Impact of Unified Examination Policy on Pupils’ Achievement in Numeracy at Basic Education Level in Plateau State Central Educational Zone

The study examined the impact of unified examination on pupils’ achievement in numeracy: Teachers Perception and its implication on basic education in the state. The research was guided with three research questions and one hypothesis. The study employed survey and ex post facto research designs. The population consisted of 225 primary five (5) pupils and 25 numeracy teachers in the public central primary schools within the Central Senatorial District Local Government Headquarters of Plateau State. The sample size was 50 primary five pupils and 10 numeracy teachers within the study area. The instruments for data collection were questionnaire and proforma while data were analysed using mean, standard deviation and ANOVA. The finding revealed no significant difference in the pupil’s performance in the three termly unified examination conducted but, there was slight increase in the average performance of the students over the period under consideration and the teacher perception of the unified examination was not too impressive due to the facts their involvement was not considered in the formulation of the policy. Also, the study found that the policy will improve basic numeracy education in the state if properly implemented with the consideration of the teachers. The study therefore, recommended that, the teachers should be adequately involved and always use the scheme of work provided in the teaching and learning of numeracy in the primary schools which will eventually improve the quality of numeracy knowledge among primary school pupils.