Zeitschriftenartikel: „High school leaving exam“

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Liana, Disti. „Penanaman Nilai Kejujuran Saat Ujian Nasioal di SMK Nurul Iman Palembang“. BELAJEA: Jurnal Pendidikan Islam 3, Nr. 1 (11.07.2018): 23. http://dx.doi.org/10.29240/bjpi.v3i1.386.

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Almost every year education in Indonesia is always shrouded in problems especially when national exam will be held. Problems that arise like cramming, compressing National Exam subjects by leaving other lessons, forming successful teams, and giving sanctions to Schools that fail the National Exam, and others. Supposedly, the National Exam is the answer in our efforts to realize an honest and achieving education process. This study aims to determine how the teacher's efforts in inculcating the value of honesty during the National Examination at Vocational High School Nurul Iman Palembang. This research is a field research with qualitative approach. To obtain data in this research, researcher use some methods in collecting data that are observation, interview and documentation. Data analysis technique used is descriptive technique. The result of the research is the cultivation of honesty value during the National Exam in Vocational High School Nurul Iman Palembang, among others: First, appealed and advised the students to study hard at home and school and take the best time to learn. Second, hold impromptu evaluation. Third, cultivating faith in God confesses that there is no god but Allah, always remember Allah wherever located so afraid to commit sins or errors intentionally even if not known by others. Fourth, explain the honest benefits of the National Examination.

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Malarz, Roman. „Charakterystyka kandydatów na studia z turystyki i rekreacji na Uniwersytecie Pedagogicznym w Krakowie“. Studies of the Industrial Geography Commission of the Polish Geographical Society 15 (01.01.2010): 286–98. http://dx.doi.org/10.24917/20801653.15.25.

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In year 2009, Institute of Geography of the Pedagogical University of Cracow created a new course of study, i.e. Tourism and Recreation. A record breaking number of 1022 prospective students applied for enrolment for the first year of study. A great majority of candidates came from the Małopolskie voivodship and the city of Cracow (the total of 65.1%). A significant number of applicants came also from the neighbouring provinces, i.e. Podkarpackie (11.4%), Śląskie (10.1%) and Świętokrzyskie (5.0%). Over 35% of candidates came from rural areas, which constitutes a fairly high percentage value on the national scale, due to the fact that the Małopolskie, Podkarpackie, and Świętokrzyskie voivodships constitute territorial units where rural residents are outnumbered by rural population. Admission was based on applicants’ results obtained in the secondary-school-leaving exam. The recruitment committee calculated the average of grades obtained from all exams, applying 1.5 conversion factor to advance level exams, and 1.5 and 2 conversion factor to the basic and advanced level exam in geography, respectively. Consequently, the highest-scoring applicants exceeded the value of 100%. The highest score was achieved by a candidate from Węgierska Górka (143.83%). The applicant with the lowest score came from Cracow (41.33%). The average grade obtained from the secondary-school leaving exam for all applicants equalled 76%. The majority of candidates were women (72.7%), who also “improved” their results and constituted 80% of students admitted to the first year of study.

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Tabisz, Anna. „O pytaniach podczas rozmowy maturalnej z języka polskiego“. Kształcenie Językowe 17 (01.10.2019): 29–41. http://dx.doi.org/10.19195/1642-5782.17(27).3.

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“Now, let us move to our conversation — please name characteristics of a parable”. On questions students are asked during their high school oral leaving exam in PolishIn the article I present the results of a qualitative and quantitative analysis of 149 questions asked by teachers during 30 high school oral leaving exams in Polish. In this I use the classification formulated by Elizabeth Perrott, who, taking into account Benjamin Bloom’s “taxonomy of educational objectives”, has proposed a division of the questions by the type of thinking process launched during answering, distinguishing lower-level questions recall, understanding, application and higher-level questions analysis, synthesis and evaluation.The article consists of two main parts. In part one I present the category of question from pragmatic, grammatical and didactic perspectives; in part two I discuss the results of a qualitative and quantitative analysis of the question, which unequivocally demonstrates that examiners overuse lower-level questions over 70 percent in the studied material.

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Marcarelli, Gabriella, und Paola Mancini. „HIGH SCHOOL CHOICE: HOW DO PARENTS MAKE THEIR CHOICE?“ International Journal of the Analytic Hierarchy Process 11, Nr. 1 (24.04.2019): 91–109. http://dx.doi.org/10.13033/ijahp.v11i1.633.

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Location, well-qualified teachers, leaving score and academic performance are the main factors associated with parents' high school choices. This paper aims to provide students and their parents with a helpful tool for synthesizing these elements. By focusing on a small Italian town, we analyze Eduscopio and ScuolainChiaro’s data concerning high schools’ characteristics and students’ performances, and apply the Analytic Hierarchy Process (AHP) in order to derive the ranking of high schools taking into account three criteria: the students' performance at school, their academic performance and the school’s characteristics (such as the number of students per class and per teacher). The results from the AHP procedure using only school performances and characteristics highlight that the classic lyceum has the best performance and the scientific lyceums rank second, albeit rather close to the other lyceums. Entering the academic performance factor into the model changes the ranking of preferences in favor of the scientific lyceum, whose value is slightly higher than the classic one, and decreases the values of the other lyceums and technical high schools. This is due to the excellent academic performance of those who leave scientific schools, mostly in terms of credits at the end of the first year and average exam scores.

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Hamad, Zaitoon A., Mamoon Q. Salih und Sayfaddin S. Hamad. „Effect of Test Anxiety on Some Physiological and Biochemical Parameters“. Koya University Journal of Humanities and Social Sciences 4, Nr. 1 (30.06.2021): 15–20. http://dx.doi.org/10.14500/kujhss.v4n1y2021.pp15-20.

