ABDULLAHI, Musa SiddiqMUSA, Salisu2022-02-212022-02-212020-11-062714-5182https://uilspace.unilorin.edu.ng/handle/20.500.12484/7603The performance of students in a particular examination must have the ability to predict or be used as a yardstick for measuring their performance in another examination. This study focuses on a comparative analysis of Arabic students’ performance in Mock and Basic Education Certificate Examination (BECE) in Ilorin-metropolis, Kwara State. All the Junior Secondary School III students in the metropolis constituted the study population, while all Arabic students that sat for both mock and BECE constituted the target population. Purposive and stratified sampling techniques were used to select the results of candidates that sat for Arabic in both the Mock and Basic Education Certificate Examination. Proforma was used to collect 1,286 candidates’ results in the Mock and the BECE. The percentage was used to describe the demographic data of the respondents. Mean and standard deviation were used to answer the research questions while the null hypotheses were tested with the t-test statistics. The findings revealed that the students’ general performance in both the MOCK and BECE Arabic is at credit level, and that significant difference exists between the performance of Arabic students’ in the Mock and BECE. Generally, students’ performance in both the MOCK and BECE was relatively high. The study recommended that Teachers of Arabic should put more efforts to sustain their students’ performance in the subject. The students are encouraged not to take both the Mock and the Basic Education Certificate Examination (BECE) with levity. They should complement the efforts of their parents, teachers, school administration and government by studying voraciously in order to sustain their performance so that they can come out with flying colours.en-USArabicPerformanceMockBasic Education Certificate ExaminationArticle