Academic literature on the topic 'General Certificate of Secondary Education – Study guides'
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Journal articles on the topic "General Certificate of Secondary Education – Study guides"
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Kering, Gedion kiptanui, and David Kipkasi Kessio. "Towards Attainment of Kenya Certificate for Secondary Education: Role of School Culture in Kenya By." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 14 (March 22, 2023): 1–17. http://dx.doi.org/10.24297/ijrem.v14i.9372.
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Empirical research revealed that Kenya is experiencing poor performance in the Kenya Certificate for Secondary Education (KCSE) within the context of subsidized secondary education adopted in 2008. School culture has been considered a central concept that changes how schools operate, improve educational results and is heavily influenced by its institutional norms and history which could be an obstacle to over all performances. The purpose of the study therefore was to determine school culture and its influence on KCSE attainment in Nandi Central Sub County Kenya. The study was guided by the following objectives: To establish form(s) of culture(s) that is/are practiced. To determine the relationship between school motto, vision, mission statement, to determine the relationship between school rules, regulations and the attainment of KCSE in public secondary schools in Kenya and to establish the relationship between Internal assessment exams and attainment of KCSE in public secondary schools in Kenya. This study adopted convergent triangulation mixed method research design; Pragmatic philosophical paradigm was employed. This study was guided by dual factor theory by Fredrick Herzberg 1957. The study was conducted in Nandi Central Sub-County, Nandi County involving 20 secondary schools. There were 352 respondents comprising of 20 principals, 81 form four class teachers and 251 form four students selected using simple random, stratified sampling and purposive technique.. The data from the study was collected using questionnaires, interview, document analysis and direct observation. Data generated from this study was both quantitative and qualitative. Analysis of quantitative data involved, use of inferential statistical analysis where data was coded and entered into a Statistical Package for Social Sciences (SPSS) version 26. In qualitative approach, data was analyzed thematically by organizing themes corresponding to the study objectives. The study revealed that, there was a statistically significant relationship between forms of cultures practiced and attainment of KCSE in Kenya (p=0.019<0.05). School motto, vision and mission statement is statistically significantly associated with attainment of KCSE in Kenya (X2=93.572, p=0.000<0.05). School rules, regulations, policies are statistically significantly associated with attainment of KCSE in Kenya (X2=16.083, p=0.003<0.05). Regular internal assessment exams are statistically significantly associated with attainment of KCSE in Kenya (X2=14.821, p=0.005<0.05). The study concluded that forms of culture practiced in schools include; equal distribution of educational resources and learning opportunities, made students and staff feel emotionally and physically safe, high concern for staff/students combined with strong performance expectations and being centered on performance with little regard for staff and students. School motto, vision, mission statement should spell out the purpose of the school, create a new and deeper relationship among students and staff and consist of a new-defined ideology of the school, for example fundamental values and beliefs. Set rules and regulations direct student’s social and academic discipline that translates into performance by guiding student’s behaviors. The study recommends that schools should ensure that their school motto, vision, mission statement spell out the purpose of the school and this would create a new and deeper relationship among students and staff.
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Ololo, Thomas Odongo, Dr Mary Anyango Onditi, and Dr Benard Mwebi. "Influence of Principals’ Instructional Supervisory Practices on Learners’ Academic Performance in Kenya Certificate of Secondary Education in Kisii County, Kenya." International Journal of Research and Innovation in Social Science VIII, no. V (2024): 557–79. http://dx.doi.org/10.47772/ijriss.2024.805042.
