Examination Scheme at Secondary School Level in Pakistan: Composite Vs Split

Examination is one and the only instrument for the assessment of different features of teaching learning process. Major objectives of the study were: To compare the students’ results; teachers instructional and assessment practices and administrative affaires of the school principals under composite and split scheme of examination at secondary school level. Stratified sampling technique was used to select 64 secondary schools in the Province of Punjab, Pakistan. All the principals (n=64) and secondary school teachers, with the experience of at least 10 years (n=340) in those selected schools were contacted for the purpose of data collection. Two questionnaires were constructed to collect data from the principals and teachers. Three years result of students studied in those selected schools under composite (2005, 2007 and 2008) and three years results under split scheme of examination (2006, 2009 and 2010) was compared. Data were analyzed with the help of SPSS version 15.0. The major conclusions of the study were: Teachers and students use traditional methods of pedagogy such as lecture method and rote memorization under both examination schemes; principals and teachers feel difficulty to manage the things and often claim time deficiency under split scheme; students’ results under split scheme of examination were better as compared to composite scheme of examination.