Abstract:
This study has attempted to examine whether the sample EUEEE test papers fairly represent the content coverage and adequate sampling of the objectives stated in the syllabi. To achieve this objective, both qualitative and quantitative approaches were employed. The qualitative approach was used to clarify, justify and interpret the data collected through interview whereas the quantitative approach was used to indicate the outcomes of Pearson’s chi-square test of independence and Siegel’s coefficient of contingency. The required data for the study were collected through content analysis and interview. The participants of the study were selected using available sampling technique.The content validity of grades 11 and 12 textbooks and the sample EUEEE were analyzed through using the standards of measuring content validity. The collected data were analyzed by using chi-square test of independence and Siegel’s coefficient of contingency to test the goodness-of-fit and to determine the strength of association between the contents of the textbooks and sample test papers, respectively. The findings of the study revealed that the degree of relationship and strength of association between the contents of textbooks and the sample test papers were found to be contradictory and have weak strength of association as the computed Siegel’s coefficient of contingency result was determined as 0.37. The result of the study on the whole indicates that the exam papers had problems in adequately sampling the language skills provided in the syllabi. Particularly, in most cases, grammar and vocabulary dominated the exams whereas listening skill and practice of pronunciation was totally ignored. This shows a lack of correspondence in allocating the test items with respect to the prescribed weight of contents in the textbooks. Besides, less attention goes on praising receptive and productive skills as the former is without being seen at all and the latter is not tested beyond paper and pencil format which is against what the syllabi recommended. Thus, the findings report for the students' limited knowledge of English proficiency needed to study at university level
