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1
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.
2
Beck, Richard Alan. "Retention and dropout rates for a sample of national higher certificate students in the school of accounting." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1408.
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Higher Education retention rates in South Africa are among the lowest in the world. At the Nelson Mandela Metropolitan University, a trend has been noted for National Higher Certificate (NHC) students within the Faculty of Business and Economic Science’s School of Accounting. Dropout rates have increased and graduation rates have declined for students studying NHC programmes. Retention and dropout studies have rarely been undertaken for accounting students in higher certificate or diploma programmes, which provided the motivation for this study. The study aimed to determine the dropout and retention rates of NHC students and to identify the demographic and other characteristics of dropout students relative to those who persist with their studies. Furthermore, the study identified potential barriers to academic success in the sample. An exploratory descriptive research approach was adopted to achieve the general and specific aims of the study. Data were obtained from Management Information Services about NHC dropout students and students continuing with their studies for the period 2005 to 2009. Furthermore, information was gathered for separate samples from a Language Questionnaire and the Learning Enhancement Checklist (LEC) regarding barriers to student success. High dropout rates were found in that more than half of the students dropped out. Correspondingly, the retention rates were low. The findings for the gender, cultural and language groups were interesting but no definitive conclusions could be reached regarding trends related to student dropout and retention in relation to these biographical variables. Performance in Financial Accounting I and II yielded interesting trends. Students at risk for dropping out obtained a mark of 50 percent or less on average for Financial Accounting I and 40 percent or less for Financial Accounting II. The analysis conducted to determine barriers to student success revealed that students did not prepare adequately for lectures; experienced certain difficulties in lectures, tests and VIII exams; found it difficult to manage their studies and time; and experienced financial and psychological problems. The findings of the study can be used to identify students who might drop out at an early stage. Furthermore, the findings can guide the nature of the development and support that NHC students need to succeed. The limitations of the study are noted and suggestions are made for further research into the factors related to student dropout and retention in the field of accounting.
3
Repetylo, Anna H., and n/a. "Factors influencing retention rates in secondary schools within the Wollongong region." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061107.122538.
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Throughout the 1980s, there was a trend in Australia towards increased
participation rates in post-compulsory education. This study examines factors that
influence Year 12 retention rates in four Government secondary schools within the
Wollongong Sub-Region. Factors that were thought to influence students to continue
to Year 12 and sit for the New South Wales Higher School Certificate Examination
included those related to Gender, Socio-economic (relating to occupation of parents,
government financial assistance, and language background), Educational and Career.
The study involved surveying over 400 Year 10 students in four schools by
questionnaires. These schools were chosen for their geographical location and to
include two schools with a history of high retention rates and two schools with low
retention rates.
The questions in the survey were incorporated with a larger survey conducted
in 1989 by the Faculty of Education at the University of Wollongong under the coordination
of Dr. Noeline Kyle ("Everyone expects you to know; A report on careers
advice and industry attitudes towards female students in non-traditional study and
work in the Illawarra", 1990). The questionnaire was piloted in 1988 and after
seeking recommendations from students, teachers and the NSW Department of School
Education Research Group, the survey was administered in 1989.
The study used descriptive research methodology, and Chi-square analysis
was used to establish significance levels in the data.
With regard to gender, the data clearly demonstrated that female students were
more inclined than male students to stay on to Year 12, and have positive reasons for
their decision.
Concerning Socio-Economic factors, the results of this study showed that
students whose parents have a professional background are more likely to stay on to
Year 12. In addition, the achievement of the Higher School Certificate as a preIV
requisite for further study was a strong motivating factor for students staying on to
Year 12. However, students in receipt of Austudy did not appear to relate in a
statistically significant manner with any of the factors that influence the student to stay
on to Year 12. As well, no statistical inference could be drawn from intention to sit for
the HSC and the language most used at home by parents.
With regard to educational factors, the responses from each of the four schools
surveyed showed a high percentage (82 to 85%) of students intending to stay on to
Year 12 and sit for the HSC examination. None of these schools had an appreciably
higher proportion of students intending to sit the HSC exam. However, it was found
that students from one particular school were more likely to undertake further study
and students from this school had a high percentage of both parents with a
professional occupation than any other school.
The findings relating to career factors showed that students who have a
professional career in mind are more likely to proceed to Year 12. It was also found
that students who had school work experience in a professional occupation were more
likely to proceed to Year 12.
The study relates the survey findings to the research literature in Australia, and
also includes a discussion of the limitations of the survey.
4
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.
5
Sullivan, Ian W., and n/a. "Explanation in human geography : some implications for teaching." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.112319.
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As a teacher of the New South Wales Higher School Certificate
Geography Syllabus in the 1970s, I became aware of problems of
interpretation and implementation of syllabus documents dealing
with models and theories of human aggregate behaviour. A positivistic
underpinning allowed explanation in human geography to employ
deductive - nomological methodology. This field study investigates
a defined literature of academic geography including journals,
and both secondary and tertiary documents to identify the extent
and quality of nomothetic and idiographic traditions from the
late 19th century to the mid 1970s.
The literature prior to the late 1950s revealed a dominant
regional tradition and idiographic methodology with an emphasis
on description of uniqueness of areal phenomena. But underlying
currents of a nomothetic nature, running parallel to this regionalidiographic
tradition,exerted a noticeable challenge to gain acceptance
in geographic circles. This kind of nomothetism was in the
form of environmental determinism which held that physical laws
operating in nature were also at work to shape and direct human
societies. Environmental determinism contained generalised assertions,
enjoyed some appeal, but lacked rigorous justification. Even
within regional frameworks, authors used environmentally induced
determinants to explain the unique character of regions. Not until
the 1930s did environmental determinism lose its appeal, after which
time the regional - idiographic tradition strengthened as an
explanatory mode of human behaviour.
Nomothetism emerged in the late 1950s in Australia in the
application of models and theories explaining human behaviour.
Normative theory was supported by an increased use of quantification
and by the growing preference for systematic studies in
geography. Neither mode of explanation exists at the total exclusion
of the other; so that while nomothetism enjoyed widespread
appeal in academic geography from the late 1950s, significant
challenges were mounted against it because of its inadequacies
as a mode of explaining human aggregate behaviour.
Nomothetic explanation in human geography can be seen at the
research level and in education circles. Many normative models
and theories found their way into senior geography courses to the
extent they promoted a systems approach. Teachers would have been
aware of normative theory in geography from their university
studies and teacher training courses during the late 1950s and
throughout the 1960s.
The tension between associated explanatory modes in systematic
and regional geography becomes apparent in the analysis of the
N.S.W. H.S.C. Geography Syllabus in which confusing statements
raise problems for teachers interpreting and implementing this
prescriptive document.
Given these tensions and problems of explanation in human
geography, the adoption of a critical rationalist viewpoint as
propounded by Karl Popper is suggested as a possible solution
for geography teachers when interpreting a syllabus such as that
of the N.S.W. H.S.C. Falsification rather than verification
should be the node of inquiry towards explanation of human aggregate
behaviour.