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Principals’ instructional supervision is very critical for quality academic performance. However, research studies have found out that inadequate training and heavy administrative workload has hindered most principals from carrying out their supervisory roles in schools effectively. In light of this scenario, this study investigated the Influence of Principals’ instructional supervisory practices on learners’ academic performance in Kenya Certificate of Secondary Education (K.C.S.E.) in Public Schools, in Kisii County, Kenya. The objective of this study was to: examine the influence of Principals’ instructional supervisory practices on learners’ academic performance in K.C.S.E. in Kisii County. This study was anchored on Karl Ludwig von Bertalanffy General Systems Theory. Mixed method research design of explanatory sequential type with a prioritized quantitative approach in phase one followed by qualitative approach in phase two was applied in the study. The target population was 4,691 participants which included: 340 Principals, 1360 Heads of Departments (H.O.Ds) and 2,991 teachers. A sample of 451 respondents participated in the study. The researcher used proportionate stratified random sampling technique to select 85 schools, 114 H.O.Ds and 252 teachers. Census sampling was used to select national and special schools while 85 Principals of the selected schools were purposefully sampled. Questionnaires and interview guides were used to collect quantitative and qualitative data respectively. Content validity, Criterion validity, Construct validity and Face validity, of the research instruments were ensured through evaluation by the University supervisors and other experts while internal consistency reliability was estimated by using Cronbach’s alpha coefficient formula which yielded alpha coefficient of over 0.7 which was considered adequate. Quantitative data were analysed using Statistical Package of Social Sciences (SPSS) Version 29 while qualitative data were analysed thematically and presented using direct quotes from the respondents and integrated with the findings of phase one. Descriptive statistics were presented in tables and graphs while inferential statistics were presented in terms of Pearson’s correlation coefficients, Anova and Regression coefficients. The study found out a weak positive insignificant influence between instructional supervisory practices (r=.025, p≤.05; 2 tailed) and learners’ academic performance in K.C.S.E. Therefore, the null hypothesis were upheld. These results were supported by Principals’ interviews which indicated that lack of intrinsic motivation to improve on performance and failure by the teachers to act on supervisory feedback have reduced impact of instruction supervision on academic performance. It is hoped that the findings of this study would provide information that would be a base for corrective measures towards the unexpected low academic performance in the study locale. The study recommended that further research should be done on influence of principals’ leadership skills development on academic performance in K.C.S.E.
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Macharia, Margaret, Ursulla Okoth, and Mercy Mugambi. "Teachers’ appraisal of classroom physical environment on students’ academic performance in Kenya certificate of secondary education in Laikipia county." Journal of Quality in Education 13, no. 22 (November 20, 2023): 96–112. http://dx.doi.org/10.37870/joqie.v13i22.385.
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The Universal Declaration of Human Rights has declared that education is fundamental human rights to the well-being of any society. Therefore, the study was motivated by the need to improve students’ academic performance in Kenya Certificate of Secondary Education examination, a case in Laikipia County, Kenya. The study was guided by one objective. To determine the extent to which appraisal of teachers on classroom physical environment influences students’ performance in Kenya Certificate of Secondary Education in Laikipia County. The study targeted 94 public secondary schools which comprises of 94 principals and 1100 teachers in Laikipia County. Purposive sampling was used to select 45 principals while simple random sampling was used to select 300 teachers. Questionnaires were used to collect data from principals and teachers. The findings of the null hypothesis there is no significant relationship between teacher appraisal on classroom physical environment and students’ performance using Chi square test was (df=16, Pearson X2=233.083, p=0.005 at 0.05 significance level). The null hypothesis was rejected hence there is a significant relationship between teacher appraisal on classroom physical environment and students’ performance to both principals and teachers to enhance establishment of effective appraisal process and Teachers Service Commission to have a well-placed sound policy and include all stakeholders, well-defined criterion on how to appraise, promote and appoint competent and experienced principals because a number of them lack competency in appraisal process.
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Batubo, Batubo, Love Obarasua, and Prof (Mrs) Goodness W. Orluwene. "Psychometric Analysis of 2018-2020 Basic Education Certificate Examination Mathematics Objective Test Items." EAS Journal of Psychology and Behavioural Sciences 4, no. 1 (February 22, 2022): 33–39. http://dx.doi.org/10.36349/easjpbs.2022.v04i01.005.
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The study analyzed the psychometric properties of Mathematics Objective test items in Basic Education certificate examination from 2018 to 2020 academic sessions in Rivers State. Three research questions guided the study; Evaluation and descriptive survey designs were employed for the study. In determining the psychometric properties of the test items, a sample of 1500 JSS3 marked students’ scripts were randomly drawn from six Local Governments Areas using the multistage sample approach of purposive and proportionate techniques, out of the population of 19056 JSS3 marked students’ scripts in the 105 public secondary schools in the six Local Government Areas in Rivers State. Past mathematics objective test items question papers and JSS1 to JSS3 curriculum and syllabus were used as the instrument for data collection, R. Software was used to calculate the reliability, difficulty indices, discrimination indices and distracter indices, while percentage, frequency and scheme of work were used to ascertain the content validity. The findings indicated that the objective test items content area were not in adequate proportion, the co-efficient of internal consistency was high, Basic Education Certificate Examination 2018 had the highest reliability coefficient. All the test items passed the psychometric properties criteria. It was recommended among others, options that options that distracted those in the high ability needs to be reviewed for effectiveness in attracting the low ability students, for example item 60 was a bad distracter as it had a negative value. This would improve students’ academic performance in Mathematics in Basic Education Certificate Examination in Rivers State.
