Relevant bibliographies by topics / Higher School Certificate examination (Vic )

Academic literature on the topic 'Higher School Certificate examination (Vic )'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Higher School Certificate examination (Vic )"

1

Upahi, Johnson Enero, Ganiyat Bukola Issa, and Oloyede Solomon Oyelekan. "Analysis of senior school certificate examination chemistry questions for higher-order cognitive skills." Cypriot Journal of Educational Sciences 10, no. 3 (September 15, 2015): 218. http://dx.doi.org/10.18844/cjes.v1i1.67.

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Assessment as classroom activities is a fundamental process required to determine the extent to which intended learning outcomes has been achieved. Whatever form of assessment is employed to measure students’ learning, they should include tasks that are authentic, relevant and approximate skills students will need in real-life situations. These skills are well accentuated in the advocacy of the current reforms in science education to develop students’ higher-order cognitive skills (HOCS) through question-asking, critical thinking and problem solving. Therefore, this research analyzes chemistry questions of senior school certificate examination conducted by the National Examination Council (NECO) within the framework of Bloom’s revised taxonomy of cognitive objectives. The source of data consisted of 257 questions drawn from 5 years examination, from 2010 – 2014. The results from this research indicated that about 80% and 44% of the questions require lower-order cognitive skills (LOCS) and factual knowledge respectively. The results further revealed that there was no question in the evaluate category of the HOCS, and none of the questions required students to apply metacognitive knowledge. The research concludes that the chemistry questions were not as cognitively demanding as they should be, and it is recommended that, examination should ensure that examination questions reflect the dual perspective of the Bloom’s revised taxonomy of cognitive process skills and the knowledge dimensions.Keywords: higher-order cognitive skills, Bloom’s revised taxonomy, cognitive process skills, knowledge dimension, chemistry questions.
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2

Zondo, Nombuso P., Temesgen Zewotir, and Delia E. North. "The level of difficulty and discrimination power of the items of the National Senior Certificate Mathematics Examination." South African Journal of Education 41, no. 4 (November 30, 2021): 1–13. http://dx.doi.org/10.15700/saje.v41n4a1935.

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South Africa’s National Senior Certificate examination system was introduced in 2008 as a single national examination system, in order to facilitate fair and standardised assessment and to provide all learners with an equal chance of access to higher education. However, limited research has been done to investigate the discrimination power of the actual examination items and the spread difficulty level for learners from different school quintile types. The purpose of the study reported on here was to investigate differential performance of learners in the items of the 2009 National Senior Certificate mathematics examination. The dataset used in this study was from the Western Cape (WC) Education Department. From the analysis, the results show that the discrimination power of the different examination questions was not identical across different school quintiles. Further investigation of the data reflects a considerable range of category difficulty levels, with higher (above average) ability levels being tested for learners in the quintile 1 to quintile 4 schools, while only learners with average abilities were being tested in the quintile 5 and independent schools.
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Mok, Magdalena, and Marcellin Flynn. "Effect of Catholic School Culture on Students’ Achievement in the Higher School Certificate Examination: a multilevel path analysis." Educational Psychology 18, no. 4 (December 1998): 409–32. http://dx.doi.org/10.1080/0144341980180404.

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4

Tsai, Chia-Wen. "Facilitating Students to Earn Computing Certificates via Blended Learning in Online Problem-Solving Environment." International Journal of Information and Communication Technology Education 6, no. 2 (April 2010): 11–23. http://dx.doi.org/10.4018/jicte.2010040102.

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The vocational schools in Taiwan regard professional certifications as a badge of skills achievement. However, due to a national policy, pure online courses are not permitted. Moreover, it remains unclear whether every subject is suitable to be delivered via online courses. In this regard, the author conducted a quasi-experiment to examine the effects of applying blended learning (BL) with different course orientations on students’ computing skills, and explored the appropriate combination for teachers who teach computing courses. Four classes in successive semesters, with a total of 195 students from the courses of ‘Database Management System’ and ‘Packaged Software and Application’, were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (BL vs. Traditional Learning) experimental groups. The results showed that students from both design-oriented and procedural-oriented courses delivered in BL environment, had significantly higher grades on the examination for certificates than those who learned in traditional learning environment.
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5

Mok, Magdalena, and Marcellin Flynn. "Quality of School Life and Students' Achievement in the HSC: A Multilevel Analysis." Australian Journal of Education 41, no. 2 (August 1997): 169–88. http://dx.doi.org/10.1177/000494419704100206.

