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Journal articles on the topic 'Higher School Certificate'
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1
Low, Brian, Moya Adams, Sam Ball, George Cooney, and Ruth Neumann. "School-based assessment in the 1986 NSW higher school certificate." Australian Educational Researcher 15, no. 3 (September 1988): 11–23. http://dx.doi.org/10.1007/bf03219416.
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Mindham, Joel, and Deanna Schultz. "The Impact of Youth Apprenticeship and Employability Skills Programs on Career & Technical Education Concentrator-Completer Post Graduation Outcomes." Career and Technical Education Research 44, no. 3 (December 31, 2019): 3–14. http://dx.doi.org/10.5328/cter44.3.3.
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Work-based learning is a key component of career and technical education programs. A variety of certificated and non-certificated work-based learning programs exist for high schools to implement. Wisconsin's Youth Apprenticeship program is a widely used model of work-based learning in high school Career and Technical Education (CTE) programs across the state, yet there is limited research on the impact of these programs related to student outcomes.<br/> This paper describes the findings from a study in which educational and employment outcomes of secondary CTE concentrator-completers participating in a Youth Apprenticeship and/or Employability Skills program were analyzed. Findings indicate that participating in a Youth Apprenticeship program while concentrating in a secondary CTE program of study may lead to a higher rate of continuing into one's area of concentration after high school than students earning Wisconsin's Employability Skills Certificate.
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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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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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Ullah, Raza, and Hazir Ullah. "Teachers’ Perspectives on Boys’ Underperformance in Education in Khyber Pakhtunkhwa, Pakistan." Revija za elementarno izobraževanje 14, no. 1 (March 24, 2021): 113–23. http://dx.doi.org/10.18690/rei.14.1.113-123.2021.
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This article is an attempt to explore possible causes of boys’ underperformance in the Secondary School Certificate (SSC) and Higher Secondary School Certificate (HSSC) Annual examinations of the Board of Intermediate and Secondary Education (BISE) Peshawar, KP, Pakistan. T he a im o f t he s tudy i s t o e xplore t he i ssue o f b oys’ underperformance from the perspectives of school and college teachers. Thus, the data for the study come from qualitative interviews with 30 school and college teachers (15 male and 15 female). We employed purposive sampling technique for including teachers. The findings of the study recommend that evidence-based strategies need to be adopted to improve boys’ academic performance and attitudes to learning.
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Al – Khazalah, Mohammad Salman. "The Role of Family and School in Preparing Students for the General Secondary Certificate in Al-Ahsa Governorate." Journal of Educational and Psychological Studies [JEPS] 7, no. 1 (January 1, 2013): 15. http://dx.doi.org/10.24200/jeps.vol7iss1pp15-24.
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This study aimed at identifying the role of the family and the role of school in preparing students for the General Secondary Certificate (GSC) in Al-Ahsa Governorate. The study sample consisted of 2000 students who were randomly selected (boys=1059, girls=941). The study found that the role of the family in preparing students for the General Secondary Certificate was high, but the role of school in such preparation was medium. The results indicated that there was no statistically significant gender difference in the role of the school. Academic stream,on the other hand, produced a statistically significant effect on the role of school in students preparation to GSC. Scientific stream students were better prepared than literary stream students. There was an interaction effect between gender and academic stream. In the scientific stream, males were higher, but in the literary stream females were higher. Also, there was significant difference between males and females regarding the role of family.
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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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Sarki, Zakariyya M., and Geshina Ayu Mat Saat. "Exploring the perception of forensic science among police investigators in Nigeria: The role of sociodemographic markers." International Journal of Police Science & Management 23, no. 3 (July 20, 2021): 265–78. http://dx.doi.org/10.1177/14613557211019761.
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Underlining the application of forensic science methods in police investigations is investigators’ perceptions of the methods. The premise is that a positive perception indicates a willingness to apply forensic science in criminal investigations, regardless of prior forensic training. This study compared common sociodemographic markers with regard to perceptions of forensic science application in criminal investigations among investigating police officers in Nigeria, controlling for forensic training. The six sociodemographic markers were: gender, age, marital status, highest educational qualification, rank, and years in service. The survey used a self-administered questionnaire for data collection. Based on a total population of 3771 investigating police officers, a sample size of 347 was determined using Krejcie and Morgan’s formula ( Krejcie RV and Morgan DW (1970) Determining sample size for research activities. Educational and Psychological Measurement 30(3): 607–610). A potential 20% dropout rate was added giving a sample size of 416. No difference was found across the sociodemographic markers with regards to the perception of forensic science utilization in criminal investigations ( p > .05), except for the highest educational qualification ( p = .008) and rank ( p = .042) of the respondents. The perception score was higher in the primary school category than in the secondary school and diploma certificate categories. Comparison between the categories secondary certificate and degree/HND certificate indicated a statistically significant lower perception score in the secondary certificate category. The perception score was lower in the diploma category than in the degree/HND certificate and postgraduate categories. For police rank, pairwise comparison showed that the officer category had a higher perception score than the constable category. There was also a statistically significant higher perception of forensic science among inspectors than among constables. It is recommended that educational qualification and rank should be considered when deploying police personnel to the criminal investigation department.
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MacCann, Robert. "Sex Differences at the NSW Higher School Certificate after Adjustment for the Effects of Differential Selection." Australian Journal of Education 39, no. 2 (August 1995): 163–88. http://dx.doi.org/10.1177/000494419503900205.