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Ololo, Thomas Odongo, Dr Mary Anyango Onditi, and Dr Benard Mwebi. "Influence of Principals’ Allocation of Teaching and Learning Resources on Learners’ Academic Performance in Kenya Certificate of Secondary Education in Kisii County, Kenya." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 975–1004. http://dx.doi.org/10.47772/ijriss.2024.803067s.
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Teaching and learning resources are needed for quality curriculum delivery. The purpose of this study was to investigate the Influence of Principals’ allocation of teaching and learning resources on learners’ academic performance in Kenya Certificate of Secondary Education (K.C.S.E.) in Public Schools. The objective of this study was to establish the influence of Principals’ allocation of teaching and learning resources on learners’ academic performance in K.C.S.E. This study was anchored on Karl Ludwig von Bertalanffy General Systems Theory. Mixed method research design of explanatory sequential type with a prioritized quantitative approach in phase one followed by qualitative approach in phase two was applied in the study. The target population was 4,691 participants which included: 340 Principals, 1360 Heads of Departments (H.O. Ds) and 2,991 teachers. A sample of 451 respondents participated in the study. The researcher used proportionate stratified random sampling technique to select 85 schools, 114 H.O. Ds and 252 teachers and census sampling to select national and special schools while 85 Principals of the selected schools were purposefully sampled. Questionnaires and interview guides were used to collect quantitative and qualitative data respectively. Content validity, Criterion validity, Construct validity and Face validity, of the research instruments were ensured through evaluation by the University supervisors and other experts while internal consistency reliability was estimated by using Cronbach’s alpha coefficient formula which yielded alpha coefficient of over 0.7 which was considered adequate. Quantitative data were analysed using Statistical Package of Social Sciences (SPSS) Version 29 while qualitative data were analysed thematically and presented using direct quotes from the respondents and integrated with the findings of phase one. Descriptive statistics were presented in tables and graphs while inferential statistics were presented in terms of Pearson’s correlation coefficients, Anova and Regression coefficients. The study found out a moderate positive relationship between allocation of teaching and learning resources (r=.072, p≤.05; 2 tailed) and learners’ academic performance in K.C.S.E. Therefore, the null hypothesis was upheld which indicated that teaching and learning resources are inadequate in the study locale. This result was supported by Principals’ interviews for they cited inadequate funding as a drawback towards providing teaching and learning resources. It is hoped that the findings of this study would provide information that would be a base for corrective measures towards the unexpected low academic performance in the study locale. The study recommended that further research should be done on influence of principals’ leadership skills development on academic performance in K.C.S.E.
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Manyasi, Annah Nawambisa, Stephen O. Odebero, Alice Chesambu Ndiema, and James Bill Ouda. "Trends in Progression in Agriculture Career Among Students in Tertiary Institutions of Kakamega and Bungoma Counties, Kenya." African Journal of Empirical Research 4, no. 2 (November 7, 2023): 845–60. http://dx.doi.org/10.51867/ajernet.4.2.86.