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THIS study examines the relationship between Year 12 students' perceptions of life in Catholic schools and their achievement in the Higher School Certificate (HSC) examination. It investigates whether the quality of school life which students experience differs across Catholic schools and whether it still affects students' achievement in the HSC when school and student background variables are controlled. The study was conducted by surveying 4949 students from 44 Catholic high schools in New South Wales, in May 1990 regarding their perceptions of the quality of school life. Student achievement was measured by their Tertiary Entrance Score at the HSC examination in November 1990. The clear picture which emerges suggests that Catholic schools differ considerably in terms of students' HSC achievement and that the quality of school life which students experience in these schools has a significant impact on their academic achievement over and above student characteristics and background characteristics of the schools.
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6

Paschal, Charles, Silas Mirau, and Mvurya Mgala. "Statistical Modelling of Factors affecting Performance of Students inSecondary Schools in Tanzania." International Journal of Advances in Scientific Research and Engineering 08, no. 12 (2022): 08–14. http://dx.doi.org/10.31695/ijasre.2022.8.12.2.

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Over the last decade, secondary schools in Tanzania have failed to produceenough graduates who are able to join higher level of schooling (Advanced level). Only less than 35% of students were able to score between division one and three.Theaimofthisstudywastodevelopafactormodelwithfactorsaffectingtheoverallperformance in secondary schools in certificate of secondary national examinations inTanzania. Data was collected from 26 secondary schools in Dar es salaam and Arushausing self-administered questionnaire. The questionnaires had 16 Likert type questions in five-point scalerangingfromstronglydisagreetostronglyagree.Thefindingsfromfactoranalysis indicatedthatthreefactorsnamely“schoolculture”,“supportivelearningenvironment “and “teacher satisfaction with the school” explained 74.8 percent of total variation inoverall performance in certificate of secondary education examination. Multiple Linearregressionrevealedthatsupportivelearningenvironmenthadasignificanteffectonoverall performance in terms of school Grade Point Average. It is concluded that in orderto improve overall performance, schools and the government should create supportivelearning environment by employing more teachers, ensuring availabilityof books aretimely and adequately available and the availability of library and laboratories. Furtherstudies should add the qualitative part so as to gather more information about schoolsand otherfactorswhichwerenot considered underthisstudy.
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Igbokwe, D., B. A. Ola, and R. J. E. Ndom. "Gender differences in the manifestation of brain fag, depression and indices of anxiety among secondary school students in Nigeria." European Psychiatry 33, S1 (March 2016): S154. http://dx.doi.org/10.1016/j.eurpsy.2016.01.282.

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IntroductionSecondary school students in Nigeria are under intense pressure to perform well in their academics so as to have competitive advantage in advancing their studies. This pressure has been linked to western derived psycho-pathologies such as depression, anxiety and culture bound syndrome such as brain fag syndrome.AimTo examine gender differences in the manifestation of brain-fag syndrome, depression, and anxieties among students about to participate in Junior Secondary Certificate Examination (JSCE) and West African Senior School Certificate Examination (WASSCE) in Nigeria.MethodsTwo hundred and nine (209) students (X age = 14.27, SD = 2.18) were administered a battery of tests comprising of the Brain Fag Syndrome Scale, Brain Fag Propensity Scale, State Trait Anxiety Inventory, Patient Health Questionnaire, Mathematics Anxiety Inventory and Test Anxiety Inventory. The data was subjected to a multivariate analysis of variance (MANOVA).ResultsThe result showed no significant gender differences in the manifestation of brain-fag syndrome, depression, and anxieties, F (6, 202) = 0.947, P ≥ 0.01; Pillai's Trace = 0.03, partial η2 = 0.02. In consonance with earlier studies, males reported higher brain fag mean scores than female participants (X = 5.46, SD = 2.06; X = 4.88, SD = 2.43).ConclusionsThe study has shown that adolescents who are about to take their final examinations manifest brain fag propensity and go on to manifest symptoms of the brain fag syndrome. But, there is no significant gender difference in the manifestation of brain fag syndrome among males and females.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Wariyo, Lemecha, and Amare Asgedom. "Promoting Effects of Abilities While Enhancing Probability of College-Success: A Moderation Role of Higher Education." Journal on Efficiency and Responsibility in Education and Science 14, no. 2 (June 30, 2021): 101–17. http://dx.doi.org/10.7160/eriesj.2021.140204.

