Title: UNIVERSITY EXIT EXAM IN HIGHER EDUCATION INSTITUTIONS IN ETHIOPIA: QUALITY ENHANCEMENT AND ASSURANCE MECHANISM OR PROTOCOL FOR STUDENTS’ GRADUATION
Author:
Damtew Wolde Berku (PhD)
Abstract:
The main objective of this was to assess the successes and challenges of preparing and administering the university exit exam at DiguUniversity and the Ministry of Education (MoE) in Ethiopia. In so doing both primary and secondary data were collected using survey and document analysis; and analyzed using both descriptive(percentages mean and standard deviation) and inferential statistics(one-way ANOVA, Pearson r). The findings revealed that there were successes and challenges in the preparation and administration of university exit exams at DIGU and MOE levels. The mean score of the CGPA of the students was a minimum of 3.1 which was close to distinction whereas, the mean scores of the university exit exam results of 20 departments were satisfactory and unsatisfactory (between 51 to 58). The descriptive analysis depicted that 19(42.2%) and 18(40%) achieved satisfactory and good mean scores in the national university exit exam. Also, the one-way ANOVA analysis indicated that there was significant mean scores difference among the six colleges and one campus (p < .05: F (7, 1661) = 71.9, p =.000). However, the Post hook Analysis using Tukey showed that there was significant mean scores difference between and among some colleges and the campus. The analysis of the relationship between the graduated students’ CGPA and university national exit exam results found was medium positive correlation(r=.37, n=1669, p<.0005), and the CGPA might not explain the students’ exit exam results as the coefficient of determination was 14%. Therefore, it can be concluded that MoE introduced the university exit exam without adequate preparation and administered it as a protocol for students’ graduation. It is recommended that the university exit exam be introduced to enhance and ensure the quality of the graduates from both public and private HEIs should have ample preparation beginning with revising the curriculum of each program that comprises learning outcomes/competencies, appropriate teaching, learning, and assessment methods to develop the right competencies.
Keywords: University exit exam, higher education institutions, quality assurance, quality enhancement.
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