study was motivated by the persistent poor performance of students in Mathematics and the need to identify instructional and assessment factors that may enhance learning outcomes. A descriptive survey research design was adopted for the study. The population comprised secondary school students, from which a representative sample was selected using appropriate sampling techniques. Data were collected using a structured Mathematics achievement test administered at different times of the day and under varying test durations. The data collected were analyzed using appropriate statistical tools, including mean and standard deviation, as well as inferential statistics to test the formulated hypotheses at a 0.05 level of significance. The findings revealed that duration of tests significantly influence students’ interest in Mathematics. Test time of the day (morning and afternoon) does not significantly influence students’ achievement scores. The study concludes that while the time of day (morning or afternoon) does not significantly affect students’ achievement in Mathematics, test duration has a significant influence on their interest in the subject. This suggests that students tend to perform consistently regardless of when a test is administered, but the length of the test can impact their level of engagement and motivation. Therefore, greater attention should be given to designing appropriate test durations to enhance students’ interest and overall learning experience in Mathematics