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The current case study is based on semi structured interviews. The psychological effects of stress can impair the students' ability to think, behavior and emotions during exams. Also stress can cause restlessness; lack of motivation and irritability, the research tested the effects of examination anxiety on 200 male and female high school students with effects on cardiac rhythm and vascular regulations with using a Hamilton Anxiety Scale questionnaire. The results showed a statistically significant difference (p<0.05) in groups' systolic blood pressure during the test compared to both participants after the examination. The experiment aimed at knowing the impact of anxiety/stress on the cardiovascular system, for example, blood pressure, random blood sugar and pulse levels during and after exam on high school students and their sexual predominance. This condition negatively impacts their motivation and academic performance, minimizes their interest in education, and leads to the incidence of anxiety in both academia and the family. This depression can have a destructive impact on students' professional and personal lives, leaving them anxious, exhaustive and socially isolated at low academic levels, blood pressure. The hazardous factors that can alter the arterial pressure and cardiac frequency include age, gender, ethnicity, family history, obesity, smoking and alcoholism.

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Kulpa, Sherri, und Sherrie Wisdom. „An Investigation of Success Factors in a High School Algebra Intervention Program“. Journal of Research in Science Mathematics and Technology Education 4, Nr. 3 (20.08.2021): 205–24. http://dx.doi.org/10.31756/jrsmte.433.

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This quantitative study allowed investigation of a high school Algebra intervention program through examination of potential relationships among teachers’ beliefs about teaching and learning, teachers’ instructional styles, students’ academic self-concept in mathematics, and students’ mathematics achievement. Existing research focused on individual components used in this study on the elementary level; thus, leaving a gap in understanding of how factors related to the success of high school students. Results may provide information to teachers and administrators regarding relationships among factors shown to impact student achievement in mathematics, and provide evaluation of an Algebra intervention program at the secondary level. The researcher utilized the National Council of Teachers of Mathematics Teaching and Learning Beliefs Questionnaire to identify beliefs about teaching and learning mathematics and the Reformed Teaching Observation Protocol (RTOP) to determine how closely instruction in Algebra classrooms aligned with constructivist practices. Students were given the Academic Self-Description Questionnaire II (ASDQII) as pre-and-post measures of academic self-concept in relation to mathematics; then, data were checked for relationships to achievement, measured by common semester final exams. Pearson Product Moment Correlation Coefficient analysis determined significant relationships existed between RTOP scores and the ASDQII prompts: I am hopeless when it comes to mathematics; work in mathematics is easy for me; and I get good marks in mathematics classes. Significant relationships were defined between Teaching Style and both Productive and Unproductive Teacher Beliefs, as well as between students’ academic self-concept in mathematics and overall mastery of Algebra content, measured by scores on common semester finals.

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Patten, Chris. „New school‐leaving exam. on course“. Education + Training 28, Nr. 4 (April 1986): 111. http://dx.doi.org/10.1108/eb017256.

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Kotrba, Tomáš. „The importance of management competencies of workers at the middle level of management in the hospitals“. Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 56, Nr. 6 (2008): 47–58. http://dx.doi.org/10.11118/actaun200856060047.

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This paper deals with management competencies of head and department nurses in Moravian hospitals. There are cited papers from Czech authors in the theoretical part which deal with health care, and the work of nurses. The research is based on a questionnaire sent to the hospitals in Znojmo, Třebíč and the Faculty hospital of St. Anna in Brno. Totally, the average response rate was 63,6 %, covering 886 nurses, 124 department nurses and 29 head nurses – 1039 in total. In terms of nurses’ education the high school-leaving exam is most common; in average about 80 % of all nurses. And this is the same for head and department nurses, where there will be a requirement for a university degree in future especially for the position head nurse. This research shows that informal relationships predominate in hospitals. This is based on the democratic managerial style of department and head nurses. They predominantly obtained knowledge from human resource management in their working practice and previous occupation, (65,9 % respondents). Nurses and especially department nurses (66,7 %) don’t want to manage people but don’t want to reach higher positions (I think this is what you mean) and don’t reach position of their subordinate. Department nurses but head nurses would like to participate in management and human resource management courses. According to the results of this questionnaire research (evaluation of nurses and self evaluation of department nurses and head nurses as well) management competencies are on good level in analysed hospitals. By testing dependence of chosen variables was found middle strong dependence between valuables: working position by department and head nurses and their preferences of communicative relationships. By department nurses which evaluated managerial style of head nurse and satisfaction with their occupation was found middle strong dependence as well.

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Yedzheyak, Lena. „COMPARATIVE ANALYSIS OF THE PROFESSIONAL ASPIRATIONS OF LYCEUM STUDENTS (ACCORDING TO THE RESULTS OF THE FINAL EXAMS FOR OBTAINING POLISH AND INTERNATIONAL CERTIFICATES)“. Osvitolohiya, Nr. 9 (2020): 101–12. http://dx.doi.org/10.28925/2226-3012.2020.9.11.

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The secondary school-leaving examination is an important moment in the life of a young person. It is a kind of border after which acquired social skills and educational resources will affect the awakening and embedding of professional aspirations and will allow adults to make decisions on matters of further life path. This path begins in elementary school and counts in the student’s life for about twelve years. Therefore, it seems reasonable to assume that after such a period of education and pedagogical interactions, one would expect the student to know his strengths, passions, aspirations, and thus see the shape of his future life path and know how to implement it. It was assumed that with different curriculum curricula, access to knowledge is different, so the impact of these differences on the level of students’ professional aspirations was compared to examine the actual state of this phenomenon. At the beginning of the article, terminology and definitions of professional aspirations as well as their levels and conditions in the literature are presented. Then, the results of research carried out in two classes of the same high school, but learning in different core curricula, are presented. Finally, the results were summarized and conclusions were drawn. The study showed that different curricula gave different results of students’ knowledge.According to these indicators, the author made a corresponding comparison of the impact of these differences on the level of professional aspirations of students. In addition, the article describes in detail the actual state of the situation. The summarized results of the study on the teaching of classes in different programs made it possible to make suggestions for further educational prospects. The main conclusion is that educational programs for classes with Polish certificates require changes in the orientation of young people to their professional aspirations, in order to plan further educational and professional path.