6
Ho, Man-yee Mandy. "Peer assessment a case study of a certificate geography class in Hong Kong /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37597620.
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Wong, Wai-man. "The implementation of project-based learning in economics at certificate level." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37343026.
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Athill, Cleon Pauline. "Caribbean Students' Experience of Readiness for the Secondary Education Certificate Exam." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6967.
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While there is general agreement about its importance, the construct of educational readiness is nebulous with much debate about what constitutes readiness. Readiness has been found to be a multidimensional psychological construct from a psychometric perspective. However, there is a growing awareness that this psychometric focus is lopsided, and that readiness does not only reside in the child. Further, there is an accompanying appreciation that readiness research may need to focus more on the subjective experience of individuals within the context of their environment. This phenomenological study, using Bronfenbrenner's social-ecological model, explored how Antigua and Barbudan students experienced readiness as they prepared to take the 2017 Caribbean Secondary Education Certificate Exam (CSEC). In an interview, each of the 12 participants recounted their experience as they readied themselves for the CSEC. The data were analyzed through content and framework analysis. The results support findings in the literature that showed that readiness is a complex and iterative process. It is the result of the dynamic interplay of various inputs of a host of individuals functioning at different levels of the readiness system. These results can then provide a point of entry for both national dialogue and policy formulation culminating in the provision of comprehensive services to support students' readiness experiences. The ultimate hope is that readiness for the CSEC Exam will lead to actual success on the exams, which in turn will translate into improved life chances of Antigua and Barbudan students.
9
Ho, Man-yee Mandy, and 何敏兒. "Peer assessment: a case study of a certificate geography class in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37597620.
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Miao, Ching-wang. "The perception of F.5 students on the impact of environment protection education in certificate chemistry in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887338.
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Ahiaku, Philip Kwashi Atiso. "Factors influencing learners’ performance in Geography in the National Senior Certificate Examination in selected public high schools within uThungulu District." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1589.
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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master of Education (Geography) in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017The purpose of this study was to identify factors that influence the low academic performance of learners in geography during the National Senior Certificate examination within the uThungulu District. The study made use of the national and district matriculation results from the examination directorate of the Department of Basic Education. The conceptualisation developed from the contemporary literature was used to develop instruments for data collection. A questionnaire was developed to collect views from Grade 12 geography educators on factors influencing learner performance in the district. It also solicited ideas about what should be done to improve learner performance in the subject. The second phase of data collection was qualitative study, which was conducted to augment the quantitative findings, which took place at the same time. Fifty (50) questionnaires were issued and only forty (40) educators responded and ten (10) other educators were taken through an interview. The district geography subject adviser was also interviewed. The results indicate that there are various factors that impede learner performances in geography in the district. The results from both descriptive and inferential statistics reveal factors such as educator characteristics, school management and resource availability, parental involvement in education and learner characteristics as emerging factors influencing the performance of learners in geography. Learners’ average matriculation (matric) results from the schools were estimated against educators’ characteristics such as qualifications, experience in teaching the subject, approaches used in teaching, and matric marking experience. The relationship between the independent and the dependent variables was determined using the t-test at 0.05 level of significance. The result indicated that in the uThungulu District learners’ performance in geography is strongly influenced by educators’ qualifications, and experience in matric marking. Findings from the this study were compared with the existing contemporary literature to enable the researcher to make recommendations to stakeholders to remedy deficiencies found to impede learners’ performance in geography in the National Senior Certificate in public high schools within the uThungulu District.
12
Hughes, Marion Irene. "An investigation into teachers' and students' perceptions of vocabulary learning and the effectiveness of different techniques in Hong Kong School Certificate Examination English class." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22277778.
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Oghu, Comfort Fubara. "Principals' Perceptions of Student Performance on the Nigerian Senior Secondary Certificate Examination." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3315.
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Failure of high school students on the Senior School Certificate Examination (SSCE) in Nigeria is severely limiting the number of students qualified to enroll in college. The purpose of this multiple case study of 6 high schools in southern Nigeria was to describe principals' perceptions of student performance on the SSCE and the principals' influence on school climate, teacher expectations and approaches, and student performance. The theories of reasoned action and planned behavior provided the framework for the study. The research questions focused on the extent to which principals developed and sustained a school climate that supported positive outcomes. Qualitative data on principals' perceptions were gathered using semistructured interviews with 48 lead teachers and 6 principals. Data derived from textual transcripts, document reviews, and the results of a cross-case analysis were categorized and developed into themes such as student-related issues, family socio-economic status, and the education system. The results showed students' socio-economic challenges and principals' concerns about the SSCE. Effective principal leadership and positive school climate were essential to enhancing teacher expectations and approaches and were linked to improved student performance in high-performing schools. These findings and implications can inform professional development programs for principals that emphasize a holistic approach, support students' socioeconomic experiences and academic needs, and gather parents' views on best practices. The potential for social change includes improved principal leadership and contributes to higher achievement on the SSCE and increased college enrollment.
14
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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Bhattarai, Yogendra Bahadur. "The Assessment System Reform of the School Leaving Certificate Exam in Nepal: A Grounded Theory of the Reform Process." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39002.
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This dissertation presents multiple facets of the assessment system reform of the School Leaving Certificate (SLC) exam in Nepal through grounded theory methodology. The main purpose of this study is to develop a substantive grounded theory of the reform that explicates a complete process of the assessment reform, i.e., how this reform was conceptualized, what was done as a foundational preparation, how it was implemented, and what were the preliminary responses to the reform implementation. In order to theorize the reform process, this study applied a constructivist grounded theory approach, specifically based on the work of Charmaz (1996, 2005, 2006, 2012), as the research methodology. The data were collected by conducting 10 focus group discussions and 24 one-on-one semi-structured interviews. The participants represented almost all the categories of stakeholders (e.g., policymakers, employers, teachers, students) as well as experts and educators. The emergent conceptual categories and sub-categories from the interviews and focus group discussions were categorized under three constructs: (1) Conceptualization of the reform, (2) implementation of the reform and (3) reform effects.
The first construct covers those theme categories and sub-categories that state the origin and type of the reform, reform aims, and framework as well as preparation for the reform. Similarly, the second construct includes those theme categories and sub-categories that inform the mechanism underpinning reform related information dissemination, the strategic plan used to implement the reform and factors that could influence the reform process. Finally, the third construct comprises those categories that discuss reform associated quandaries and condemnation, factors contributing to magnifying the quandaries, resultant opportunities from the reform, reform impact, step forward, and other relevant categories.