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Sex differences in Higher School Certificate achievement were analysed by adjusting for differential selection. A general ability criterion, favouring neither sex, was developed by modifying the Tertiary Entrance Score (TES). For each course, sex differences in achievement were displayed over eight Key Learning Areas (KLAs). Contrary to many studies based on a more restricted set of courses, it was found that females outperformed males overall. In five KLAs, females outscored males; in two, the results were mixed; and in one (Mathematics) males outscored females. Although the female TES median was 15 marks higher, males performed slightly better at high TES levels. The explanation given was that males tend to specialise in more highly intercorrelated courses than females, which creates variance in their aggregate.
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Haeusler, Colin, and Russell Kay. "School Subject Selection by Students in the Post-Compulsory Years." Australian Journal of Career Development 6, no. 1 (April 1997): 32–38. http://dx.doi.org/10.1177/103841629700600110.
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An investigation of Year 11 students’ (n=1580) responses to possible reasons contributing to subject selection for the Higher School Certificate in New South Wales indicated that the most important reasons were related to assistance in obtaining work or with future studies. The perception that particular subjects would be “scaled up” for inclusion in the Tertiary Entrance Rank was of limited importance in subject choice with the exception of Mathematics, Physics and Chemistry. Furthermore, interest in course content and the belief that they would do well were important in the selection of Creative Arts and Social Science subjects. Results are discussed in light of related research and the implications for career education in schools.
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Bhathal, Ragbir. "Improving the scientific literacy of Aboriginal students through astronomy." Proceedings of the International Astronomical Union 5, S260 (January 2009): 679–84. http://dx.doi.org/10.1017/s1743921311003012.
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AbstractSeventy per cent of Aboriginal students drop out of school before the end of their secondary school years and very few go on to do science at the Higher School Certificate level. As a result of this statistics reveal that only 0.003% of the 9000 university science graduates in 2005 in Australia were of Aboriginal origin. This paper discusses an astronomy project which seeks to improve the scientific literacy of Aboriginal students so as to motivate them to take up careers in science and engineering.
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Hewitt, Kelsey C., Meghan W. Cody, Craig D. Marker, and David W. Loring. "General Educational Development (GED) and Educational Attainment Equivalency for Demographically Adjusted Norms†." Archives of Clinical Neuropsychology 34, no. 8 (February 1, 2019): 1340–45. http://dx.doi.org/10.1093/arclin/acz003.
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Abstract Objective To investigate whether the General Educational Development (GED) certificate should be considered equivalent to a standard 12-year high school education when performing demographic corrections on neuropsychological performance levels. If the GED certificate and high school diploma reflect comparable levels of educational achievement, then performance on the Test of Premorbid Function (TOPF) and selected WAIS-IV indices should not differ between groups. Method Archival neuropsychology data were reviewed to identify patients who either (1) did not complete high school and did not subsequently obtain a GED, (2) did not complete high school but subsequently obtained a GED, or (3) completed high school and did not obtain any further formal education. Most patients were programmatic referrals for epilepsy surgery evaluation, although referrals from the general neurology clinic were also included. The primary dependent measures were the TOPF and WAIS-IV Full Scale IQ (FSIQ). Results High school graduates obtained higher scores on the TOPF (p < .01, partial η2 = 0.16) and FSIQ (p < .01, partial η2 = 0.14) as compared to both GED subjects and subjects withdrawing from high school with no GED. The non-GED group and the GED group did not differ from each other. Conclusions These findings demonstrate that the GED is not equivalent to a standard 12-year high school education when characterizing educational background. Although these data do not address what the appropriate year equivalent should be for the GED when adjusting performance for educational background, using 12 years will likely identify more areas of neuropsychological weakness simply by suggesting higher levels of premorbid ability.
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AB. Rashid, Radzuwan. "A Perspective Evaluation Of Problem-Based Learning In ESL Classroom In The Malaysian Higher School Certificate Program." i-manager’s Journal on English Language Teaching 1, no. 4 (December 15, 2011): 25–32. http://dx.doi.org/10.26634/jelt.1.4.1601.
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Shi, Yanlin. "New moderation methods of higher school certificate assessments: a case study of the New South Wales practice." Australian & New Zealand Journal of Statistics 63, no. 2 (June 2021): 257–83. http://dx.doi.org/10.1111/anzs.12317.
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Burgess, Mark. "Mustard gas, electrodes and PARP: Serendipity in cancer research." Biochemist 31, no. 6 (December 1, 2009): 14–15. http://dx.doi.org/10.1042/bio03106014.
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Herbie Newell is Professor of Cancer Therapeutics, Northern Institute of Cancer Research, Newcastle upon Tyne. He left school at the age of 16 and went to work as a technician in the Marie Curie Memorial Foundation Research Laboratory, gaining Ordinary National Certificate (ONC) and Higher National Certificate (HNC) in Applied Biology on day release. He gained his PhD after 5 years as a part time student. At present he manages the research and careers of people involved in drug discovery at the University of Newcastle, and has worked for many years with Cancer Research UK in promoting bench-to-bedside research for patient benefit.
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Hesketh, Beryl, and Sonja Whiteley. "Students' Perceptions of Help Received during the Tertiary Admissions Process." Australian Journal of Career Development 4, no. 3 (October 1995): 64–69. http://dx.doi.org/10.1177/103841629500400319.
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Two cohorts of Year 12 students were surveyed three times following their completion of Higher School Certificate (HSC) examinations in December 1993 and 1994, after HSC results were received in January 1994 and 1995, and while the students were undertaking tertiary studies in May 1994 and 1995. This paper describes the students' decision approaches together with the outcomes of the approaches used and an evaluation of the help received during the tertiary education decision process. Recommendations arising from the research are relevant to careers advisers in schools and to tertiary education institutions in preparing information for prospective students. SUMMARY
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Educational Research Institute, War, Konrad, Radosław Kaczan, and Małgorzata Rękosiewicz. "Off-time higher education as a risk factor in identity formation." Polish Psychological Bulletin 44, no. 3 (September 1, 2013): 299–309. http://dx.doi.org/10.2478/ppb-2013-0033.