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While agriculture is a major source of employment, it is notable that youths in developing countries are unemployed. In Kenya, agriculture is taught in the 8-4-4 syllabus and in the current competency-based curriculum. Despite the above facts, Kenya still requires human resources to drive the agricultural sector. The purpose of this study was to examine trends in progression in agriculture careers among students in tertiary institutions in Kakamega and Bungoma counties, Kenya, from 2016 to 2021. Correlational and cross-sectional research designs were used. Stratified random sampling was used to select agriculture students; purposive sampling was used to select universities, the Kenya Universities and Colleges Central Placement Service (KUCCPS), and technical and vocational education and training (TVET) institutions. Purposive sampling was used to select key informants, while quota sampling was employed to select focus group discussions. Using a pragmatic philosophical standing point as a lens, the study applied a mixed research strategy for data collection, coupled with mixed methods for triangulation. The sampling size was determined from Yamane (1967) formulae based on the study population. A sample size of (249) secondary school students, (24) university students, and (131) TVET institution students gives a sample size of 404 from a target population of 11928 students. A pilot study was done in Vihiga County. The data was collected using document content guides, questionnaires, focus group discussions, and interview guides. Due diligence was taken into consideration while collecting and processing the data to ensure both the reliability and validity of the study. Both descriptive and inferential techniques (trend analysis) were employed to analyze the data, which was presented using frequency tables and line graphs. The total KCSE agriculture enrolment in Kenya and total agriculture enrolment in TVET were strongly and positively correlated (r = 0.889, p = 0.018), and the average difference between the two was significant (t (5) = 18.978, p < 0.05). The total Kenya Certificate of Secondary Education (KCSE) agriculture enrolment in Bungoma and Bungoma agriculture progression to the universities in Kenya scores were weakly and positively correlated (r = 0.384, p = 0.453). while the average difference between the two is significant (t (5) = 14.095, p < 0.05). A weak but positive relationship existed between the total KCSE agriculture enrolment in Kakamega and the Kakamega agriculture progression to universities in Kenya scores (r = 0.154, p = 0.771). There is a significant difference between the two (t (5) = 17.825, p < 0.05). The results should inform policymakers and guide efforts toward the career progression of students in agriculture education.
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Kisaka, Joseph N. "Influence of Cultural Socio-Economic Factors on K.C.S.E Examination Performance in Public Secondary Schools: A Case If Lamu West Sub County, Lamu County, Kenya." Advances in Social Sciences Research Journal 10, no. 11 (November 18, 2023): 202–13. http://dx.doi.org/10.14738/assrj.1011.15832.
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The measure of success in many countries is measured by the Academic performance in national examinations like Kenya Certificate Secondary Education (K.C.S.E.) which is a national examination in Kenya. This study endeavoured to establish the influence of selected cultural factors on the academic performance of students in Lamu West Sub-County in Lamu County in Kenya. The study was carried out in Lamu West Sub-County which has persistently registered low academic performance in national examinations. The cultural factors leading to this poor performance in Lamu Sub-County had not been adequately addressed. The study was guided by the following objectives; to establish the types of cultural factors that influence academic performance in Lamu West Sub-County and the influence of cultural factors on K.C.S.E. academic performance in Lamu West Sub-County. The study adopted a descriptive survey design. The target population comprised of teachers, and Board of Management (B.O.M.) parents. The sample size was 144 teachers and 48 B.O.M parents. The collection of data was by use of questionnaires and interviews. Descriptive statistics were used to analyse the quantitative data while qualitative was analysed through content analysis. The findings were presented by use of frequency distribution tables and percentages. The results showed that cultural factors influenced the Kenya Certificate of Secondary Education (KCSE) national examination in Lamu Sub-County. Interviews from B.O.M parents also provided data to show how these cultural factors influenced KCSE academic performance. Based on the findings, the study established that early pregnancies, gender stereotypes, early marriages as well as the frequent religious cultural practices influenced KCSE academic performance in Lamu West Sub-County. Among the recommendations was that parents should take an active role in advising their children about the importance of education, and also the government should take stern measures against out-dated cultures like early marriages which should be banned.
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Gallagher, Ryan. "The Flipped Classroom: Enhancing Self-confidence among Adolescents Studying Chemistry." Science Education International 34, no. 2 (June 1, 2023): 109–14. http://dx.doi.org/10.33828/sei.v34.i2.4.