The findings have been explicated under three phases- the pre-implementation phase, the implementation phase and the post-implementation phase as the integrated grounded theory. The theoretical components presented under the pre-implementation phase include exhaustive analysis of need and feasibility; input from experts, educators and key stakeholders; clarity on reform aims and objectives; cooperative triangular relationships; comprehensive documentation; explicit roadmap and exhaustive planning; infrastructure and resource management, and capacity building. Similarly, three major theoretical components- teacher advocacy, stakeholder ownership, and timely and authentic information have been described under the implementation phase. Finally, eight major theoretical components, such as identification and analysis of resulting issues, immediate actions for the urgent/sensitive issues, special programs for the low-grade holders, bridge between academic and vocational programs, need for impact analysis, effective communication channel, need for institutional memory, need for an unconventional assessment system, and need for a resourceful unit of assessment and testing have been presented under the post-implementation phase. The combination of the theoretical components described under the three phases mentioned above is the integrated substantive grounded theory of the assessment system reform in Nepal.
This study contributes by adding value for those involved in assessment reform as well as the academicians and researchers because it puts forward recommendations for foundational preparation and homework in the conceptual phase of assessment reform; action steps to minimize the possible resistance to reform; strategies to implement the reform successfully; and initiatives to institutionalize the reform or address the resulting issues and concerns.
16
Wong, Wai-man, and 黃慧文. "The implementation of project-based learning in economics at certificate level." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37343026.
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Hernandez, Emilio. "A case study : the actual and perceived impacts of Latino participation in one high school equivalency program (HEP) /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201681.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-139). Also available for download via the World Wide Web; free to University of Oregon users.
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Lam, Y. W. Hazel. "A class of local secondary four student's learning attitudes and perceptions towards the school-based assessment in the Hong Kong Certificate of Education Examination English syllabus." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3672872X.
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Miao, Ching-wang, and 繆正宏. "The perception of F.5 students on the impact of environment protectioneducation in certificate chemistry in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959738.
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Ng, Kit-har Susanna, and 吳潔霞. "Incorporating literature into the certificate level English classroom in Hong Kong: three case studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29651153.
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Hughes, Marion Irene. "An investigation into teachers' and students' perceptions of vocabulary learning and the effectiveness of different techniques inHong Kong School Certificate Examination English class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961642.
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Blake, Damien, and mikewood@deakin edu au. "From risk to relationship: Redefining pedagogy through applied learning reform." Deakin University. School of Social and Cultural Studies in Education, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060517.150434.
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The Victorian Certificate of Applied Learning (VCAL) emerged to provide more relevant curriculum programs that would cater for increasing retention rates of post-compulsory students. It is also an example of the new learning arising from contemporary debates and reforms that highlight inadequacies of the more traditional modes of learning.
This thesis focuses on the pedagogical and sociological issues emerging from the VCAL being introduced as an alternative learning pathways for at-risk students within a traditional secondary school culture. Through the eyes of an insider-researcher, the thesis argues for a deeper understanding of applied learning as a re-engaging pedagogy by studying the schooling experience of VCAL students and teachers.
The thesis concludes that traditional academic modes of teaching contribute to the social construction of at-risk students and argues that secondary school pedagogy needs to be redefined as a cultural phenomenon requiring teachers to be reflexively aware of their role in bridging the gap between students life experiences and the curriculum.
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Dolley, Ziyaad. "Investigating the reasons for the high failure rate in the subject mathematics as part of the national certificate (NCV) at Port Elizabeth College." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/9011.
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Over the past years the FET Colleges sector has been plagued by high failure rates in mathematics and science as part of the National Curriculum (Vocational) course. This study sought to investigate the possible reasons for the high failure rates in NCV mathematics at Iqhayiya Campus of PE College. The purpose of the research was to elicit these possible reasons from students who currently are doing the NCV mathematics course at the Iqhayiya Campus. This study follows a mixed method design using both quantitative and qualitative results. Quantitative data were gathered by means of questionnaires submitted to students doing NCV mathematics at the Iqhayiya Campus. A Likert scale was used to evaluate the questionnaires. The qualitative data for this study was collected through researcher questions in focus group interviews. The study concludes with recommendations to the management of PE College, the Department of Higher Education and all relevant role players.
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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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Long, Angela C. "Community college attrition of GED certificate holders and regular high school graduates : a comparative study using national BPS data." Thesis, 2004. http://hdl.handle.net/1957/30476.
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This study was purposed to extract, collate, and statistically format data contained in
the national Beginning Postsecondary Students (BPS) Longitudinal Study: 1996-2001
database that pertained to persistence and attainment rates of GED recipients who began their
postsecondary education at a community college during the 1995-96 academic year. The
primary objective was to reckon the attrition rate of GED recipients during their first year of
enrollment (FY 1995-96), and to measure degree or certificate attainment rates of that
particular cohort of GED enrollees at the end of a 6-year study period (FY 2000-01).
Several significant findings related to the academic prowess and characteristics of a
cohort of GED students who enrolled in public 2-year educational institutions during the
BPS:1995-96 study period are presented in this study. One of those findings is that the
attrition rates of the GED recipients and the high school graduates who concurrently enrolled
full-time at community colleges during the 1995-96 academic year were closely proximate
by the end of their first year of enrollment (52.6% HS dropout rate versus 54.8% GED
dropout rate). Another interesting finding is that accumulated GPAs of GED recipients who
participated in the BPS:1996/2001 and who persisted through their first academic year as
full-time enrollees in community colleges were slightly higher than their counterpart
BPS:1996/2001 cohort of high school graduates who concurrently enrolled at community
colleges.
The statistical data reported in this study were garnered from a database administered
by the US Department of Education; however, because this study presents its findings in the
form of raw, unweighted data, it does not statistically reflect national representativeness.Graduation date: 2004
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Leu, Mokete Moses. "Factors that enable high pass rates at Cambridge Overseas School Certificate (C.O.S.C.) level at Botha-Bothe High School in Lesotho." Thesis, 2004. http://hdl.handle.net/10413/2009.
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This study sought to investigate factors that enable high pass rates at Cambridge Overseas School Certificate (C.O.S.C.) level at Botha-Bothe High School in Lesotho. The focus of the study has been on three broad possible factors, namely the nature of leadership within the institution, the relationships between administration and teachers, amongst the teachers and between the teachers and learners, as well as resources available in the school. The study used a triangulation of three instruments: interviewing, observation and document analysis to collect data. These three instruments helped the researcher to collect proof-checked information and arrive at concretized conclusions. The Principal, Deputy-Principal, HODs and teachers who participated in interviews, handed to the researcher the necessary documents and took the researcher around to different teaching centres. Having investigated and correlated all the results, the researcher concluded that the following are possible factors that could improve pass rates. The first factor is a sound leadership that allows interaction, that manages time, that motivates other stakeholders, and that includes its subordinates in decision-making. The second factor is warm relationships between management and staff, amongst the academic staff and between teachers and students. The third factor is the availability and good management of resources (human and material).Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.
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Wu, Ling-Mei, and 吳玲梅. "A Study on the Public High School Principals’ Certificate System in Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/27688771194280236024.