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Malian, Ida M., und Laura L. Love. „Leaving High School“. TEACHING Exceptional Children 30, Nr. 3 (Januar 1998): 4–10. http://dx.doi.org/10.1177/004005999803000301.

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Vojtěšková, Gabriela. „THE CAUSES OF EARLY SCHOOL LEAVING IN HIGH SCHOOL“. Lifelong education: the XXI century 26, Nr. 2 (Juni 2019): 64. http://dx.doi.org/10.15393/j5.art.2019.4724.

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Nitka, Mike. „HIGH SCHOOL CORNER: Compete Nationally Without Leaving Your School“. STRENGTH AND CONDITIONING JOURNAL 17, Nr. 3 (1995): 33. http://dx.doi.org/10.1519/1073-6840(1995)017<0033:cnwlys>2.3.co;2.

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Mering, Aloysius, und Indri Astuti. „The Quality of Senior High School National School Examination Questions“. Jurnal Ilmu Pendidikan 25, Nr. 1 (08.05.2020): 16. http://dx.doi.org/10.17977/um048v25i1p16-26.

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The objective of this study was to obtain information about the quality of high school National Standard School Exam (USBN) questions in Pontianak in 2018/2019 academic year. To achieve this objective, the information excavated includes (a) the process of compiling questions (b) the test of the feasibility of the questions (c) the eligibility requirements of the questions (d) administering the exam (e) the examination system of the examination scripts (f) the reporting system, and (g) the correlation of values report cards and high school USBN grades in Pontianak with UN scores. This study employed a descriptive method. The selection of high school samples used as data sources was done by random sampling and purposive sampling. Data were gathered through documentation, interviews, and questionnaires. The data were then analyzed with descriptive statistics and correlational studies. The results showed that, in the high school USBN questions in Pontianak City, (1) there were still stages in the process of drafting "not done", (2) empirical tests before the compilation of the final questions "had not been done," (3) administering the "already" applied exams as UN procedures, (4) manuscript examination system is implemented manually, (5) reporting of exam results by respective subject teachers, and (6) correlation of report card grades and high school USBN scores in Pontianak with "mostly" low "UN scores "and even in certain" negative "schools. It means that report cards and USBN scores cannot be used to predict UN results.

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Uretsky, Mathew C., und Susan Stone. „Factors Associated with High School Exit Exam Outcomes among Homeless High School Students“. Children & Schools 38, Nr. 2 (06.02.2016): 91–98. http://dx.doi.org/10.1093/cs/cdw007.

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Rhodes, Michelle M. „A Laboratory Practical Exam for High School Chemistry“. Journal of Chemical Education 87, Nr. 6 (Juni 2010): 613–15. http://dx.doi.org/10.1021/ed100200k.

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D'Agostino, Jerome V., und Sarah M. Bonner. „High School Exit Exam Scores and University Performance“. Educational Assessment 14, Nr. 1 (06.04.2009): 25–37. http://dx.doi.org/10.1080/10627190902816223.

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Orazem, Peter F., und J. Peter Mattila. „Occupational Entry and Uncertainty: Males Leaving High School“. Review of Economics and Statistics 68, Nr. 2 (Mai 1986): 265. http://dx.doi.org/10.2307/1925506.

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Gurantz, Oded, Michael Hurwitz und Jonathan Smith. „Sibling effects on high school exam taking and performance“. Journal of Economic Behavior & Organization 178 (Oktober 2020): 534–49. http://dx.doi.org/10.1016/j.jebo.2020.07.026.

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Piotrowski, Marek. „Requiem for junior high school. Case study - lower secondary school exam 2012“. Studia z Teorii Wychowania XI, Nr. 4(33) (31.12.2020): 181–200. http://dx.doi.org/10.5604/01.3001.0014.6564.

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The article has critically assessed the information sent to the public, including teachers, on the results of external examinations contained in the Central Examination Board (CEB) reports. Basing on the analysis of two sources of information decoded from the CEB reports and the analysis of the database containing the results of examinations, 93% of lower secondary school students, it has been showed that about half of the population "failed" the lower secondary school exam in science and mathematics. Therefore they should not continue their high school education. The analysis of data decoded from the CEB report is in line with the results obtained from 93% of students. Therefore, it is advisable to conduct similar analyzes of contemporary CEB reports on students achievement after the new primary school which is operating in the new education system after liquidation of junior high schools.

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Harwati, Defi Sri, und Heri Yanto. „Vocational High School (SMK) Students Accounting Competence Prediction Model by Using Astin I-E-O Model“. Dinamika Pendidikan 12, Nr. 2 (01.03.2018): 98–113. http://dx.doi.org/10.15294/dp.v12i2.10826.

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This research aims to know the descriptive of input, environment, and outcome; analyze the influence of input to outcome; analyze the influence of environment to outcome; analyze the influence of input to environement; and analyze the role of environment in mediating the influence of input to outcome. Student previous achievement consisting of Mathematics and Indonesian National Exam at Junior High School is the educational input. Student engagement consisting of school engagement and class engagement is the educational environment and student accounting competence is the educational outcome. This research was a quantitative research. Data analysis used descriptive and path analysis technique. The total population and sample consists of 128 students of first class accounting. The results and conclusions in this study indicate that accounting competence is still good, student engagement is good, and student previous achievement is very good. There are influences of mathematics National Exam, Indonesian National Exam, school engagement, and class engagement on student accounting competence; there are influences of Mathematics and the Indonesian National Exam on school engagement and class engagement. School engagement mediates the influence of mathematics National Exam on accounting competence, but it does not mediate the influence of the Indonesian National Exam on accounting competence. Then, class engagement mediates the influences of the mathematics and Indonesian National Exam on accounting competencies.