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Studies revealed that college readiness promotes college success and higher education student learning outcomes. This study opted to 1) analyze the total effect and the conditional effect of college readiness on college success by university generations and departments; 2) analyze the differences in the probability of college success across departments and university generations; 3) describe the quality of university generations in terms of the conditional effects and the probabilities of college success. The study is an ex post facto research. The Ethiopian 1st, 2nd, and 3rd generation universities; and the Ethiopian National Assessment and Evaluation Agency officers were the population of the study. The total sample size was 551. The Ethiopian General Education School Leaving Certificate Examination Grade Point Average, the Ethiopian Higher Education Entrance Examination score, and the College Cumulative Grade Point Average of the students were sources of the data. Using the Process Procedure for Software Package for Social Sciences, the binomial logistic regression was conducted. Maintaining the highest total conditional effect of college readiness on college success while heightening the probability of college success at a value of college readiness has been interpreted as a trait of the high performing university generation.
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Переяславская, Людмила, Lyudmila Pereyaslavskaya, Виталий Переяславский, and Vitaliy Pereyaslavskiy. "The study of correlation between the result of exams in mathematics and students´ academic performance in higher education." Universities for Tourism and Service Association Bulletin 8, no. 4 (December 3, 2014): 49–55. http://dx.doi.org/10.12737/6475.

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This article is a continuation of the study by the same authors on the relationship of mathematics achievement in high school with academic performance in mathematics and other subjects at school. Adding statistics on students of the firstyear ofRussian State University of Tourism and Service allowed to increase the sample size in several times and to obtain more reliable results, which were originally obtained only for students of Finance and Technology Academy (FTA). Data was collected from 104 students FTA ofthe first year (2013/2014 year students) and 290 students ofRSUTS of the first year (2012/2013 year of study), and the later were represented by 180 students from the Faculty of Economics (FE), and 110 students from the Faculty of service (FS). For FTA the data contain the following parameters: the average score in mathematics in the certificate, the USE in math, USE in Russian, a total score of USE (Unified State Examination) to enroll in college and academic performance in high school mathematics. For RSUTS the data was obtained on the same parameters, except for the average score in mathematics in the certificate. For these parameters were found accurate interval estimates of the correlation coefficients, as well as histograms of frequencies to test the hypothesis of normal distribution. For statistical calculations and histograms the authors used formulae oj"mathematicalstatistics andcomputersoftwareforstatisticaldata processing STATISTICA. The study of interval frequency parameters showed that the USE in Russian has a distribution of frequencies close to the normal law. While the frequency of USE in math scores is significantly different from the normal distribution. This suggests a significant impact on the results of USE in maths by factors which do not possess the nature of the random deviations. It is shown that admission to university, and as a result a new life stage, a change of scenery and teachers provide students with additional opportunities in revealing mathematical abilities.
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10

Uloku, Ossai Peter Agbadobi. "Relationship between Students’ Scores on Plain Questions and Worded Problems in Mathematics." Journal of Educational and Social Research 10, no. 3 (May 10, 2020): 124. http://dx.doi.org/10.36941/jesr-2020-0052.

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It appears that students find it easier to solve problems on plain questions than worded problems in mathematics. This led the researcher to study the relationship between students’ scores on plain questions and their scores on worded problems. The study was correlational. A sample of 122 final year senior secondary school students was drawn through judgemental sampling technique from public secondary schools in Bayelsa and Delta states, south-south Nigeria. The instrument had five plain questions and five worded problems adapted from the May/June West African Senior School Certificate Examination questions examined in 2009,2010 and 2011. Students responded to questions in algebraic operations, arithmetic, trigonometry and geometry. Using mean and the product moment correlation statistics to analyze the scores from the two set of questions, it was discovered that scores from plain questions had no significant relationship with scores from worded problems. However, students had higher mean score on plain questions. It was recommended that students should be drilled in solving word problems in mathematics.
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Dissertations / Theses on the topic "Higher School Certificate examination (Vic )"

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Dixon, Wendy. "Selection procedures relating to Australian vocal repertoire for mid-adolescent HSC performers." Connect to full text, 2006. http://hdl.handle.net/2123/1590.