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博士國立臺北教育大學
教育政策與管理研究所
98
This study aimed to explore the high school principals’ certificate system in Taiwan. To attain the research goals, the study used Delphi survey method to understand five research questions, including the factors affecting the formation of public high school principals’ certificate system, the planning of public high school principals’ certificate system, the legitimation of public high school principals’ certificate system, the current conditions to start the public high school principals’ certificate system, and the mechanism of evaluating the certificate system. After three rounds of Delphi survey, following research findings are concluded: 1. Factors influencing the formation of principals’ certificate system can be divided into two categories. External factors include political, social, economical, educational and cultural ones. Internal factors include principals’ educational philosophy, school management, leadership ,professional orientation ,and personality orientation. 2. There are eleven indicators when considering the principals’ certificate system planning in Taiwan. 3. To legalize the public high school certificate system, laws and ordinances should be set up or amended. 4. To facilitate the current conditions to start the public high school principals’ system, six requirements or indicators should be fulfilled. 5. There are five mechanisms to evaluate the public high school principals’ certificate system. At last, suggestions are provided to educational administration and future researches.
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Cheng, Yung Cheng, and 鄭永成. "The Relationship between the Rate of Certificate and Lifestyle in Vocational High School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/08736220166357627002.
Full textAbstract:
碩士國立屏東科技大學
工業管理系所
97
Abstract Student ID: N9657023 Title of thesis: Analysis and Study on the Rate of VocationalStudents Obtaining Automobile Repair Certificate and Motorcycle maintenance rtificate Total pages: 84 Name of institute: National Pingtung University of Science and Technology Department of Industrial Management Graduate Date: June, 2009 Degree Conferred: Master Name of student: Yung Cheng Cheng Adviser: Yi-Chaio Huang The contents of abstract in this thesis : Nowadays, in virtue of the transition of the social phenomena and the economic developed rapidly. In the knowledge exploring times, the students, teachers, and their parents, everyone all have to adjust themselves to face and fix the social phenomena transition. Learning isn’t only staying in the same way, but also absorbing the new ideas to follow the heavy transition and get used to the different conditions and being what I expect. We aim at children and students to map out personal education learning direction. This research proceed with filling out the questionnaire, and the objects of this study are the national and the private students of advanced industrial and commercial automobile subject students of vocational school in south counties and cities Taiwan Province . There are some elements that influence student’s learning effect are personal qualities, family environment, leisure activities, school counseling and self-request etc…. And through the information of experts and scholars to use the personal qualities, family environment, leisure activities, school counseling and self-request as conditional attribute, to get a certificate result as policy attribute analysis, and with Genetic Algorithms analyses the related rate between the living condition attribute and the getting certificates. With the relation of the two, to generalize the connection between the important condition attribute and policy attribute, and analyze the result exactly to know the beneficial condition attribute for senior vocational high school student to get certificates. According to their living habits and learning attitude, give appropriate advises to upgrade the learning effects. Key word: Genetic Algorithms,Maintenance Certificate Vocational Students, Learning Outcomes
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Pan, Wen-Chung, and 潘文忠. "A Study of the Certificate System for the Principals of Elementary and Junior High School." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/11268183325287638079.
Full textAbstract:
博士國立臺灣師範大學
教育研究所
91
This study aims to analyse the meaning and function of the certificate system for the principals of elementary and junior high school, so as to establish the standards for its practice, the contents for implements and the supplementary measures. The conclusions of this study might be provided as reference for the institutions and personnel within the related fields. According to the research purpose, and based on the discussion about the reference, the implemention of questionnaire survey and interview, there are totally ten aspects of conclusions as follows: 1. The necessity of the establishment of the certificate system for the principals of elementary and junior high school is ensured. It could be the stimulus of self-development, and provide the basis of selection, protect the right, ensure eligibility, improve the social status, maintain rights and ensure the efficiency. 2. The practice of the certificate system for the principals of elementary and junior high school is depending on the characteristics of the events and issues, and is processed by the Ministry of Education and local administrative department of Education. The related administrative personnel, the profession of education, parents and students are also invited to participate yet their participation modes are varied. 3. Four aspects including educational background, experiences, eligibility and morality are considered to be appropriate standards for establishing the system. 4. The number of passers shall be decided before the examination for the certificate. It is suggested to adopt both the assessment and examination methods. Therefore it needs to propose the content of assessment and to implement various modes of examination. 5. The implementation of the certificate system for the principals of elementary and junior high school are better to be separated. 6. The implementation of the certificate system for the principals of elementary and junior high school shall be nationwide and valid for ten years at the initial stage. It is also necessary to establish the promoting system with transfering certificates. 7. The withdrawal of certificates shall be implemented through the process of investigation and defense in public. Corruption, mental diseases, immorality, misbehaviours, deprivation of civil rights, dishonest certificate application, incompetent, conviction of guilty and serious illness are all the essential conditions for certificate withdrawal. 8. The regulations of the certificate system for the principals shall include the standard for examination, applicant’s qualification and appropriateness, withdrawal, application process, appealing process and conditions, the renewal of certificate, the establishment of examination institutions, the induction of principal and the classification of certificates. 9. The implementation of the certificate system may confront the difficulties including the shortage of professional institutions for assessment, the deficiency of regulations,the insufficincy of self-training facilities, the quarrel regarding rights between central and local governments, principals’ disagreement, the existent concept as ‘examination first, training later’. Those problems are all very severe. 10. It is necessary to establish the supplementary implements such as the examination institutions, training system, performance assessment, the system for returning to previous position, selection system, regulations of certificate, appealing system, clarification of duty, training system, the assessment of requirements, reinforcement of promotion and district trial implementation. According to the conclusions, there are nine suggestions as the follows: 1. To establishment of the certificate system for the principals of elementary and junior high school. 2. To enact the certificate system for the principals of elementary and junior high school as the legal basis for implementation. 3. To enact the standard of national certificate for principals. 4. To establish a specific institution for training and accessing. 5. To propose a various, objective and justice method of assessment and content. 6. To implement introductive guidance system for the new principals. 7. Reinforcement of the associated implements of the certificate system for the principals of elementary and junior high school. 8. To establish the appropriate applying process of the certificate system for the principals of elementary and junior high school. 9. Suggestions for further investigations.
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Bisschoff, Sarita. "Die persepsies van opvoeders oor normatiewe bestuur in skole met uiteenlopende akademiese prestasies in die senior sertifikaat eksamen." Thesis, 2011. http://hdl.handle.net/10210/4167.