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One of the key aims of post-primary education in Ireland is to develop all aspects of the individual, such as the creative, critical, and intellectual to prepare them for working life, for living in the community, and for leisure. Student self-confidence and student agency are critical to the students’ development at this stage. The flipped classroom is a model within the blended learning pedagogy and is one that has gained considerable attention in educational circles since school closures due to the COVID-19 pandemic. The benefits of the flipped classroom toward developing student self-confidence are noteworthy. However, at the national and international level, the vast majority of research on the flipped classroom is third-level focused. This paper discusses a number of issues that arose from data collected from research carried out by the author and how the flipped classroom could benefit adolescents preparing for the Irish Leaving Certificate Chemistry summative examination. The results obtained in this study are significant as little research has been carried out on the implementation of the flipped classroom within an Irish secondary school setting. Video lessons are often seen as the core resource in the implementation of the flipped classroom. However, video lessons alone were insufficient for developing student self-confidence. Students required multiple resources, particularly resources focused on assessment, to bolster their self-esteem. It was found that the successful implementation of the flipped classroom was achievable, but scaffolding was required for these adolescents. Some scaffolding was also required initially for teachers as almost all teachers involved in this study were not familiar with the flipped classroom concept. Teachers required a guide in terms of the implementation of new teaching methods. The technology is currently available to create high quality resources for the flipped classroom; however, in respect to policy development, the support for online learning should be pedagogy led as opposed to technology led.
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Ullah, Hazir, Raza Ullah, and Muhammad Shoaib. "A Cultural Transformation: Pakistani Girls Outperforming Boys in Education." Summer 2023 4, no. 3 (September 30, 2023): 173–83. http://dx.doi.org/10.55737/qjss.355122226.
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In this paper, we highlight and present a nuanced picture of girls’ outperformance and boys’ underperformance in education in the urban centres of Pakistan. This is a very interesting and remarkable gender reverse trend in education performance in the dominated socio-cultural context of Pakistan. The paper takes into account the annual results of two examination boards: a) Board of Intermediate and Secondary Education (BISE) Peshawar and b) Board of Intermediate and Secondary Education (BISE) Faisalabad, Pakistan. Employing content analysis techniques, we have examined young boys’ and girls’ educational performance in secondary school certificate (SSC) and higher secondary schools certificate (HSSC) examinations from 2002 to 2016. The paper takes into account the first three positions as an indicator of outperformance. The paper simply highlights the trend of structure transformation and does not inquire about reasons for boys’ underperformance and girls’ outperformance. The study findings suggest that girls are outperforming boys in the urban centres of Pakistan.
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Boateng, Justice Kojo Gabriel Agyenim, and Joseph Tufuor Kwarteng. "Effect of Undergraduate Business Students’ Entry Characteristics on Academic Success." Education Research International 2023 (July 4, 2023): 1–9. http://dx.doi.org/10.1155/2023/2172096.
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The purpose of this study is to explore the effects of undergraduate business students’ entry characteristics (West African Senior Secondary Certificate Examination (WASSCE), Senior Secondary School Certificate Examination (SSSCE), General Certificate of Education (GCE) ordinary level certificate, and matured entry) on academic success in terms of cumulative grade point average (CGPA), competencies (soft skills), acquired, and overall academic performance. Through a cross-sectional survey, 382 final year business students were selected from two universities in Ghana to participate in the study. Academic records of the students were obtained and complementary primary data were collected from these same respondents through questionnaire administration. Data were analyzed using PLS–SEM. The only statistically significant results the study established were that WASSCE has a positive relationship with competences and overall academic performance, and mature entry also had a negative relationship with competence. The study recommended revisions to the current admission criteria as universities need to entrench individualized curricula to cater the diversity occasioned by the variety of entry qualifications students. While direct applicants (e.g., applicants with WASSCE) may follow the current curriculum, bridging courses may be necessary to bring the mature applicants to the level of the direct applicants to ensure parity of knowledge.
Dissertations / Theses on the topic "General Certificate of Secondary Education – Study guides"
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Peterson, J. L. "A case study evaluation of the implementation of the General Certificate of Secondary Education." Thesis, University of Sussex, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385119.
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McMahon, Patrick J. "'The opportunity to study History' : curriculum politics and school pupils' subject choice in the General Certificate of Secondary Education." Thesis, University of Huddersfield, 2008. http://eprints.hud.ac.uk/id/eprint/2594/.