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Tilleczek, Kate, Bruce Ferguson, Dara Roth Edney, Anneke Rummens, Katherine Boydell und Michael Mueller. „A Contemporary Study with Early School Leavers: Pathways and Social Processes of Leaving High School“. Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 3, Nr. 1 (24.10.2011): 1–39. http://dx.doi.org/10.29173/cjfy12172.

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This article provides an account and discussion of research processes used in a contemporary study of early school leaving in Ontario, Canada. The Ontario Early School Leavers Study was conducted in conversation with 193 young people who left school prior to graduating, their educators and parents. The study was informed by a review of international literatures which point to the need for innovative social approaches and youth-attuned methodologies in the study of early school leaving. We present our research processes as informed by this literature and then present new analyses that illustrate critical social processes in early school leaving. The findings present unique data to show three pathways to early leaving and a constellation of risk and protective situations encountered by these young people along the way. Risk situations included the daily social workings of poverty, low socioeconomic status, the need to take on early adult roles, “place”, academic and social disengagement, negative relations with families and/or school personnel, and inflexible or unsupportive school structures. Protective situations were encountered in supportive families; from parents and teachers; in schools that were caring, flexible, and proactive; and in processes of self determination. The perspectives of the young people are discussed in relation to the international literature and the perspectives of 71 parents and educators who participated in the study. Impacts on practices in secondary schools suggest that early school leaving be recognized and treated as a heterogeneous, complex social process occurring at and across the nexus of families, schools, youth cultures and communities.

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Williams, Skip M., Dan Phelps, Kelly R. Laurson, David Q. Thomas und Dale D. Brown. „Fitness knowledge, cardiorespiratory endurance and body composition of high school students“. Biomedical Human Kinetics 5, Nr. 1 (02.11.2013): 17–21. http://dx.doi.org/10.2478/bhk-2013-0004.

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Summary Study aim: The purpose of this study was to determine if high school physical education seniors’ health-related fitness knowledge is related to their aerobic capacity and body composition. Material and methods: The FitSmart test assessed students (n = 171) health-related fitness knowledge. Aerobic capacity was calculated based on the students PACER score. Body Composition was measured using the Tanita TBF 300A body composition analyzer. Results: Aerobic fitness was a statistically significant predictor of exam score (β = 0.563, p < 0.001), but percent body fat was not (β = 0.185, p =0.074). Comparing the health-related fitness exam scores by the FITNESSGRAM classification system, students who were classified as Very Lean and High Risk for body composition had lower exam scores than those classified in the healthy fitness zone. Conclusions: The results confirmed previous findings that students have inadequate health-related fitness knowledge. Furthermore, the study extends these findings by identifying some associations of percent body fat and estimated VO2max to health-related fitness knowledge.

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Fatimah, Titin, und Pipin Farida Ariyani. „IMPLEMENTATION OF E-LEARNING SYSTEM TO IMPROVE THE QUALITY OF LEARNING IN VOCATIONAL HIGH SCHOOL (SMK) IN JAKARTA“. ICCD 1, Nr. 1 (13.12.2018): 299–304. http://dx.doi.org/10.33068/iccd.vol1.iss1.46.

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Since 2014 The Ministry of Education and Culture has implemented the National Computer Based Exam for SMU and SMK. SMK Trimulia and SMK Plus Al-Musyarrofah located in South Jakarta, both are vocational schools, have followed the UNBK. In addition to following UNBK, SMK Trimulia and SMK Plus Al-Musyarrofah with all vocational school in Pesanggrahan district held a Joint Exam by using Quantum Computer Base Test (QCBT) for Final Exam, while for Midterm Exam still done manually (not online). SMK Trimulia and SMK Plus Al-Musyarrofah have computer laboratory that connected to the internet. The Laboratory used for teaching and learning activities as well as the implementation of National Based Exam and Joint Exam. In each computer laboratory is equipped with a server, which has not optimally used, only used for National Based Exam, Joint Exam, and internet access. To maximize the utilization of information technology and to improve the quality of learning it is necessary to apply technology that can improve the quality of learning that is e-learning system. The e-learning system that will be implement are used to assist technical adjustment of National Computer Based Exam and Joint Exam by utilizing server and computer laboratory owned by SMK Trimulia and SMK Plus Al-Musyarrofah.

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Jones, L., K. Dundee und C. Ruhren. „Leaving Home: Preparing High School Seniors for College Life“. Journal of Burn Care & Rehabilitation 24 (März 2003): S63. http://dx.doi.org/10.1097/00004630-200303002-00042.

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Lemos, Robson Rodrigues, Alexandre Leopoldo Golçalves, César Cardoso Santos und Maykon Carlos Freitas. „Data visualization of the brazilian national high school exam: VisDadosEnem“. Encontros Bibli: revista eletrônica de biblioteconomia e ciência da informação 23, Nr. 53 (06.09.2018): 124–36. http://dx.doi.org/10.5007/1518-2924.2018v23n53p124.

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Hoje em dia, a partir da quantidade de dados disponíveis surgem situações em que a visualização da informação torna-se fundamental para o entendimento e interpretação dos dados. Dentro deste contexto, este estudo tem como objetivo relacionar e explorar, através de técnicas de visualização, dados abertos educacionais em um contexto multidisciplinar. Para tal, foi desenvolvida uma aplicação web para visualização de dados do exame nacional Brasileiro do ensino médio (ENEM). Neste estudo foram utilizados os microdados do ENEM, a partir do portal Brasileiro de dados abertos. Como resultado das análises comparativas realizadas sobre os dados, por estados, regiões e tipos de escolas, foram observados quais estados obtiveram as maiores e menores médias do ENEM em relação às médias nacionais. Por exemplo, no estado de Santa Catarina os alunos oriundos de escolas particulares obtiveram 12.70% acima da média nacional para este tipo de escola e a menor média de idade dos alunos inscritos correspondendo a 21,6 anos de idade. A aplicação web de visualização possibilitou uma análise comparativa sobre o conjunto de dados do ENEM e a exploração de possibilidades de visualização que seriam dificilmente possíveis de realizar por meio de representações tradicionais.