Full textAbstract:
M.Ed.This research project forms part of a group project that involves three factors of effective management: • normative management; • open democratic management; and • accountable co-operative management. This mini-dissertation deals with normative management as a factor of effective school management. Chapter one explains the aims and objective of the research. The main objective is to determine the role normative management plays in the effective management of schools with diverse academic results in the 1999 senior certificate exam. This chapter further explains the research method, quantitative research, used for this research. Finally the researcher makes important assumptions in this chapter that should be taken into consideration for the mini- dissertation. Chapter two is in the form of a detailed literature study of the topic. The concepts, effective management and normative management as a factor of effective management, are explained in full. This chapter also deals with concepts from the questionnaire. Chapter three discusses the research instrument, the questionnaire. This chapter also explains the items of the questionnaire that forms part of normative management and the research group. Chapter four deals with the empirical study of the data from the questionnaires. In chapter five the researcher comes to certain conclusions from the study. Firstly the moral of educators influences school effectiveness. Secondly a common vision and mission will improve school effectiveness. The importance of the role of the principal is thirdly explained. Fourthly it is stated that parents should be involve to improve school effectiveness. Fifthly the curriculum in schools is dealt with. Curriculum 2005 is also discussed. Finally the importance of providing in the basic needs of children to improve school effectiveness is explained. In conclusion the researcher states that the educator should ask him/herself the following question when doing or saying something involving the learners: "Will this benefit the learner?" If the answer to this question is 'yes', the action will improve school effectiveness.
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Bopape, Abison Thulare. "Evaluation of senior certificate Biology in Soweto secondary schools as an aspect of curriculum improvement." Thesis, 2014. http://hdl.handle.net/10210/11694.
Full textAbstract:
M.Ed. (Curriculum Studies)Education must be seen as dynamic, that is responding to the demands made on it by science, technology and society. According to Fay (1975: 19) natural science has provided men with a certain kind of knowledge by means of which they can control their natural environment by making it more hospitable and more productive. It is for this reason that technology and science are seen as exercising a great influence on our daily lives. Changes in the nature of high school population and the geometrically - increasing quantity of scientific knowledge are identified as causes leading to the changes in the high school Biology; curriculum (Falk, 1971: 21). The introduction of the new senior Biology syllabus to Soweto secondary schools should be seen as a reaction to changes in the nature of scientific knowledge. According to a report of a Workshop held by SCISA (Science Curriculum Initiative for South Africa) at Michael house, 11-12 January 1989, it was realized that the current syllabus, and syllabus development and implementation processes are "out of balance and in need of review, This implies that the current syllabus fails to meet the needs of the learner as well as those of society.
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Moropa, Malakia Shere. "Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case." Diss., 2016. http://hdl.handle.net/10500/23240.
Full textAbstract:
This study deals with the impact of educational policy on the National Senior Certificate: Pre-1994 and Post democracy South African case. The qualitative approach was used in this study, and the research findings were based on the analysis of documents. The transition from apartheid education to the present education system in South Africa has not been without challenges. In the past, South African education reflected the fragmented society in which it was based. Outcomes
based education (OBE)/Curriculum 2005 (C2005), since its inception, was riddled with challenges. OBE/C2005 by its nature is complex. It is not user-friendly for developing countries such as South Africa. The aim of this study is to explore the impact of educational policies on the
2008 National Senior Certificate results. Historical-educational research is undertaken with the view of putting the education phenomenon into proper perspective. Venter (1985) is of the opinion that historical education investigation refers to the systematic placing of historical education variables in the spotlight. The general, continual pedagogical and fundamental problems are accentuated against the multiplicity of historical detail. This then makes historical-educational research an orderly (systematic and controlled) process of knowledge enrichment (Venter & Van Heerden 1989:106). The National
Senior Certificate was established in terms of National Education Act 27 of 1996. Curriculum 2005 has been described in policy documents as a “paradigm shift” because it represents a radical departure from the previous curriculum in terms of the following: theoretical
underpinnings, structure and organisation, teaching and learning process, and assessment (South Africa, Department of Education 1997:1). Pre-1994, the researcher discovered that the education of black people in rural areas in particular and South Africa in general was, in most instances, negatively impacted by policies of the
previous government (1948-1953). The apartheid government used poor funding models to ensure that there were low teacher-pupil ratios and teacher qualifications were of unequal standard. Unequal pattern of spending continued well into the post-1994 democratic era.
This poor funding model which impacted negatively on rural schools made infrastructural provision in rural areas difficult.
Post -1994 democratic dispensation, the researcher discovered that the government have competitive legislative policies in place, but the challenges lay in the fact that those policies were impulsively implemented. Hence the many challenges. This is shown by the frequency of curriculum changes which took place in a very short space of time. Stakeholders played a major role in insuring that schools received quality service by challenging some of the decisions the government was taking. The government has had to take the
recommendations into account.Public Administration and Management
M.Admin. (Public Administration)
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Rambehari, Hiraman. "An evaluation of the efficacy of the aims and objectives of the senior certificate mathematics curriculum." Thesis, 1996. http://hdl.handle.net/10500/15858.
Full textAbstract:
In this study, senior certificate (standard 10) pupils' attainment of the cognitive
and affective aims and objectives of the senior certificate mathematics curriculum
was investigated. With regard to the attainment of the cognitive objectives and
aims, senior certificate pupils' performance in their mathematics examination, in
terms of three broad categories of cognitive abilities (lower level, middle level and
higher level mathematical abilities) was analysed and examined. As no norms
(criteria) for mathematical attainment in respect of these three categories of
cognitive abilities could be identified, these norms had to be firstly developed by
the researcher. However, suitable standardised scales were identified and
administered to determine senior certificate pupils' attainment of the affective aims
and objectives (attitude towards and interest in mathematics). Besides the
quantitative analysis, qualitative assessments of senior certificate pupils'
attainment of the cognitive and affective aims and objectives were also made using
information obtained, by way of a questionnaire, from teachers of senior certificate
mathematics classes.
The main findings that emerged from this investigation were:
* The senior certificate pupils are attaining the desired proficiency levels in the
cognitive objectives and aims of the senior certificate mathematics
curriculum. However, these pupils are not adequately attaining the affective
aims and objectives of the mathematics curriculum.
* Qualitative information elicited from senior certificate teachers of
mathematics tends to support the above findings which were obtained from
the quantitative analysis.
* There is a need for curriculum development in certain areas of the senior
certificate mathematics curriculum, particularly in Euclidean geometry, for
standard grade pupils.
In terms of the general findings, certain recommendations were also formulated.
In several ways, the present research is a pioneering effort in evaluating the
efficacy of the cognitive and affective aims and objectives of the senior certificate
mathematics curriculum. It is hoped that this study will serve as a catalyst for
future research.Curriculum and Instructional Studies
D. Ed. (Didactics)
34
Lin, Yi-Lan, and 林怡蘭. "The Effectiveness of Applying Interactive Whiteboard on the Chinese Culinary C-Class Certificate Qualification Learning of Vocational Senior High School Special Education Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/47588736661376548609.
Full textAbstract:
碩士國立暨南國際大學
課程教學與科技研究所
102
Abstract The purpose of study is to explore the effectiveness of applying interactive whiteboard, by means of the changing criterion design of the single subject experimental design, on the Chinese Culinary C-Class Certificate Qualification learning of three mild mentally challenged students from a certain vocational high school in Nantou County. The independent variable is integration of interactive whiteboard teaching program. The dependent variable is the effectiveness of integrating interactive whiteboard. The researcher integrates self-made interactive whiteboard teaching material into practicum. The results are analyzed through visual inspection as well as C-statistic. The major findings are summarized as follows: 1. The effectiveness of integrating interactive whiteboard on the Chinese Culinary C-Class Certificate Qualification learning of vocational senior high school special education students is immediately significant. 2. The performance of the three testees ascends between baseline and intervention phases, still effective during maintenance phase. 3. The testees and the instructor are both contented with the practicum. According to the findings, the researcher provides some suggestions for the future research.