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This study investigates (a) the existence of changes in pupils' perceptions of Key Stage 3 (KS3) History as they move from Year 8 (Y8) to Year 9 (Y9), when they make choices about which subjects they will study for General Certificate of Secondary Education (GCSE) during Key Stage 4 (KS4), and (b) whether any changes might influence their choices. The study adopts a qualitative approach involving 500 pupils and more than 60 teachers in 10 schools over two years. The place and usage of History in contemporary society are explored. The origins of History as a educational issue are reviewed from the late 18th Century to the late 20th Century when there was considerable debate as to what information should be taught, what skills should be developed and which teaching methodologies should be employed. These aspects were at times polarised when 'traditional' teaching seemed to be at odds with the 'new' Schools Council History Project, against a background of an evolving national examination system. With the compulsory inclusion of Citizenship within schools' curricula, the role and methodology of History are subject to further debate. The origins of the current situation, where school History is a non-compulsory subject in the compulsory state-maintained sector, is outlined with reference to issues and debates which led to comprehensive schools delivering History as an element of the National Curriculum as initially presented in the Education Reform Act (ERA) of 1988, which has since been subject to review and amendment. The study deals with the introduction, implementation and development of the ERA (1987 –2000) and focuses on the proposals for the subject of History, responses from teachers, administrators and Government as well as amendments proposed by the Dearing reviews leading towards Curriculum 2000. The background to the current GCSE examination scheme is reviewed along with the requirements for compulsory and non-compulsory subjects, and the rationales employed by individual schools when constructing ‘GCSE option choice schemes’. Factors that may affect pupils’ perceptions of History in their Y8 and Y9 are discussed. The sets of data collected reveal ways in which pupils may be influenced by (i) personal perceptions of interest, enjoyment, demands of work and usefulness in later life and (ii) externally-controlled issues such as socio-economic circumstances, access to Special Educational Needs (SEN) or language support, and the nature of the KS3 History curriculum they experience
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Fanion, Latanya L. "A mixed methods study on factors that influence recent high school dropouts to persist in adult secondary educational programs to pusue the general educational development certificate." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/316.
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Every day thousands of students make the decision to abandon the nation’s high schools for various reasons. Instead of staying in school and graduating with their high school diploma, these students opt for a life that is often inundated with personal, social, educational, and employment barriers, such as unemployment, incarceration, poverty, and a reliance on public assistance. After being out of school and experiencing these unwelcoming circumstances, many high school dropouts decide to give education a second chance. So, within years of leaving school, many high school dropouts enroll inadult education programs to pursue the General Educational Development certificate. Although thousands of students return to extend their education, the data show that some students persist, others continue through a cycle of “stopping out,” and many give up once again. Because of this occurrence and the reality that existing research examining this phenomenon is scarce, this study sought to disclose the specific variables that increased a student’s likelihood of persisting after returning to Adult Secondary Education programs to pursue the GED certificate. To adequately understand this phenomenon, a mixed-methods approach was utilized to determine which student-input, environmental, and institutional variables showed a relationship with persistence. To analyze the findings, the researcher referred to descriptive statistics, a frequency count, t-tests, qualitative coding, a Pearson r correlation, and analysis of observation data. The findings demonstrated that there was a high-positive relationship between persistence and self-efficacy, teacher-student relationships, the impact of family, teaching methods and pedagogy, and sense of belonging. Moreover, the qualitative data demonstrated that the convenience and flexibility of classes was also significant. Findings from the qualitative data also yielded additional variables that impacted persistence that were not in the researcher’s initial hypotheses. Implications, recommendations, and limitations were discussed in detail.
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Newton, Michael John. "GCSE music : year nine and ten students' perceptions and enrolment intentions in relation to music education rationale and government educational policy." University of Western Australia. School of Music, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0126.
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The international drive among western countries to shift from industrial to knowledge economies has focussed considerable attention on education. United Kingdom government educational policy, influenced by the global knowledge economy, has shifted responsibility for learning work skills from the workplace to schooling and post-compulsory education. Government policy emphasises the importance of education's role in preparing students with the skills, knowledge and understanding required to enhance the United Kingdom's competitiveness in the global market. In contrast to the work-related emphasis of the wider educational context, music education emphasises the enrichment of experience. The value of music education is related to people's needs, and the functions it performs in their lives. Music education should be transformative, creative, enriching and relevant. Participation in music education is motivated by the intrinsic satisfaction of making music, rather than the extrinsic need for work-related competencies and qualifications. Music education competes for students with other subjects in the educational marketplace when the music curriculum ceases to be compulsory at age fifteen. Therefore, it is important to understand how students relate not only to music education, but also to the wider work-related educational context in which their subject participation choices are made. Therefore, the purposes of this study are twofold: (1) to establish an overview of how students perceive music education and the factors that influence their enrolment intentions, and (2) to establish an overview of how students perceive music within the wider context of education. Statements were chosen that were considered representative of the rationales for education presented by the government and the music education community. Questionnaires and interviews were developed using the statements, and were ii administered to a random sample of Year Nine and Ten (GCSE Music and non - GCSE Music) students Music was not a relevant subject for most students. However, the perceptions of a small percentage of students (mainly Music students) did find music education relevant in the ways the literature suggested it should be. The most common influences on enrolment were perceptions of ability and enjoyment (or lack of). Despite the strong emphasis on work-related skills and qualifications in the wider educational context, students generally agreed that Music was a subject better suited to enhancing life and lifestyle than career options. However, reflecting the wider educational context, Music was perceived as being more careers/future study orientated than transformative, creative, enriching and relevant.