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Thesis (M. Mus. (Mus. Ed.)--University of Sydney, 2006.
Title from title screen (viewed 19 March 2008). Submitted in fulfilment of the requirements for the degree of Master of Music (Music Education) to the Sydney Conservatorium of Music. Includes bibliographical references. Also issued in print format.
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2

Sorby, Janet, and n/a. "ASCIS subject headings and student terminology : the relationship between the subject headings used in manual school library catalogues in New South Wales and the subject access terms generated by NSW Higher School Certificate syllabus documents, textbooks and examination questions." University of Canberra. Communication, 1989. http://erl.canberra.edu.au./public/adt-AUC20050516.152713.

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The present study was undertaken to investigate the concerns of secondary school teacher-librarians, that the subject headings set down by the Australian Schools Catalogue Information Service (ASCIS) do not cover topics in senior sourses of study. NSW HSC Economics was chosen to test this perception. Terms were extracted from three textual sources (syllabus, textbook and examination papers) and checked against the subject headings in the ASCIS Subject Headings List. A comparison was made between terms which matched exactly, those which were only partially matched and those which had no match. The linguistic complexity of the term (single-word or multi-word) and the number of textual sources using the term were also taken into account. The results showed a varying degree of match between textual terms and subject headings. Single-word terms found in more than one textual source were much more likely to be found in the subject headings than those from only one textual source. Multi-word terms were found less frequently than single-word terms, but were also more likely to be found when they came from more than one textual source. There was a large number of partial matches in this group, and these were found to be more general in concept than the textual terms. Most of the terms were found, but the general nature of the partial matches and the lack of adequate cross references may cause problems in subject analysis and retrieval.
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Books on the topic "Higher School Certificate examination (Vic )"

1

University of Cambridge. Local Examinations Syndicate. General Certificate of Education, School Certificate, Higher School Certificate: Circulars and examination syllabuses. Cambridge: the Syndicate, 1989.

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author, Metcalfe Roger, ed. Hsc engineering studies. Glebe, NSW: Pascal Press, 2013.

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Kelly, Brad. Albert Speer: Personality study. Annandale, NSW: History Teachers' Association of NSW, 2012.

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Book chapters on the topic "Higher School Certificate examination (Vic )"

1

Tsai, Chia-Wen. "Facilitating Students to Earn Computing Certificates via Blended Learning in Online Problem-Solving Environment." In Advancing Education with Information Communication Technologies, 112–25. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-468-0.ch010.

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The vocational schools in Taiwan regard professional certifications as a badge of skills achievement. However, due to a national policy, pure online courses are not permitted. Moreover, it remains unclear whether every subject is suitable to be delivered via online courses. In this regard, the author conducted a quasi-experiment to examine the effects of applying blended learning (BL) with different course orientations on students’ computing skills, and explored the appropriate combination for teachers who teach computing courses. Four classes in successive semesters, with a total of 195 students from the courses of ‘Database Management System’ and ‘Packaged Software and Application’, were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (BL vs. Traditional Learning) experimental groups. The results showed that students from both design-oriented and procedural-oriented courses delivered in BL environment, had significantly higher grades on the examination for certificates than those who learned in traditional learning environment.
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2

Raban, Mukthar, and Tabisa Mayisela. "Blended learning as a means of opening up learning at Northlink TVET College in South Africa." In Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425_4.

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Blended learning has become a critical element in the ensemble of learning and teaching approaches in post-school education and training (PSET) as a means to provide flexible and pedagogically inclusive education. With the Department of Higher Education and Training (DHET) in South Africa calling for increased open learning initiatives, many Technical and Vocational Education and Training (TVET) colleges are responding through ICT-mediated adaptations of their learning and teaching approaches, such as blended learning. Northlink TVET College in Cape Town, the top performer in South Africa in the 2018 final National Certificate Vocational (NCV) examination results and well-known for its blended learning initiatives, was chosen to showcase its flexible and inclusive pedagogical approaches. This case study employed a qualitative approach that used in-depth interviews and a focus group with the college’s Education and Training Unit manager, two lecturers, and six students to explore the blended learning initiative and practices at the college. This was to interrogate the ways in which the blended learning initiatives were informed by open learning principles, and the extent to which this mode of learning provision at the college can be deemed to be, using Fraser’s (2005) critical theory for analysis, socially just. Findings indicate that explicit accommodations in the pedagogical design and implementation of blended learning were made by the college to ameliorate certain financial and political injustices often experienced by students and staff. However, significant strides are yet to be taken to address certain cultural injustices. This study holds the potential to inspire teaching and learning practices and blended learning provision at the college and other PSET institutions, in realisation of the open learning agenda. Recommendations for both the college and DHET have been made.
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