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Chuang, Yao-Yu, and 莊燿瑜. "Grey Relational Analysis on Obtain the Technician Certificate and Employment - An Example for Students in Special Class of Vocational High School in Nantou City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/mzxns6.
Full textAbstract:
碩士亞洲大學
資訊工程學系碩士在職專班
103
This study aims to analyze the integrated functions of vocational subjects (centralized special education classes ) the last three years ( 99-101 ) graduate students ( mild to moderate mental retardation ) , obtain skills during the school graduation rate certificates of employment the degree of association with the difference of gray , as in the curriculum, the teaching and learning activities designed for future reference functions of Higher Vocational teachers . Collecting obtain skills during school license of category and quantity and type of employment after graduation, gray system calculates the correlation coefficient , the findings may have integrated functions for future employment of students in vocational and Retail Services of job -related certificates is the highest , followed by baking bread certificates, licenses dim sum , the lowest correlation of computer software application licenses .
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Liu, Yu-Hung, and 劉育宏. "The Effectiveness of the Read Aloud Software to Assist Students with Intellectual Disability of Vocational High School in Skill Certificate of Cognitive Assessment and Learning." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/29156149577015816560.
Full textAbstract:
碩士國立臺南大學
特殊教育學系輔助科技碩士班
103
The purpose of this study was to explore the effectiveness of the read aloud freeware (Balabolka) to assist two intellectual disability students of vocational high school in skill certificate of cognitive assessment and learning. An alternating treatments design of single subject research method was adopted. The experiment was divided into two phases：intervention phases and self-regulated learning phases. The independent variables of this study was the intervention of the voice software. The dependent variables were the effectiveness of assessment and learning in skill certificate of cognitive. Data were analyzed by visual analysis. The major findings were summarized as follows： 1.For the intellectual disability students of vocational high school, the effectiveness of the voice software intervened in assisting skill certificate of cognitive was better than traditional test . 2.The effectiveness of skill certificate of cognitive depends on the students’ learning trait. The positive students represented better. 3.Teachers and students hold positive attitudes toward the voice software in assisting intellectual disability students of vocational high school in skill certificate of cognitive assessment and learning, and willing to use continually.
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Munro-Keene, Judy. "Look who's talking? : NCEA and learning partnerships. A case study of a lesson. A dissertation submitted in partial fulfilment of the requirements of the degree of Master of Educational Management at UNITEC Institute of Technology [i.e. Unitec New Zealand] /." Diss., 2006. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1003&context=unitec_educ_di.
Full text
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LIU, WEI-TING, and 劉威廷. "Factors Affecting the Willingness to Register for Examination of Class B Skill Category of Computer Software Application Certificate: Taking the Taoyuan High School Students as Examples." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/nepcsv.
Full textAbstract:
碩士萬能科技大學
資訊管理研究所
105
Technological manpower is the basis for industrial upgrading. The establishment of professional licensing system is closely related to keeping the advanced countries in their leading positions. Our government has been actively promoting the professional licensing system, and the key to the success of this is how to enhance the willingness to take the certification tests. Therefore, the influencing factors of the willingness to take the tests are worth discussion. In recent years, the enhancement of students’ basic abilities and professional abilities is a very important part of education. Getting certificated is a proof of the advancement of professional competence. Therefore, courses related to certification tutoring have formally become part of high school curricula. The government-issued technological licenses have become the characteristics and tools in both the technological educational system and in workplaces as well, so the schools tend to encourage students to earn the licenses. The purpose of this study is to explore the impacts of the intrinsic motivation, the extrinsic factors, and the studying barriers on the willingness to take the class B certification tests in computer software application. In this study, the survey approach will be adopted to study on the high school students in the Taoyuan area, issuing a total of 516 questionnaires, the results of which are to be collected with SPSS and SmartPLS tools for analysis. The conclusions of this study are: (1) The ‘curiosity’ of the intrinsic motivation tends to positively affect the students’ willingness to take tests; (2) The extrinsic factors of ‘external regulation’ and ‘honor’ tend to positively affect the willingness to take the tests; and (3) The ‘institutional barrier’ among the studying barriers tends to affect the willingness to take the tests in a negative way. The study also provides relevant recommendations for the academic and the teaching community for references.
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wang, Ya-Hui, and 王雅慧. "Identifying the Relationship between Perceptions of Beauty-Science Students at Vocational High Schools towards Technician Certification Examinations and Numbers of Certificates Obtained by Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/34581991990262240134.
Full textAbstract:
碩士建國科技大學
美容科技研究所
103
Abstract This study aims to explore the relationship between the perceptions of Beauty-Science students at vocational high schools towards technician certification examinations and the numbers of certificates that students obtained during their school time. The samples were drawn from the 2nd or 3rd grade students of 15 public or private vocational high schools in northern, middle, and southern regions of Taiwan. And the students are from business-education cooperation projects, practical-skill programs, day schools, and night schools. The total numbers of questionnaires distributed is 1,830, among which 1,546 is retrieved, resulting in a response rate of 84.4%. The statistical analysis methods include descriptive analysis, independent-samples t test, one-way ANOVA, chi-square analysis, IPA analysis, Pearson correlations, and multiple regression analysis, etc. The results are as below: 1. Most of the respondents are female, have obtained two certificates, and plan to attend colleges/universities as well as be engaged in beauty industry in the future. Most of their parents are military people, government employees or teachers with a high school diploma and monthly family income between NT$ 70,000 and 90,000. 2. Among the five aspects of "achievement", "future development", "peer relationship", "degree of involvement", and "learning attitude" towards technician certification examinations, students’ “learning attitude" is the highest. Moreover, the students of vocational high schools in Northern Taiwan have higher perception in the aspects of "peer relationship", "degree of involvement", and "learning attitude" than those of vocational high schools in Middle and Southern Taiwan. The students of private schools show higher perception in the aspect of "achievement" than those of public schools. The 2nd graders of vocational high schools have higher percpetions in all the five aspects of perception than the 3rd graders. Moreover, the students of the business-education cooperation projects have higher peception in the four aspects of "achievement", "peer relationship", "degree of involvement", and "learning attitude" than those of night schools. And the students obtaining at least one certificate have a higher perception in the aspect of "learning attitude" than those obtaining none. Those whose parents are working in the fields of agriculture, forestry, fishing, and animal husbandry, are businessmen, or industry people have higher perception in all the five aspects of perception than those whose parents are military people, government employees, teachers or unemployed. 3. The students of vocational high schools in Middle Taiwan obtained more certificates than those of those of vocational high schools in Northern and Southern Taiwan. And the students of practical-skill programs obtained more certificates than those of day schools. The 3rd graders obtained more certificates than the 2nd graders. The students who plan to attend colleges/universities than those planning to work after graduation. In addition, the students whose future plan is to work in beauty industry obtained more certificates than those whose plan is to work in other industries. 4. In the category of obtaining 3 or 4 certificates, there are more students of the vocational high schools in Middle Taiwan than those in Northern Taiwan; there are more students of day schools and practical-skill programs than those of night schools. In all the categories of obtaining 0 or 1 certificate, 2 certificates, and 3 or 4 certificates, there are more students of the vocational high schools in Middle Taiwan than those in Northern Taiwan; there are more students of planning to attend colleges/universities as well as be engaged in beauty industry in the future than those having different plans; there are more students whose monthly family income between NT$ 70,000 and 90,000 than the others. Key words: Beauty-Science department, technician certification examination, number of certificates obtained, perception
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Hsing, Cheng Fu, and 鄭福興. "A Study on the Relations between Vocational High School Teacher’s Technician Certificate Acquisition and Student’s Learning Effect in the Practice Curriculum—on the case of Lathe Works Practice Class." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/16143993023752366354.