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Abstract One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: (1) full-time university studies (BA or MA level), (2) part-time university studies (BA or MA level), and (3) full-time post-secondary school (certificate courses such as: medical rescue, massage therapy, cosmetology, occupational therapy). Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students.
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Watt, Helen, and Laurel Bornholt. "Gendered Perceptions of Talent and Planned Participation in Mathematics." Australian Journal of Career Development 3, no. 3 (December 1994): 43–50. http://dx.doi.org/10.1177/103841629400300312.
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An investigation of students’ perceptions of talent in relation to mathematics showed that gender stereotyped perceptions of talent were a determining factor in their planned mathematics courses in senior high school. Furthermore perception of talent affected students’ intended careers which also revealed gender imbalances in participation according to the level of mathematics required, as rated by six senior teacher educators from two universities in Sydney. The Year 10 students in Advanced and Intermediate courses were from coeducational government schools in an upper middle-class metropolitan area of Sydney. Actual performance on a standardised mathematics test was used to measure students’ achievement, and perception of talent and predicted mathematics participation were ascertained through use of a questionnaire. Despite similar performance on the test, boys perceived themselves as more talented than girls, and also planned to participate in the higher levels of mathematics more than girls, both in the Higher School Certificate and their intended career.
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Dunn, Myra. "Teacher Training and Aboriginal Studies." Aboriginal Child at School 17, no. 3 (July 1989): 47–52. http://dx.doi.org/10.1017/s0310582200006830.
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ABSTRACTOne of the most important issues in planning and implementing Aboriginal Studies at Higher School Certificate level is that of teacher quality. We need to consider the kinds of people who will be teaching Aboriginal Studies since this will have a direct bearing on the kind of program we end up with. There are a number of different perspectives which need to be considered.
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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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Persson, Martin, Magnus Becker, and Henry Svensson. "Academic Achievement in Individuals with Cleft: A Population-Based Register Study." Cleft Palate-Craniofacial Journal 49, no. 2 (March 2012): 153–59. http://dx.doi.org/10.1597/09-047.
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Objective The focus of this study was to determine whether there were any significant differences in academic achievement between students with a cleft and the general population of Swedish students at the typical time of graduation from compulsory school (usually 16 years of age). Design A retrospective population-based study. Data were obtained from the Swedish Medical Birth Register for the years 1973 through 1986 and were linked to the Swedish School–Grade Register. Participants A total of 511 individuals with cleft palate (CP), 651 individuals with cleft lip (CL), and 830 individuals with cleft lip and palate (CLP) were compared with a control group consisting of 1,249,404 individuals. Main Outcome Measures (1) Not receiving school leaving certificate; (2) odds of receiving lowest grade and reduced odds of receiving a high grade in the following subjects: (a) Mathematics, (b) English, (c) Swedish, (d) Physical Education, and (e) grade point average (GPA). Results The group with cleft had higher odds of not receiving leaving certificates in comparison with the general population. They also had higher odds of receiving the lowest grade and/or reduced odds of receiving a high grade in the subjects analyzed together, with strong evidence of lower GPA in comparison with the general population. Individuals with CP were affected the most, followed by individuals with CLP; least affected were individuals with CL. Conclusion This study clearly indicates that adolescents with cleft lip and/or palate in Sweden experience significant deficits in their educational achievements in compulsory school.
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Jogie, Melissa R. "Desperate shadows of ‘Belonging’: Revealing pedagogical issues with teaching prescribed English texts in the NSW Higher School Certificate (HSC)." Australian Educational Researcher 42, no. 3 (December 11, 2014): 335–52. http://dx.doi.org/10.1007/s13384-014-0166-8.
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Kamilova, R. T., L. I. Isakova, J. A. Kamilov, and A. R. Nosirova. "Problems of organization of school nutrition in secondary general schools of the city of Tashkent." Voprosy detskoj dietologii 18, no. 4 (2020): 45–53. http://dx.doi.org/10.20953/1727-5784-2020-4-45-53.
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Objective. Analysis of organization of school nutrition based on an interview survey conducted among teachers, health providers, kitchen workers, and parents of schoolchildren of secondary general schools. Material and methods. In order to determine the problems of the organization of school meals we used a method of an interview survey of 615 people, including 256 teachers, 27 health providers, 68 kitchen workers and 264 parents of schoolchildren of Tashkent secondary general schools. Overall, 9 kitchens were checked, of them 77.8% were canteens preparing meals from raw and semi-finished foodstuffs, and 22.2% were tuck-shops. Results. Among kitchen workers, 14.3% had higher and incomplete higher education, 64.3% had specialized vocational education; in 100% of cases they had a health certificate with indication of the date of medical examination, but more than half of them had no sanitation training or attestation. Only 51% of the kitchen staff could correctly describe the technology of washing dishes, cooking equipment, tools and utensils, and facilities, safe food storage and the sanitary-hygienic requirements to meal preparation. Disinfection and disinfestation of kitchen facilities in more than 55% of cases were performed by the school staff. In 78.6% of cases, territorial sanitary-epidemiological inspectors supervised the organization of school nutrition. According to 30% of respondents, the existing system of organization school nutrition was not satisfactory. Conclusion. More than 60% of the teaching staff, health providers and parents believe that the optimal variant for healthy food provision for schoolchildren is a canteen working directly with raw or semi-manufactured foodstuffs. In order to improve organization of school nutrition and satisfy the needs of schoolchildren for high-quality and safe meals it is expedient to build large food-processing complexes in the city of Tashkent. Key words: organization of school nutrition, state of school kitchens, survey among secondary school staff
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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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Masri, Norfaezah. "Scores of Brunei Lower Secondary School Students on Emotional Intelligence Variables: Exploring the Differences." Global Journal of Health Science 8, no. 4 (July 30, 2015): 22. http://dx.doi.org/10.5539/gjhs.v8n4p22.
