Analysis of the taxonomic content of WAEC Geography questions (2013–2017)

This study examined the taxonomic content of Geography questions administered by the West African Examinations Council (WAEC) from 2013 to 2017 to assess their alignment with the six levels of Bloom’s taxonomy. The research additionally investigated the perceptions of teachers and students regarding the Chief Examiners' Reports in specific secondary schools within Lagos State, Nigeria. The study used a mixed-method design that included both content analysis and a descriptive survey. We obtained data from 159 individuals (150 students and 9 teachers) utilising validated questionnaires, previous WAEC examination papers, and Chief Examiners' Reports. The study also used chi-square tests and descriptive statistics to look at the quantitative data and thematic analysis to look at the qualitative data. The results showed that WAEC Geography tests had mostly lower-order cognitive questions, like Knowledge and Comprehension, and not enough higher-order questions, like Application, Analysis, and Evaluation. Additionally, the Chief Examiners' Reports were rarely used by teachers and students, which made it hard for classroom instruction, internal assessments, and external exams to work together. The study's originality resides in correlating the taxonomic framework of WAEC Geography questions with pedagogical practices and student performance perceptions, thus reconciling a disparity between assessment theory and practical application in the classroom. In practical terms, the study suggests that teachers should be better at assessing students, that they should ask more difficult questions, and that they should have access to Chief Examiners' Reports. It necessitates cooperation among WAEC, educators, and policymakers to enhance students' critical thinking and geographical literacy. The study enhances assessment theory by demonstrating the influence of examination structure on the depth of learning and the quality of instruction.