Abstract
This study investigated test-wiseness strategies as predictors of Students’ Economics Achievement in Certification Examinations. Correlational research design was adopted and the population comprises of Senior Secondary School (SS 3) students who are preparing for WAEC or NECO. A sample of 350 SS 3students was drawn using multi-stage sampling procedure and stratified random sampling techniques to select the respondents from Delta Central Senatorial zone. Two instruments used to collect data for the study is the 2018 WAEC Economics Multiple Choice 50 items and Test-wiseness Scale (TWS) which measures test-wiseness strategies on time, error avoidance, guessing and deductive reasoning. The TWS was validated by experts in the field of Measurement and Evaluation using face and content. The TWS was pilot tested on 50 respondents who are not part of the sampled for the study. Cronbach Alpha reliability coefficient was used to establish the reliability of the TWS yielded 0.78 as its internal consistency. Data collected were analyzed and hypotheses were tested at 0.05 level of significance using Pearson’s Product Moment Correlation Coefficient (PPMCC) and Multiple Regression Analyses. Findings from the study showed that: (I) there is no significant joint contribution of test-wiseness strategy and achievement in Economics; (ii) test-wiseness guessing strategies has a relative significant prediction in students achievement in Economics. The study recommends that Psychometricians and examination body should put into considerations the practice of good test-wiseness strategy that will not affect the reliability and validity of the test items.