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<p>The survey compared the emotional intelligence of 254 (128 females) randomly selected Year 11 Brunei Cambridge General Certificate of Education (BCGCE) Ordinary Level students using the six subscales of the BarOn Emotional intelligence scale – youth version. Females scored significantly higher on the intrapersonal variable than males. However, males sored much higher on the positive impression subscale. In addition, students aged 16 scored significantly higher on the interpersonal scale than all others. However, the 15-year olds scored highest on the adaptability and positive impression scales than their peers. Furthermore, participants who reported that they were not so much satisfied with their personal life scored significantly higher on the interpersonal scale than their counterparts. Moreover, participants who consult friends when faced with problems scored significantly higher on the interpersonal variable while those who search the internet for solutions to problems scored higher than others on the adaptability scale. No significant differences were obtained on any subscale when participants were compared on the basis of their parents’ marital status as well as the type of guardian they stayed / lived with. Implications of the findings are discussed and mixed-methods research was recommended.</p>
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Din, Muhammad, and Mamuna Ghani. "Problems in Sentence Construction at HSSC Level in Pakistan." International Journal of English Linguistics 8, no. 1 (October 27, 2017): 200. http://dx.doi.org/10.5539/ijel.v8n1p200.
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This study entitled “Problems in the Construction of Sentence at HSSC Level in Pakistan” strives to unearth the problems faced by the students in learning sentence structure through literature and the facts regarding the role of literature as a teaching tool in teaching English as a second/foreign language with reference to the construction of sentence at Higher Secondary School Certificate (HSSC) level in Pakistan. This study also investigates how much the students learn English sentence structure through literature. To achieve the set objectives of this study, the researcher went for the quantitative research methodology. So, a questionnaire comprising of 30 items encompassing the different aspects of sentence structure was designed to collect data from 600 subjects (male/female) of HSSC (Higher Secondary School Certificate) level. The researcher has also conducted an achievement test so that a correlation might be drawn between their attitude towards “teaching English sentence structure through literature” and the score of their achievement test. The collected data were analyzed through software package (SPSS XX) which is commonly used in applied linguistics. The findings of this study explicitly reveal that the EFL learners remain unable to learn and develop both the contraction of sentence and syntactic skills when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the FL educators.
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Deming, David J., Claudia Goldin, and Lawrence F. Katz. "The For-Profit Postsecondary School Sector: Nimble Critters or Agile Predators?" Journal of Economic Perspectives 26, no. 1 (February 1, 2012): 139–64. http://dx.doi.org/10.1257/jep.26.1.139.
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Private for-profit institutions have been the fastest-growing part of the U.S. higher education sector. For-profit enrollment increased from 0.2 percent to 9.1 percent of total enrollment in degree-granting schools from 1970 to 2009, and for-profit institutions account for the majority of enrollments in non-degree-granting postsecondary schools. We describe the schools, students, and programs in the for-profit higher education sector, its phenomenal recent growth, and its relationship to the federal and state governments. Using the 2004 to 2009 Beginning Postsecondary Students (BPS) longitudinal survey, we assess outcomes of a recent cohort of first-time undergraduates who attended for-profits relative to comparable students who attended community colleges or other public or private non-profit institutions. We find that relative to these other institutions, for-profits educate a larger fraction of minority, disadvantaged, and older students, and they have greater success at retaining students in their first year and getting them to complete short programs at the certificate and AA levels. But we also find that for-profit students end up with higher unemployment and “idleness” rates and lower earnings six years after entering programs than do comparable students from other schools and that, not surprisingly, they have far greater default rates on their loans.
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Johansson, Monica. "Social inequalities in the allocation of learning support in a Swedish upper secondary school." Education, Citizenship and Social Justice 12, no. 1 (January 10, 2017): 63–74. http://dx.doi.org/10.1177/1746197916683467.
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The upper secondary school is in Sweden practically mandatory even though attendance is voluntary and today almost all students in Sweden continue their studies at upper secondary school. But not all of them leave this school with a complete certificate of schooling as a result of experiencing a range of difficulties which may be due to cognitive, physical, sensory or social factors. This article uses ethnographic data from a case study to explore how one municipal upper secondary school allocates additional support to students with different social characteristics. The study focussed on students in the following three upper secondary schools programme all in the same school: (1) Individual, (2) Health and Social Care, and (3) Technology. The results show that existing social inequalities are reinforced through everyday activities and interactions. The prevalence and type of additional support that the students are offered is one of the factors reinforcing existing social differentiation, and is closely linked to the type of programme they are studying. Successful support services appear to be focused on Swedish male pupils from higher socio-economic backgrounds on the Technology Programme. Students from lower social backgrounds enrolled in either the Individual or Health and Social Care Programmes receive much less appropriate support. The social justice implications of these priorities for resource allocation are discussed.
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Durdukoca, Şule Fırat, and Tazegül Demir Atalay. "Occupational anxiety and self-efficacy levels among prospective teachers." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (March 1, 2019): 173. http://dx.doi.org/10.11591/ijere.v8i1.18213.
