A REVIEW OF TIME DURATION IN BIOLOGY EXAMINATION AND ITS ROLE IN STUDENTS’ PERFORMANCE

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A REVIEW OF TIME DURATION IN BIOLOGY EXAMINATION AND ITS ROLE IN STUDENTS’ PERFORMANCE

ABSTRACT

This study examined the effects of exam length on student performance in Biology examination. Exams tested higher order thinking skills. To test our hypothesis, we administered standard- and extendedlength high-level exams to two populations of non-majors Biology students in secondary schools in Anambra state. We gathered exam performance data between conditions as well as performance on the SSCE Biology examination result. We showed that lengthier exams time led to better performance on assessment items shared between conditions, possibly lending support to the spreading activation theory. It also led to greater performance on the final exam, lending support to the testing effect in creative problem solving. Lengthier exams did not result in lower performance in Biology, although students perceived subjective fatigue. Implications of these findings are discussed with respect to assessment practices.

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