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Amoroso, Nestor R., Victoria S. Cordero und Maurice Dence Bacaling. „High school dropouts“. Sapienza: International Journal of Interdisciplinary Studies 2, Nr. 2 (09.07.2021): 1–8. http://dx.doi.org/10.51798/sijis.v2i2.95.

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Many school administrators in the Department of Education faced a big problem in the form of student dropouts. The aim of the study was to look at the demographic data and reasons for student dropouts in the school year 2018–2019, as well as establish an intervention program to help students avoid dropping out. The mixed method design was used in this action study. The research study used a purposive sampling method, with students who dropped out during the 2018-2019 school year as participants. In addition, random sampling was used to select focus-group discussions (FGD) in order to obtain in-depth information on the subject of this research. For this study, simple statistics such as ranking and percentage were used as statistical tools. The majority of dropouts cited personal reasons for leaving school, especially a lack of interest due to poverty, while others were affected by peers. The results were used to improve the guidance program at the school in order to keep students from dropping out. Teachers, particularly those with advisory classes, were given training on how poverty can lead to students dropping out.

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Tektas, Ozan, Cornelia Fiessler, Andreas Mayr, Winfried Neuhuber und Friedrich Paulsen. „Correlation of high school exam grades with study success at a German medical school“. Journal of Contemporary Medical Education 1, Nr. 3 (2013): 157. http://dx.doi.org/10.5455/jcme.20130311114703.

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Patterson, Jean A., Dalia Hale und Martin Stessman. „Cultural Contradictions and School Leaving: A Case Study of an Urban High School“. High School Journal 91, Nr. 2 (2007): 1–15. http://dx.doi.org/10.1353/hsj.2008.0001.

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Syafitri, Rizki Ananda, und Herman Nirwana. „Senior High School Students Understanding of Examination Skills and Its Implications for School Guidance and Counseling Services“. Jurnal Aplikasi IPTEK Indonesia 4, Nr. 3 (03.10.2020): 162–68. http://dx.doi.org/10.24036/4.34376.

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The objectives of this study were to analyze the skills of students in taking the test and the differences in the skills in taking the exam between male and female students. This study used a comparative descriptive approach with a population of 970 students of SMA Negeri 13 Padang who were registered in January-June 2020 and a sample of 108 students who were selected using stratified random sampling technique. The instrument used was "Test-taking Skills Scale" with a validity r=304 and a reliability of 0.914. The data were analyzed using descriptive statistical techniques and inferential statistics (t-test). The findings at SMA Negeri 13 Padang showed the students' skills in taking the test were classified as low, and there was no difference in the skills to take the exam between male and female students. The implications for guidance and counseling services will be discussed.

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Travitzki, Rodrigo, Jorge Calero und Carlota Boto. „What does the National High School Exam (ENEM) tell Brazilian society?“ CEPAL Review 2014, Nr. 113 (31.12.2014): 157–74. http://dx.doi.org/10.18356/5db107a1-en.

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Nursjanti, Farida, Indra Taruna und Shinta . „Determinants of Cumulative GPA of First Year Widyatama University Students“. International Journal of Engineering & Technology 7, Nr. 4.34 (13.12.2018): 267. http://dx.doi.org/10.14419/ijet.v7i4.34.23904.

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As a private college-oriented quality, Widyatama University has some quality commitments including receiving potential prospective students and giving priority to customer satisfaction. However, the university only uses entrance exam score, does not use previous academic performance such as national exam score to select potential prospective students. The aims of this research were to examine and to evaluate the factors which affect students’ First Year Cumulative GPA (FYCGPA) in Widyatama University. This research also investigated the determinants of students’ FYCGPA by the factors to explain variances in FYCGPA. This research used gender, major in high school, national exam score and entrance exam score as independent variables. Stepwise multiple regression analysis was carried out in this study. The result indicated that gender, entrance exam score, and major in high school have significant effect to FYCGPA. The model used in this study showed that 24.6% of the variances in FYCGPA can be explained by gender, entrance exam score, and major in high school. This results show that Widyatama University should consider more factors in selecting potential prospective students and providing services to first year students.

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Schwartzman, Simon, und Marcelo Knobel. „High-stakes Entrance Examinations: A View from Brazil“. International Higher Education, Nr. 85 (14.03.2016): 19–20. http://dx.doi.org/10.6017/ihe.2016.85.9242.

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In Brazil, the growing dominance of the national exam for secondary education as a massive, unified entrance exam for higher education has several detrimental consequences. Besides effectively shaping the high school curriculum, with clear disadvantages for those who will not attend college, it restricts the diversity and regional characteristics of the higher education sector. Similar criticisms apply to other countries that use national entrance exams. Some suggestions for possible changes are given.

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Deb, Sibnath, Esben Strodl und Jiandong Sun. „Academic-related stress among private secondary school students in India“. Asian Education and Development Studies 3, Nr. 2 (06.05.2014): 118–34. http://dx.doi.org/10.1108/aeds-02-2013-0007.

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Purpose – The purpose of this paper is to examine the prevalence of academic stress and exam anxiety among private secondary school students in India as well as the associations with socio-economic and study-related factors. Design/methodology/approach – Participants were 400 adolescent students (52 percent male) from five private secondary schools in Kolkata who were studying in grades 10 and 12. Participants were selected using a multi-stage sampling technique and were assessed using a study-specific questionnaire. Findings – Findings revealed that 35 and 37 percent reported high or very high levels of academic stress and exam anxiety respectively. All students reported high levels of academic stress, but those who had lower grades reported higher levels of stress than those with higher grades. Students who engaged in extra-curricula activities were more likely to report exam anxiety than those who did not engage in extra-curricula activities. Practical implications – Private high school students in India report high levels of academic stress and exam anxiety. As such there is a need to develop effective interventions to help these students better manage their stress and anxiety. Originality/value – This is the first study the authors are aware of that explores the academic stress levels of private secondary school students in India. The study identifies factors that may be associated with the experience of high levels of stress that need to be explored further in future research.