Full textAbstract:
碩士國立臺灣師範大學
工業教育學系在職進修碩士班
100
This study was aimed discussing the correlation between Mechanical Engineering teachers’ technician certificate acquisition in public vocational high school and their students’ learning effect in practice classes. It selected students of Lathe Works Practice class as the study subject and issued 1,200 copies of questionnaire in the manner of stratified cluster sampling to 14 public vocational high schools throughout the island. There were 982 valid copies in total, making the valid response rate of 81.8%. The data collected from the questionnaire survey was processed with descriptive statistics, independent samples T-test, and one way ANOVA to verify the questionnaire and study hypothesis. The study results are analyzed as follows: I. As for the interviewees (including both teachers with and without technician certificates), the students of teachers with technician certificates perform better in study on lathe works practice class than those of teachers without technician certificates. II. Regarding the relations between teachers with/without technician certificates and their students’ learning effect on lathe works practice class, there is no significant difference in terms of teachers’ “age,” “educational background,” “teacher education institute,” “years of teaching experience,” “title of position,” “region of school,” and “the responsibility of coaching players of skill competition.”
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Ku-Feng, Chang, and 張谷峰. "Aboriginal Language Teaching and Ethnic Identity under the Policy of Aboriginal Students’ Certificate of Linguistic Skill with Academic Advancement Incentives─A Study of Two Junior High Schools." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/90029310873676943393.
Full textAbstract:
碩士國立彰化師範大學
公共事務與公民教育學系
100
Language is an important tool during the process of culture transfer and exhibition. In Taiwan, aboriginal cultures are overwhelmed by dominant Han Chinese culture and are forced to merge into the system created by Han culture. This crisis leads to the generation gap gradually within aboriginal cultures. In recent years, the government begins to value the traditional connection among aborigines; moreover, it begins to formulate and practice the policy of aboriginal students’ certificate of linguistic skill with academic advancement incentives, in order to encourage the aboriginal students to learn their aboriginal languages and understand their traditional cultures. According to the result of the interview in this study, aboriginal language teaching and certificate of linguistic skill are efficient in improving aboriginal student’s native language ability: first of all, the use of aboriginal languages has increased; and second, ethnic identity has improved. However, due to a variety of factors, the effect of cultivating student’s aboriginal linguistic ability is limited. This is because in school, aboriginal language teachers, homeroom teachers, and other teachers have little agreement; and students themselves pay more attention to the system of academic advancement. Therefore, aboriginal language teaching becomes a tough job in school. Besides, in aboriginal families or tribes, the elderly seldom use native languages to communicate with children. Taiwan Indigenous TV cannot exert their influence either because aboriginal students seldom watch their programs. What’s worse, the linguistic skills of the aboriginal students are weak, the meaning of aboriginal traditional acitivities has been shifted, and the aboriginal students are lack of mission and motivation of inheriting the cultures. Hence, several suggestions are proposed in this study: 1) adjust the structure of Certificate of Linguistic Skill; 2) set supporting measures for aboriginal language teaching; 3) encourage students to attend voluntary and social services; 4) divide the works of tribal activities; 5) promote aboriginal language teaching in families; 6) establish hardware facilities and software activites; 7) design news and programs of Taiwan Indigenous TV; 8) develop aboriginal popular cultures; 9) and provide official services of aboriginal languages. By the measures mentioned above, aboriginal students are expected to gain the sence of existence as well as the ethnic identity during the inheritance of native languages.
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Lebata, Mamalanga Calextina. "An investigation of performance in the Biology 5090 at selected high schools in Lesotho." Diss., 2014. http://hdl.handle.net/10500/14136.
Full textAbstract:
Performance in Lesotho at senior level (COSC) has been poor. One of the subjects which is performed poorly is Biology 5090. This prompted the researcher to examine factors responsible for the poor performance in Biology 5090. The study also aimed at finding ways in which teachers envisage to improve Biology 5090 performance. Data was collected from three schools through semi-structured interviews and document analysis. The study also adopted the General System Theory (GST) as the theoretical framework.
Data was analyzed in line with qualitative content analysis, and from the perspective of the GST. The data analysis scheme was developed and presented (appendix P). The results of the study showed that Biology 5090 performance was affected by factors such as human resources, and the transformation process. The study also suggested ways in which Biology 5090 performance could be improved in Lesotho. These include: in-serving training, team work and others.Science and Technology Education
M. Ed. (Natural Science Education)
43
Alison, Judie. "Mind the gap! : policy change in practice : school qualifications reform in New Zealand, 1980-2002 : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." 2007. http://hdl.handle.net/10179/1441.
Full textAbstract:
'Policy gaps' in education mean that the visions of policy-makers frequently fail to materialise fully, or at all, in teacher practice. This thesis argues that a significant 'policy gap' developed in New Zealand around school qualifications policy during the 1990's, and puts forward some explanations for that. A significant shift in government discourses over that period, from largely social democratic to predominantly neo-liberal discourses, was not matched by a similar shift in the discourses of teachers or the union that represents them. During the same period, teachers and their representative bodies were excluded from policy development, reflecting this shift in government discourses. Government and teachers were 'talking past each other'. As a result, qualifications reforms that might have been expected to be generally welcomed by the profession, as a government response to calls from the profession over many decades, were instead rejected by the majority of teachers. Furthermore, the absence of the teacher voice from policy development meant that the shape of the reforms moved significantly away from the profession's original vision, a further reason for its unacceptability to teachers. Reform was only able to be achieved when teachers and their union were brought back into the policy-making and policy-communicating processes and a version of standards-based assessment closer to the union's original vision was adopted by government. Nevertheless, the National Certificate of Educational Achievement that resulted appears to still be perceived by teachers as externally imposed and its origins in the profession's advocacy for reform over many years have been lost. This indicates that 'policy gaps', while easily opened, are not as easily closed.