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<span lang="TR">This study examined the relationship between occupational anxiety and self-efficacy levels of prospective teachers enrolled in pedagogical formation training certificate program at the faculty of education in universities under the Council of Higher Education to teach in secondary schools and high schools in Turkey, and evaluated them based on diverse variables (gender, department, high school type, educational level of parents). It was a descriptive study using survey model. The study group comprised 236 prospective teachers. Research data were gathered through “Teaching Occupation Anxiety Scale” and “Teachers’ Sense of Efficacy Scale”. </span><span lang="EN-GB">The study concluded that the prospective teachers’ anxiety about the teaching profession was low, whereas they had high occupational self-efficacy, and there was a moderate, negative relationship between the two variables. The study also found that occupational self-efficacy levels of the participants differed in relation to the educational level of father.</span>
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Faruque, MO, MP Choudhury, CH Ritchil, F. Tabassum, MA Hashem, and AKFH Bhuiyan. "Assessment of performance and livelihood generated through community based goat production in Bangladesh." SAARC Journal of Agriculture 14, no. 2 (January 23, 2017): 12–19. http://dx.doi.org/10.3329/sja.v14i2.31241.
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The study was undertaken to investigate the performance of Black Bengal goats and livelihood generated through goat rearing at 3 different villages namely Kaichapur, Salia and Shimulia at Phulpur Upazila (GPS: 24.9500°N and 90.3500°E) of Mymensingh district in Bangladesh. The average birth weight, body weight at 6 and 12 months of Black Bengal goat (BBG) were 1.03 ± 0.01 kg, 7.75 ± 0.09 and 12.77 ± 0.16 kg, respectively and daily body weight gain at 0-6 and 6-12 months of age were 34.38±0.54 and 24.62±0.57 g respectively. The average litter size of does was 1.51±0.05 and kid mortality rate was 12.58%. The study revealed that, most of the goat owners were housewives. The educational status and goat rearing system of the farmers were also observed. Most of the farmers were either Primary (55%) or illiterate (38.3%). About 3.33% were below Secondary School certificate and 1.67% Higher Secondary School certificate level. Few farmers have completed their graduation (1.67%). The average net profit from one goat in a year was Tk.754. The expenditure on food purchase, health care, education, clothing, housing condition and social status of the farmers were increased, respectively at a scale of 22.79%, 6.56%, 14.47%, 4.34%, 14.22% and 19.35% due to increase of their income from goat rearing.SAARC J. Agri., 14(2): 12-19 (2016)
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Marriott, Mary E., and Esther Care. "Fluid and crystallised intelligence and their relationship to school outcome." Australian Educational and Developmental Psychologist 19, no. 2 (2004): 97–108. http://dx.doi.org/10.1017/s081651220002931x.
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AbstractFew studies exist that address the relationship between the higher order factors of fluid (Go and crystallised (Gc) intelligence and Victorian Certificate of Education (VCE) outcomes. In this study, for each of five cohorts, longitudinal data have been collected over a six-year span, consisting of results from standardised achievement and ability tests and ending with achievement outcomes.Two factors, interpreted as Gf and Gc, are derived from the standardised measures. In Year 7, these measures were the Progressive Achievement Test Mathematics (PAT Moths), Progressive Achievement Test Reading Comprehension (PAT Comprehension), and the jenkins Test of Nonverbal Ability. In Year 10, the measures were the subtests of the Differential Aptitude Test (DAT).These factors are investigated in order to identify whether they are differentially important in regard to VCE Performance. The standardised measures and final VCE results were collected at a Melbourne independent girls' school from 414 exiting Year 12 students, in 1998, 1999, 2000, 2001, and 2002. Both Gf and Gc accounted for a significant amount of the variance in VCE performance, with Gc being the most significant indicator.
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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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Wekesa, Violet, Lydia Kipkoech, and Peter Okemwa. "Financial Resource Planning Dynamics and Performance of Upgraded Extra-County Schools to National Status in Western Kenya Counties." East African Journal of Interdisciplinary Studies 3, no. 1 (February 23, 2021): 27–39. http://dx.doi.org/10.37284/eajis.3.1.280.
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The assessment of secondary school success is according to the number of students they are producing to join universities and other higher learning institutions. To increase access to all pupils from primary schools to access secondary schools, the government of Kenya upgraded previously extra county schools to national status to ensure regional distribution of schools across the nation. With the upgrade, the government was required to inject funds to enable facilities expansion. Despite the upgrade, the money allocated and disbursed to schools has always been inadequate to meet the needs of students. Therefore, this demands that school management makes plans for financial mobilisation to ensure that school operations are done without interruptions. The paper looks at the financial resource planning strategies that upgraded national schools in western Kenya have in place for the purpose of improving their performance. Data was collected from eight of the upgraded schools making up the study population where principals and teachers were the respondents. A sample of 156 respondents was selected to answer research questions through interviews and questionnaires. Analysis of data was performed using quantitative and qualitative methods. SPSS facilitated quantitative data analysis. The study found out that schools experienced financial shortfall arising from inadequate capitation grants from the government and delay in payment of schools by students. To cushion themselves, schools had made several financial plans like applying for grants for infrastructure development. Further, despite schools having large tracts of land, some school management did not put into use either through growing grass for dairy farming or planting crops for subsidising school food supplies. Computed correlation statistics showed a weak correlation that existed (r=0.191 and p=0.016) between financial planning dynamics and academic performance of upgraded national schools in the western region of Kenya. The paper concludes that financial resource planning strategies had minimal effects on the academic performance of upgraded national secondary schools in Kenya Certificate of Secondary examinations. The paper recommends that there is a need for school administration to work with stakeholders to identify profitable projects that can be implemented in their school to earn income.