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Suprayogi, Muhamad Nanang. „Gambaran Strategi Coping Stress Siswa Kelas XII Sman 42 Jakarta dalam Menghadapi Ujian Nasional“. Humaniora 2, Nr. 1 (30.04.2011): 281. http://dx.doi.org/10.21512/humaniora.v2i1.3004.

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This study intended to know the description of stress coping strategies of 12th grade students of Jakarta 42 State Senior High School in facing National Exam. This study stems from the interest of researchers towards the number of cases of high school students who do not pass the National Exam. Researchers seek to impart knowledge to students on how to cope with their stress effectively and to the school and parents for providing the proper approach for students to face the National Exam. This study is a quantitative study using questionnaires as a measurement to know the description of stress coping strategies of Jakarta 42 State Senior High School students. Research instruments are compiled based on the theory developed by Lahey. In this research, obtained results that the class XII students of SMAN 42 Jakarta have a more predominant use of effective coping to cope with their stress in facing the National Exam. The most widely used strategy is removing stress and managing stress reaction

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Diette, Timothy M., und Sara E. Helms. „Trading the Television for a Textbook?: High School Exit Exams and Student Behavior“. B.E. Journal of Economic Analysis & Policy 14, Nr. 3 (01.07.2014): 1015–36. http://dx.doi.org/10.1515/bejeap-2012-0052.

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Abstract Approximately half of the states in the United States have some form of high school exit exam. One purpose of the exit exams is to create a clear bar which students must pass in order to graduate. Effective exit exams may encourage marginal students to spend additional time on schooling in order to pass the exam. This study exploits state-level variations in timing of implementation to understand how students have responded to the state exit exams. This study uses the American Time Use Survey (ATUS). The ATUS captures, in detail, how individuals spend their day. We find that exit exams are associated with an increase in the amount of time that students spend on educational activities by almost 20 minutes per day in the months in which exams are typically given. The increase comes mainly from an increase in time spent in school and not time spent outside of school on education-related activities. The additional time for education appears to be a trade-off with time spent watching television, which shows a significant drop in exam months for students facing exams.

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Gomes, Helen, Raul Matsushita und Sergio Da Silva. „Item Response Theory Modeling of High School Students’ Behavior in a High-Stakes Exam“. OALib 06, Nr. 02 (2019): 1–22. http://dx.doi.org/10.4236/oalib.1105242.

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Callet, Valerie J. „TEST REVIEW: High-Stakes Testing: Does the California High School Exit Exam Measure Up?“ Language Assessment Quarterly 2, Nr. 4 (Oktober 2005): 289–307. http://dx.doi.org/10.1207/s15434311laq0204_3.

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Wójcik, Piotr. „Kernel density estimation in regional convergence studies“. Wiadomości Statystyczne. The Polish Statistician 61, Nr. 10 (28.10.2016): 7–21. http://dx.doi.org/10.5604/01.3001.0014.1106.

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The aim of the article is to present a non-parametric kernel density estimation method as a tool used for empirical verification of the regional convergence hypothesis, including convergence of clubs. It is explained how kernel density estimation complements other methods applied to verify the phenomenon of convergence. The empirical part shows an application of the non-parametric density estimation to the analysis of regional convergence of educational achievements of Polish pupils, measured by the average results of the mathematical and natural science part of the lower-secondary school leaving exams on the level of municipalities in years 2002—2013. The results of the analysis indicate the existence of regional convergence of exam results for Polish municipalities. In case of the analysis for three-yearly periods convergence of clubs was observed — the municipalities with lowest exam results constitute a separate club of convergence.

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Kontaş, Hakkı, und Esen Turan Ozpolat. „Investigating the Written Exam Scores’ Prediction Power of TEOG Exam Scores“. International Journal of Evaluation and Research in Education (IJERE) 6, Nr. 1 (01.03.2017): 31. http://dx.doi.org/10.11591/ijere.v6i1.6344.

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The purpose of this study was to investigate exam scores’ predicting Transition from Primary to Secondary Education (TEOG) exam scores. The research data were obtained from the records of 1035 students studying at the first term of eighth grade in 2015-2016 academic year in e-school system. The research was on relational screening model. Linear regression model was used for the analysis of data. The analysis results proved that there was a high level significant relationship between exam scores and TEOG exam scores.

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Sládková, Věra. „Prepositions used with adjectives in English essays written by Czech secondary school students“. EduLingua 4, Nr. 1 (2018): 1–22. http://dx.doi.org/10.14232/edulingua.2018.1.2.

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This article focuses on the frequency and accuracy of dependent prepositions which complement the adjectives in CZEMATELC 2017, a corpus consisting of 390 essays from the written part of the national school-leaving exam leading to certification of secondary education in the Czech Republic. The research findings reveal that the learners used adjectives from A1 to B2 level, according to the CEFR. A limited number of A1 adjective lemmas was considerably overused, but showed the lowest proportion of dependent prepositional complementation. As learners tended not to complement the adjectives at A2 – B2 proficiency levels either, adjective-preposition collocations frequently co-occurring in native speaker corpora were identified for further remedial work. In addition, corpus-based discovery-learning was proposed as a solution because it encourages awareness and gradually leads to learner autonomy.

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Rajaonarivony, Marie Valerie, Tanoja A. Ratsiatosika, Romuald Randriamahavonjy, Lantonirina Rainibarijaona, Jean Eustache Fanomezantsoa, Aristide Andriamiandrisoa und Pierana Gabriel Randaoharison. „Early school leaving: obstetrical and neonatal risks“. International Journal of Reproduction, Contraception, Obstetrics and Gynecology 9, Nr. 12 (26.11.2020): 5094. http://dx.doi.org/10.18203/2320-1770.ijrcog20205252.

