Performance and perspectives of Science Education graduates in TRCN Examination at Federal University Gusau, Nigeria

Abstract

This study utilized documentary analysis and a descriptive survey to examine the performance and perspectives of graduating science education students regarding the Teacher Registration Council of Nigeria Professional Qualifying Examination (TRCN PQE) at Federal University Gusau, Nigeria. The population comprised the entire 516 graduating science education students who sat for TRCN PQE across four academic sessions, with 217 participants selected for the study using a stratified random sampling technique. Two research instruments were utilized. The first was documentary analysis, which involved examining past TRCN PQE results. The second was a questionnaire with a reliability coefficient of 0.86. Data collected were analyzed using percentages and presented with bars and a chart. The Findings revealed that the pass rates in the TRCN PQE varied considerably over four academic sessions, with pass rates of 67%, 69%, 75% and 77% in 2018/2019, 2019/2020, 2021/2022 and 2022/2023 respectively. Students' perceptions of exam difficulty exhibited a positive shift, with the "Very Confident" category more than doubling from 15% before the exam to 40% after the exam. The study also revealed that 92% of students who did not pass the TRCN PQE expressed a strong willingness and commitment to re-sit the exam. The study recommended among others that, regular assessment of the TRCN PQE should be carried out by teacher training institutions and continually raising awareness about the mandatory nature of the exam to enhance teacher professionalism.