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Bhaw, Nishaal. "The alignment of the National Senior Certificate Examinations (November 2014 - March 2018) and the Curriculum and Assessment Policy Statement Grade 12 Physical Sciences : Physics (P1) in South Africa." Diss., 2018. http://hdl.handle.net/10500/25737.
Full textAbstract:
The Department of Basic Education (DBE) has associated the poor pass rate in the National Senior Certificate (NSC) Grade 12 Physical Sciences examinations to the learners’ lack of practical skills and the inability of learners to solve problems by integrating knowledge from the different topics in Physical Sciences. The CAPS (Curriculum and Assessment Policy Statement) is central to the planning, organising and teaching of Physical Sciences. Even though more than a third of the learners achieved below 30% in the NSC Grade 12 Physical Sciences: Physics (P1) November 2017 examination, there was a lack of references made to the CAPS, rationalising the poor performance. A disjointed alignment between the CAPS and the P1 is a possible cause for the poor performance. Since there have been no previous studies that investigated the alignment between the CAPS and the P1, this study aims to fill that gap. This study used a positivist research paradigm and a case study research strategy. A purposive sampling procedure selected the CAPS Grades 10 – 12 Physical Sciences document; the Physical Sciences Examination Guidelines Grade 12 documents and the final and supplementary P1 examinations in the period starting November 2014 to March 2018 as the documents for analysis. A summative content analysis research technique was conducted using the Surveys of Enacted Curriculum (SEC) research method. The SEC method employed the use of the four topics of Grade 12 Physics and the four non-hierarchical levels of cognitive demand as described in the modified version of Bloom’s taxonomy. The physics topics included mechanics; waves, sound and light; electricity and magnetism; and optical phenomena. The cognitive demand levels included recall; comprehension; application and analysis; and synthesis and evaluation. This study found a 100 percent categorical coherence, a 67.3 percent balance of representation, a 79.4 percent cognitive complexity and an average Porter’s alignment index of 0.77 between the CAPS and the P1. The overall Cohen’s kappa for all the documents analysed was 0.88. The findings of this study indicate that the mechanics topic was under-emphasised whilst the application and analysis cognitive demand was over-emphasised in the P1. The CAPS and the P1 did not utilise the highest cognitive demand, synthesis and evaluation which may be interpreted as an environment that fosters lower order thinking. To change this environment of lower order thinking and simultaneously increase the alignment between the CAPS and the P1 this study recommends that firstly, the CAPS decreases the recall based content of the mechanics topic. Secondly, the CAPS and the P1 increase the synthesis and evaluation cognitive demand-based content at the expense of the recall cognitive demand-based content. Thirdly, the CAPS must include the content of the school-based physics practical assessments while decreasing the focus on physics definitions. The ultimate aim is an improvement in the pass rates of the NSC Grade 12 Physical Sciences examinations.Science and Technology Education
M. Sc. (Mathematics, Science and Technology Education (Physics Education))
45
Knight, David Peter. "Learner promotion policy in the further education and training band : a situation analysis." Diss., 2010. http://hdl.handle.net/10500/4045.
Full textAbstract:
The National Curriculum Statement (NCS) Grades 10 to 12 (Schools), implemented from 2006, led to changes in promotion requirements and assessment practices. The investigation aimed at acquiring information about the extent to which the differences in the promotion requirements and assessment practices contributed to the high retention rate of learners in the FET Band.
An explanatory mixed method strategy was followed to obtain reliable and valid results in this research. Quantitative research consisted of questionnaires and a survey to investigate OBE, assessment practices, the Grade 12 examinations and the impact of changes in promotion requirements since 2006. Qualitative research consisted of an interview with an official from the National Department of Education that contributed to a better understanding of policy changes.
Based on the findings of the research, recommendations were constructed to improve assessment practices and to provide scientific data on the consequences of policy changes on the promotion of learners.Educational Studies
M. Ed. (Educational Management)
46
Yobe, Abigail. "The impact of instructional leadership on the culture of teaching and learning in rural schools of the Eastern Cape." Diss., 2019. http://hdl.handle.net/10500/26579.
Full textAbstract:
The purpose of this research is to examine the impact of instructional leadership on the culture of teaching and learning in ten rural schools of the Eastern Cape categorised as performing and under performing schools. The research utilises the transformational leadership theory in its theoretical analytical framework as the model for effective leadership. The research argues that principals’ instructional leadership can significantly improve teacher engagement, teacher collaboration and learner performances in the ten rural schools.
The study draws on the qualitative research methodology, instruments utilised are interviews of teachers, principals and top education officials within the Buffalo City Municipality. Past matric results of the rural schools under consideration were retrieved from the archives of the National Senior Certificate Results to measure the impact of instructional leadership on the culture of teaching and learning and learners’ performances. The study concludes that there is a relationship between instructional leadership and learners’ outcomes.Educational Management and Leadership
M. Ed. (Educational Leadership and Management)
47
Hatuugari, Livingstone. "The role of socioeconomic factors in the succesful completion of matric education among young mothers in the Soutpansberg East circuit, Limpopo Province, South Africa." Diss., 2019. http://hdl.handle.net/10500/25836.
Full textAbstract:
This dissertation was carried out to try to describe the role of socio-economic factors in the successful completion of schooling up to matriculation level (matric), among young mothers in the Soutpansberg East Circuit in Limpopo Province, South Africa. The researcher used the social capital theoretical framework. A questionnaire was administered to 128 young mothers, aged 18 and above, after a pilot survey had been carried out. The data was captured, exported and analysed The data was then exported to the latest model of the Statistical Package for the Social Sciences (SPSS) version 25 where it was analysed. The research used independent T-test analysis, analysis of variance (ANOVA) and correlation analysis. The independent T- test was used to determine if the views of young mothers differed by the number of children, form of support from father, school policy and presence of educators as counsellors. A one-way analysis of variance (ANOVA) was done to determine whether the views on the role of socioeconomic factors in the successful completion of matric among young mothers in the Soutpansberg East Circuit, Limpopo Province, South Africa differed by age, grade, type of family and who takes care of the child.
The findings showed that there were several socioeconomic factors that assisted young mothers to complete matric, among them were, family supports, child support grants, intra-school environment and policies. They provided critical support to the young mother in different forms among others taking care of children while they were at school, financial support, encouragement. The study also found other that schools in the Soutpansberg East Circuit also provided a significant amount of support to young mothers. The study also found a general trend of absentee fatherhood in the caring of children. The study found out that there was a complicated interplay of different socioeconomic factors to the completion of matric among the young mothers. The researcher, therefore, concluded that socio-economic factors are critical for the successful completion of schooling up to matric level in the Soutpansberg East Circuit. The study found out the need for more empirical study in the role of socioeconomic factors to the complication of matric among young mothers.Sociology
M.A. (Sociology)
48
David, Joanne Munro. "An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement." Diss., 2015. http://hdl.handle.net/10500/21803.
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