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Introduction: Maternal mortality remains very high in Madagascar. In addition, women's education level is low. The aim of this study is to determine the impact of the maternal educational level on the obstetrical and neonatal outcomes.Methods: This is a retrospective analytical study of primiparae with seven years of study or less to patients with more than seven years of study at Zafisaona Gabriel Mahajanga university hospital center.Results: Prematurity was higher in low-grade patients (RR=2.6 (1.04-6.51)), and low birth weight was the leading cause of neonatal morbidity (RR=3.52). Pregnancy screening, maternal morbimortality, caesarean section, neonatal death and fetal intrauterine death were identical between the two groups.Conclusions: Education has a positive impact on maternal health. An education on pregnancy outcomes should be done at school.

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Lalogiroth, Andreas, und Devilito P. Tatipang. „AN ANALYSIS OF ENGLISH NATIONAL EXAM AND ENGLISH TEACHERS’ PERCEPTION USING BLOOM’S REVISED TAXONOMY“. Journal of English Culture, Language, Literature and Education 8, Nr. 1 (04.09.2021): 1–21. http://dx.doi.org/10.53682/eclue.v8i1.1991.

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The This study was conducted in the purpose of revealing the cognitive domains of Bloom’s Revised Taxonomy in 2015/2016 English National Exam for senior high school level and also finding out English teachers’ perception on the result of 2015/2016 English National Exam questions for senior high school level. Furthermore, this study is classified as a descriptive study, for it analyzed questions used in National Exam and this did not deal with numerical data. The research investigated the cognitive domain used in the National Exam’s questions based on the revised form of Bloom Taxonomy. In addition, quantitative method, in this research, was used to support the qualitative one. This is to know the percentage of using cognitive domains in the questions. This also aims at deciding the most frequent or dominant level applied in the questions in accordance with Bloom’s Revised Taxonomy. Three versions of 2015/2016 English National Exam for senior high school level were chosen from three different programs in senior high school, natural science program, social science program and language program. From each program, the researcher took one version. Then, the questions were grouped based on Bloom’s Revised Taxonomy using checklist as instrument. In obtaining qualitative data, the researcher conducted a semi-structured interview and three schools were chosen in Tondano. There were six teachers to be interviewed. The finding shows that the cognitive domains of Bloom’s Revised Taxonomy used in question items of 2015/2016 English National Exam for senior high school level are remembering, understanding, applying and analyzing levels. Specifically, remembering and understanding levels are the most frequent levels used. There are no evaluating and creating levels found in the exam questions. It was found that question items in 2015/2016 English National Exam for senior high school level are constructed to assess students’ lower level thinking skills. There is no aim at assessing students’ higher level thinking skills in the level of evaluating and creating. The presence of lower level thinking is not balanced with the presence of higher level thinking questions. Teachers have diverse perspectives on question items in 2015/2016 English National Exam for senior high school level related to Bloom’s Revised Taxonomy. The construction of the test should be the responsibility of the local government including schools considering that the real understanding and achievement of students are really known by the teachers who have been teaching and accompanying them throughout the school hours. The speaking skill test items should also be contained in the test.

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Letfullina, H., und Z. V. Lukovtseva. „Emotional maladjustment and suicide risk among high school students during the period of preparation for final exam“. Psychology and Law 6, Nr. 4 (2016): 35–50. http://dx.doi.org/10.17759/psylaw.2016060405.

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The article describes the present stage of studying the effect of final exam (USE) to the psycho-emotional state of high school students. The article presents the results of study structural and dynamic characteristics of emotional maladjustment and suicide risk among high school students during the period of preparation for final exam. The sample consisted of 27 boys and 33 girls aged 16-18 years studying in state budgetary educational institution city of Moscow "School №293 named after A. T. Tvardovskii". Status of the emotional sphere of the subjects and the level of suicide risk were assessed using Teilor's Manifest Anxiety Scale, State-Trait Anxiety Inventory, Beck Depression Inventory and Questionnaire suicide risk. The obtained data were subjected to mathematical and statistical analysis (T-test Wilcoxon, the rank correlation coefficient of Spearman). The research allowed to identify four specific psychological stages of preparation for final exam, described the dynamics of indicators of emotional maladjustment and suicidal risk at each stage.

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Smyth, John, und Robert Hattam. „Early School Leaving and the Cultural Geography of High Schools [1]“. British Educational Research Journal 28, Nr. 3 (Juni 2002): 375–97. http://dx.doi.org/10.1080/01411920220137458.

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Onate, James A., Joshua S. Everhart, Daniel R. Clifton, Thomas M. Best, James R. Borchers und Ajit M. W. Chaudhari. „Physical Exam Risk Factors for Lower Extremity Injury in High School Athletes“. Clinical Journal of Sport Medicine 26, Nr. 6 (November 2016): 435–44. http://dx.doi.org/10.1097/jsm.0000000000000284.

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Korkmaz, Ebru. „High school entrance exam system evaluation from the perspective of mathematics teachers“. African Educational Research Journal 9, Nr. 1 (14.01.2021): 32–43. http://dx.doi.org/10.30918/aerj.91.20.182.

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The aim of this study was to examine the opinions of secondary school math teachers regarding the examination system for the transition to high school which was implemented for the first time in 2017-2018 academic year in Turkey. The research was conducted in the second semester of 2018-2019 academic year, a semi-structured interview form was used as data collection tool. In addition, the sample of the study consisted of 30 math branch teachers working in central secondary schools across a province in Eastern Anatolia. The interview form consisted of 6 open-ended questions prepared by the researchers after receiving expert opinions. Content analysis method was used in analyzing the data. As a result of findings, it was understood that while some of the teachers had positive opinions about this new exam, some others had negative thoughts.