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Hinga, Briana M., and Joseph L. Mahoney. "Preparing the Next Generation of After-School Educators: College Students’ Perceived Learning and Civic Engagement Associated with the CASE Program." Journal of Youth Development 5, no. 3 (September 1, 2010): 27—Nov. http://dx.doi.org/10.5195/jyd.2010.206.
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First-year evaluation findings from the University of California, Irvine Department of Education’s Certificate in After-School Education (CASE) program are reported in this paper. The goal of CASE is to promote positive youth development in diverse learners through education and training of the after-school workforce. CASE blends instruction across five, 10-week long courses with 70+ hours of fieldwork in local after-school programs (ASPs). CASE course and fieldwork enrollment, perceived understanding of course material, multicultural education, and civic interests and engagement were measured through student surveys. Students in CASE courses report higher levels of perceived course understanding (p < .01), civic responsibility (p < .01) and empowerment (p < .05) than students in the non-CASE courses. Students enrolled in CASE courses requiring fieldwork report greater perceived course understanding (p < .01) and academic engagement (p < .01) than CASE students without fieldwork. The findings suggest the program is achieving several of its early goals.
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Al Mamun, Abdullah, Noorshella Che Nawi, Naeem Hayat, and Noor Raihani Binti Zainol. "Predicting the Purchase Intention and Behaviour towards Green Skincare Products among Malaysian Consumers." Sustainability 12, no. 24 (December 21, 2020): 10663. http://dx.doi.org/10.3390/su122410663.
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This study examined the effect of environmental concern, attitude, subjective norm, perceived behavioural control, and availability on the intention to purchase green skincare products and the effect of purchase intention on the purchase of green skincare products among Malaysian consumers. By performing multi-group analysis (MGA), this study assessed the difference in each association across gender and education groups. A cross-sectional design was adopted in this study to gather quantitative data from 300 respondents in Malaysia via online survey. The study outcomes revealed that environmental concern and attitude towards green skincare products displayed a significant effect on the intention among Malaysians to purchase green skincare products. Purchase intention exhibited a significantly positive effect on the purchase of green skincare products among Malaysian consumers. Further, purchase intention mediated the effect of environmental concern and attitude on the purchase of green skincare products. The MGA outputs revealed that the effect of environmental concern on purchase intention among respondents with a bachelor’s degree or equivalent was significantly higher than those who held a diploma or technical school certificate. Meanwhile, the effect of subjective norms on purchase intention among respondents with a bachelor’s degree or equivalent was significantly lower than those with a diploma or technical school certificate. Next, the effect of availability on purchase intention, as well as the effect of purchase intention on the purchase of green skincare products among male respondents was significantly higher than female respondents. In order to promote the mass adoption of green skincare products among Malaysians, related promotional activities should emphasize the environmental aspects of using green products, in comparison to using conventional skincare products.
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Singh, Prakash, and Carmel Claire Mahomed. "The Value Of Mentoring To Develop Student Teachers Work-Integrated Learning Skills." International Business & Economics Research Journal (IBER) 12, no. 11 (October 29, 2013): 1373. http://dx.doi.org/10.19030/iber.v12i11.8175.
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Mentors are expected to create an environment in which prospective employees can be trained to be productive and be able to excel when employed. The personal one-on-one mentoring is especially beneficial for potential employees, such as student teachers, to close the gap between theory they are exposed to at higher education institutions (HEIs) and teaching practice in schools. Motivated school mentors are expected to provide student teachers with work- integrated learning (WIL) skills of a high standard, particularly since these mentors are expected to be models of professionalism for the student teachers to emulate.The aim of the study was to investigate whether the one-year Postgraduate Certificate in Education (PGCE) qualification at HEIs adequately develops the WIL skills of student teachers. Therefore, the objectives of the study were to ascertain the relationship between the theoretical knowledge provided by the PGCE curriculum and the development of WIL skills of student teachers in the schools and to determine the perceptions of school mentors of the PGCE to develop the WIL skills of student teachers. The target population for this quantitative study was school mentors of PGCE student teachers. Data were obtained by means of a structured questionnaire for the mentors. It was evident in this study that mentors were well-trained to develop the WIL skills of their prot. The findings of this research, therefore, support the hypothesis that school mentors make a significant contribution to the development of the WIL skills of student teachers in the PGCE programme.
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Van der Bijl, Andre, and Mark Lawrence. "Retention and attrition among National Certificate (Vocational) Civil and Construction students in South African TVET." Industry and Higher Education 33, no. 2 (September 23, 2018): 127–34. http://dx.doi.org/10.1177/0950422218800649.
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The National Certificate (Vocational) (NC(V)) was introduced into South Africa’s system of vocational training to ‘solve problems of poor quality programmes, lack of relevance to the economy, as well as low technical and cognitive skills of TVET [technical and vocational education and training] graduates’. The NC(V) did not, however, meet expectations, partially because of systemic difficulties. This article reports on research conducted among students who studied on the NC(V) Civil and Construction programme in an effort to identify appropriate corrections that could be made by college management. The research project made use of Tinto’s Student Integration Model to identify reasons for both student attrition and student persistence. The study provides information on the predicament facing TVET Civil and Construction students and has broad relevance for practitioners operating in higher and post-school education.
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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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Singh, Prakash, and Christopher Malizo Dali. "Relevance Of A Leadership Development Programme To Develop The Leaders Work-Integrated Learning Competencies." International Business & Economics Research Journal (IBER) 13, no. 6 (October 31, 2014): 1213. http://dx.doi.org/10.19030/iber.v13i6.8916.