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Mkandawire, Myness. "Physical science activities and skills development in the school curriculum of Namibia." Diss., 2009. http://hdl.handle.net/10500/3468.
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Grade 12 learners in one Namibian secondary school participated in a study
of science process skills implied in their International General Certificate of
Secondary Education (IGCSE) physical science syllabus. The study aimed at
finding out learners’ ability to identify science process skills in their physical
science syllabus, criteria used to identify skills and whether any relationship
existed between learners’ achievement in performing skills and learners’
ability in identifying the skills. Four physical science syllabus topics were
taught. Learners performed and identified science process skills in learning
and assessment tasks. A One Group Pretest-Posttest research design was
used in a combined qualitative and quantitative research method. Data
revealed that learners identified science process skills. Science processes
performed during learning experiences were used as criteria to confirm
presence of the skills. Learners’ achievement increased in performing and
identifying science process skills after intervention activities. There seemed
no relationship between learners’ achievement in performing and learners’
ability in identifying science process skills.Science and Technology Education
M. Ed. (Natural Science Education)
Books on the topic "General Certificate of Secondary Education – Study guides"
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Collins, P. J. Preparation for G.C.S.E.: A simple guide for pupils and parents. 2nd ed. Worcester: PC Publications, 1996.
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Gorman, Gerry. Work outbusiness studies GCSE. Basingstoke: Macmillan Education, 1989.
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Webster, D. E. GCSE physical education. London: Letts Educational, 1997.
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Speed, Brian. GCSE mathematics. Harlow: Longman, 1991.
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Applegarth, Jane. Edexcel certificate/International GCSE biology: Exam practice workbook. Kirkby-in-Furness: CGP, 2013.
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Floyd, David. GCSE business studies. 2nd ed. London: Letts Educational, 1997.
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Richard, Parsons, ed. GCSE physical education: The revision guide. Kirkby-in-Furness: CPG, 2000.
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Kerr, Hope. GCSE business studies for CCEA. London: Hodder & Stoughton, 2003.
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Richard, Parsons, and Hall Dominic, eds. GCSE maths: Complete revision and practice. Kirkby in Furness: Coordination Group, 2003.
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Rix, Alan, Sharon Keeley, and Stewart Bates-Treloar. GCSE religious studies: Complete revision and practice : covering christianity (including Mark's Gospel), Judaism and Islam. [Kirkby-In-Furness]: Coordination Group Publications, 2005.
Find full textBook chapters on the topic "General Certificate of Secondary Education – Study guides"
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Puig, Idoya. "Literature in language learning in the UK context: from current A-levels to university." In Literature in language learning: new approaches, 15–21. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.43.1091.
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The aim of this paper is to look at the impact of recent reforms to the General Certificate of Secondary Education (GCSE) and Advanced Subsidiary (AS) curriculum in the UK, which included the teaching of literature in the language classroom in an attempt to make the study of languages more attractive and to better prepare students for university. The delivery of the new GCSEs and A-Levels has served to highlight new challenges, which are hampering the intended purpose of the reforms: language GCSEs and A-Levels are perceived as more difficult than other subjects and severe grading has been confirmed. Moreover, most teachers do not view the compulsory literature element positively. Conversely, academic studies confirm the value of literature in the study of languages and various initiatives demonstrate the attractiveness and effectiveness of literature in terms of increasing motivation and enhancing language skills. In this paper, we suggest some final proposals to improve this situation.