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Handayuni, Tyesa Sri, und Ifdil Ifdil. „Kecemasan Siswa dalam Ujian Praktik Kejuruan Ditinjau dari Jenis Kelamin“. Jurnal Aplikasi IPTEK Indonesia 4, Nr. 1 (18.02.2020): 43–49. http://dx.doi.org/10.24036/4.14334.

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Anxiety is an unpleasant emotion that is characterized by worry and fear. A lot of subject matter is memorized and learning tends to be boring make students suppressed and can cause anxiety to accumulate during exams. This study aims to analyzed exam anxiety among vocational school students in professional placement based on male and female, and identify the differences exam anxiety among vocational school students in professional placement based on gender. This research is quantitative research with descriptive and comparative methods. With a sample of 115 students using a proportional random sampling technique. Data obtained by providing instrument kecemasan siswa dalam menghadapi ujian praktik kejuruan. Data were analyzed descriptively by determining the mean, standard deviation and percentage. To see the difference in anxiety among vocational school students in professional placement based on male and female was used the t-test technique with analyze Independent Samples Test. The results showed that exam anxiety among vocational school students in professional placement of male students was generally in the low category and exam anxiety among vocational school students in professional placement of female students was generally in the high category and there was a significant difference between the exam anxiety among vocational school students in professional placement of male and female students. This research shows the need for efforts to reduce exam anxiety among vocational school students in professional placement of students so that students can exam effectively.

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Colis, Nur. „Analysis of Mathematics National Exam Questions based on TIMSS Taxonomy“. Hipotenusa : Journal of Mathematical Society 3, Nr. 1 (31.05.2021): 25–51. http://dx.doi.org/10.18326/hipotenusa.v3i1.4367.

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The purpose of this research was to find out the spread out content and cognitive dimension of the question of Mathematics National Exam for Junior High School (SMP) / Islamic Junior High School (MTs) in the school year of 2005/2006-2018/2019 and find out the suitability question of Mathematics Final Exam in Junior High School based on government guidelines and TIMSS taxonomy. This type of research is a qualitative approach. This research use collection data with document analysis. Data analysis techniques consist of data reduction, data display, and verification. The research subjects were in the form of 14 SMP / MTs national mathematics exam texts from the 2005/2006 to 2018/2019 academic year. The indicators of content dimensions and cognitive dimensions used are based on the TIMSS taxonomy. Checking the validity of the data, the researcher uses a triangulation by an expert through Online FGD (Focus Group Discussion).The research result as follows: 1. An analysis a question of Mathematics Final Exam in Junior High School in the school year of 2005/2006-2018/2019 based on a taxonomy TIMSS obtain results that percentage spread of content and cognitive dimension still not appropriate yet with TIMSS Assessment Framework. At the content dimension, the spread of a question dominated by geometry domain while data and probability have spread of a question very few. Then, algebra and number domain pretty close proportion which have been specified by TIMSS. 2. the question of Mathematics Final Exam in Junior High School to the scope of material which set by the government was not given percentage distribution of materials obviously while cognitive level from government obtains a result that different with findings result in the researcher based on TIMSS taxonomy because there is different definition at government cognitive level from with TIMSS cognitive domain. There is a question that includes an application in government cognitive level however it includes knowing domain based on TIMSS taxonomy. Suitability a question of Final Exam from the school year of 2005/2006 till 2018/2019 indicate there are percentages increase from year to year close appropriate to proportion TIMSS Assessment Framework. It shows the percentage each other domain close proportion TIMSS in content and cognitive dimension.

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Colis, Nur. „Analysis of Mathematics National Exam Questions based on TIMSS Taxonomy“. Hipotenusa : Journal of Mathematical Society 3, Nr. 1 (31.05.2021): 25–51. http://dx.doi.org/10.18326/hipotenusa.v3i1.25-51.

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The purpose of this research was to find out the spread out content and cognitive dimension of the question of Mathematics National Exam for Junior High School (SMP) / Islamic Junior High School (MTs) in the school year of 2005/2006-2018/2019 and find out the suitability question of Mathematics Final Exam in Junior High School based on government guidelines and TIMSS taxonomy. This type of research is a qualitative approach. This research use collection data with document analysis. Data analysis techniques consist of data reduction, data display, and verification. The research subjects were in the form of 14 SMP / MTs national mathematics exam texts from the 2005/2006 to 2018/2019 academic year. The indicators of content dimensions and cognitive dimensions used are based on the TIMSS taxonomy. Checking the validity of the data, the researcher uses a triangulation by an expert through Online FGD (Focus Group Discussion).The research result as follows: 1. An analysis a question of Mathematics Final Exam in Junior High School in the school year of 2005/2006-2018/2019 based on a taxonomy TIMSS obtain results that percentage spread of content and cognitive dimension still not appropriate yet with TIMSS Assessment Framework. At the content dimension, the spread of a question dominated by geometry domain while data and probability have spread of a question very few. Then, algebra and number domain pretty close proportion which have been specified by TIMSS. 2. the question of Mathematics Final Exam in Junior High School to the scope of material which set by the government was not given percentage distribution of materials obviously while cognitive level from government obtains a result that different with findings result in the researcher based on TIMSS taxonomy because there is different definition at government cognitive level from with TIMSS cognitive domain. There is a question that includes an application in government cognitive level however it includes knowing domain based on TIMSS taxonomy. Suitability a question of Final Exam from the school year of 2005/2006 till 2018/2019 indicate there are percentages increase from year to year close appropriate to proportion TIMSS Assessment Framework. It shows the percentage each other domain close proportion TIMSS in content and cognitive dimension.

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Zhou, Hongkai. „Physical Education Senior High School Entrance Exam SPSS Analysis from the Perspective of School-Student-Parents“. Journal of Computational and Theoretical Nanoscience 13, Nr. 12 (01.12.2016): 10039–43. http://dx.doi.org/10.1166/jctn.2016.6206.

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