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Today, more than ever, leaders need to demonstrate appropriate work-integrated learning competencies (WILCs) to process and manage emotional dynamics intelligently in their work environment. The challenge is to develop these leaders WILCs that can enable them to understand the contextual environments and the power relationships among employees in their organization. This study, therefore, explored the extent to which WILCs, including their emotional intelligence, can be developed and employed in their organizations to enhance collegial leadership practices. Consequently, this study focused specifically on the adequacy of the Advanced Certificate in Education (ACE) school leadership (SL) programme as a leadership development programme (LDP) offered by a higher education institution (HEI) to develop the WILCs of school principals. The LDP is intended to provide the principals, as leaders, with the opportunity to develop a deeper holistic commitment to their studies in a working school situation. Ideally, the LDP would provide a basis upon which school principals acknowledge the complexity of learning across multiple epistemic sites, rather than from a reductionist view with university modules and schools as separate entities. To investigate this, the qualitative research approach was appropriately used in this study. The findings on the interpersonal WILCs revealed that the school principals acknowledged their awareness of their employees feelings, needs and concerns and were adept at inducing desirable responses in them. Evidently, the findings of this study have confirmed the need for leaders to have interpersonal WILCs that can empower them to succeed in creating the necessary collegial climate in their organisations.
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Van Meter, Eddy J., and Susan J. Scollay. "Curriculum Revision in Educational Leadership: An Institutional Case Record and Retrospective Commentary." Journal of School Leadership 5, no. 6 (November 1995): 512–31. http://dx.doi.org/10.1177/105268469500500601.
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A great deal of attention has been focused recently on the issue of how best to restructure school leadership preparation in order to meet the educational challenges anticipated over the next decade. In response to this concern, a number of universities have within the past several years initiated school leadership preparation reforms at the Master's degree, professional certificate, and doctoral degree levels. Often a written record of these program reform initiatives has also been prepared and published so that others might learn from the experience. This article adds to this program restructuring literature by describing how a doctoral studies reform initiative was conducted at one higher education institution, the University of Kentucky. The initiative was supported by the involvement of the University of Kentucky as a participant in Cycle IV of the Danforth Program for Professors of School Administration. The case record as it is presented is enhanced by a concluding reflective commentary that describes additional program refinements developed after the curriculum revision was implemented over a two-year period.
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Asadullah, Sheikh. "Effects of Teacher Training on Secondary Teachers’ Mathematical Content Knowledge in Dhaka, Bangladesh." International Journal of Innovation and Economic Development 2, no. 5 (2015): 40–55. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.25.2005.
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In Bangladesh, there are improvements in secondary education by quantitative indicators but the satisfactory picture is remained far from the quality. The gross deficiency in teaching includes one of the main reasons for poor quality of secondary education. There are higher failure rates in Mathematics subject in Secondary School Certificate examination in the last consecutive years. An extensive review of research has shown that teachers account to a large extent for student learning and achievement gains. For secondary teacher education in Bangladesh, there is a one-year long training program named as Bachelor of Education (B.Ed.). Therefore, the study sought to find out the effectiveness of B.Ed. training program on mathematics teachers’ content knowledge as a mean of improving secondary school mathematics in Bangladesh. The study was conducted among 38 mathematics teachers (trained and untrained) selected from 16 secondary schools of Dhaka city using survey method. Teacher’s content knowledge was measured through an assessment test and classroom teaching observation. The study found that though the B.Ed. trained mathematics teachers (96.3%) possess better content knowledge than their counterpart (91.7%) but no relationship between teachers’ personal characteristics and their content knowledge in mathematics. This is the first study to investigate the effectiveness of secondary teacher education program within Bangladesh. It contributes important insights about secondary teacher education that can be used to inform the professional development of the secondary school mathematics teachers in Bangladesh.
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Luginaah, Isaac, Eleanor Maticka-Tyndale, Wambui Kairi, Janet Wildish, and Chris Brouillard-Coyle. "Extending HIV/AIDS-Prevention Efforts in Kenya: Primary Schools as Community-Based Organizations." Environment and Planning C: Government and Policy 25, no. 3 (June 2007): 439–56. http://dx.doi.org/10.1068/c1511r.
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The question of whether primary schools in Kenya can take on community-based activities beyond their day-to-day functioning, emerged from a larger HIV/AIDS education and prevention program—Primary School Action for Better Health (PSABH). The methodology involved both quantitative and qualitative approaches. The quantitative component was based on 163 schools, which were involved in the larger PSABH program. Qualitative analysis was based on consultative meetings with twenty key informants and follow-up focus-group discussions with representatives from eight schools involved in community-based activities. The results suggest that in this context schools have strong community ties, with most of them willing to take up community-based organization (CBO)-related activities beyond their day-to-day functioning. Schools were more likely to take on CBO-related activities, such as support for orphans, if they had a higher proportion of female teachers, a school sponsor that was involved in the selection of the head teacher, more Parent Teacher Association meetings, and if HIV/AIDS was incorporated into community festivals. A school's involvement was reinforced if it performed well in the Kenya Certificate of Primary Education examination, if the school's head teacher was committed, and if most of the teachers were from the local community. Despite several challenges, the findings point to the need to take schools seriously in their duty as CBOs which can have a positive impact in mitigating not only the effects of HIV/AIDS, but also other community-development activities in ravaged sub-Saharan African countries. The proposed expansion of PSABH further puts Kenyan schools in a stronger position to be involved in their communities through CBO-related activities.
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Kovalchuk, Vasyl. "Teaching Staff Advanced Training: European Experience." Comparative Professional Pedagogy 5, no. 3 (August 1, 2015): 25–31. http://dx.doi.org/10.1515/rpp-2015-0050.
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Abstract The issue of teaching staff advanced training is paid much attention in many countries. In the Republic of Moldova progressive professional credits system is used. Credits are scored not only in assigning teaching degrees or issuing a certificate of continuing professional education, but also for teachers’ evaluation at the educational institution. Advanced training of teaching staff in France is provided by various institutions of postgraduate education, university institutes and regional centers of education in order to help teachers to renew their professional knowledge and at the same time to refocus it on the level of consciousness according to the real problems of school and the community. The feature of teaching staff advanced training in France is that it is teachers’ personal matter and duration of all periods of training should come to one year during all professional career. In Finland, teaching staff advanced training is organized directly in schools under aegis of the National Board of Education, the National Centre for Advanced Training in Education, departments of teacher education and other faculties of higher educational institutions on credit system basis. Among the topical forms there are targeted, cascade, common (cooperative) teaching and learning by own example. In the UK, advanced training takes place in two models: the course model based on higher educational establishments and school based in-service education. The main purpose of advanced training system is to familiarize teachers with theoretical and practical innovations in educational activities, progressive teaching technologies, and consolidate their skills of independent acquisition of knowledge necessary for their professional development.
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Alsunni, Hawraa, Rabab AlJumian, Sarah AlSalman, Reham AlFaraj, Fatimah AlMatrook, and Khames Alzahrani. "Factors Influencing the Relationship between Coffee, Tea Consumption and Dental Caries in Saudi Arabia." International Journal of Innovative Research in Medical Science 6, no. 08 (August 8, 2021): 474–77. http://dx.doi.org/10.23958/ijirms/vol06-i08/1171.
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Background: The relationship between coffee and tea consumption and dental caries in Saudi Arabia has not been covered adequately. The aim of this cross-sectional study was to assess the association between the frequency and quantity of coffee and tea consumption and dental caries severity among adolescents (middle and high schools) in the Eastern Province, Saudi Arabia. Methods: A cross-sectional observational survey study that was carried out in Eastern Province, Saudi Arabia. Validated interview-based questionnaires were used to ask about the background information and the frequency and quantity of coffee and tea consumption with two sections of the survey: the first section was about the demographic data and the second section assessed the frequency and quantity of coffee and tea consumption and examination was done during daylight using disposable dental mirror and blunt probe. Result: A total of 2265 middle school children with a response rate of 77.8%. Out of them, Females accounted for 1288 (56%) and the mean age (±SD) was 14 (±1.322). Regarding parents’ education, 1916 (84.6%) of participants’ fathers and 1836 (81.1%) of their mothers had a high school certificate or higher. There was a significant association between the frequency of coffee and tea consumption and caries (p=0.013). Conclusion: There was a significant association between the frequency of coffee and tea consumption and caries (p=0.013). The frequency of coffee and tea consumption, the higher the caries. However, there was no association between the quantity of coffee and tea consumption and D nor with the overall DMF score.
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Liwiński, Jacek. "The Impact of Compulsory Schooling on Hourly Wage: Evidence From the 1999 Education Reform in Poland." Evaluation Review 44, no. 5-6 (October 2020): 437–70. http://dx.doi.org/10.1177/0193841x20987104.
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Background: In 1999, an education reform was implemented in Poland, which added 1 year to the shortest available educational path—that of basic vocational education. Under the new system, students choosing this path receive one additional year of general education. According to the authors of the reform, this should improve the students’ position in the labor market, as a shortage of general skills was identified as the main deficit of basic vocational school leavers prior to the reform. Purpose: The study assesses the impact of the 1999 reform on the hourly wage of individuals who completed formal education after obtaining a basic vocational school certificate. Methods: The analysis is based on individual data from the Polish Labor Force Survey for the years 2001–2016. As the education reform was implemented simultaneously across the country, a regression discontinuity design is used to assess its impact. Results and Conclusions: The study finds that one additional year of general education has led to a 13% increase in the hourly wages of individuals who completed basic vocational schools. This effect is higher than those reported in studies for other countries where the wage premium is typically found to be under 10%. This may be because the extension of compulsory schooling in Poland affected individuals with relatively low general skills and abilities.
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Wayman, Jeffrey C. "Factors Influencing Dropouts' GED & Diploma Attainment." education policy analysis archives 9 (February 8, 2001): 4. http://dx.doi.org/10.14507/epaa.v9n4.2001.
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This study examined correlates of degree attainment in high school dropouts. Participants were high school dropouts of Mexican American or non-Latino white descent who had no degree, a high school degree, or a GED certificate. This study was unique in that it accounted for sample bias of missing data through the use of multiple imputation, it considered students who had dropped out as early as 7th grade, and it was able to include variables found significant in previous research on returning dropouts. Logistic regression analyses identified a parsimonious set of factors which distinguished dropouts who held degrees (diploma or GED) from those who did not. Similar analyses were performed to distinguish participants who had attained diplomas from those who had attained GEDs. It was estimated that 59.2% of dropouts return to obtain high school credentials. School capability, age at dropout, and socio-economic status significantly predicted degree attainment. Presence of children, higher school capability and socio-economic status were associated with GED attainment, while later grade at dropout was associated with diploma attainment. These relationships did not vary by ethnicity, although degree attainment was less likely for Mexican American dropouts. The study concludes that dropping out is not the end of a student's education, and more research should be directed toward returning dropouts. Further, the focus of such research should be expanded to include a more positive and broader range of correlates.
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O'Donoghue, Tom, Jim Gleeson, and Orla McCormack. "National newspaper-reporting on state examinations: An historical exposition of the exceptional case of the Irish Leaving Certificate." Encounters in Theory and History of Education 18 (December 2, 2017): 134–49. http://dx.doi.org/10.24908/eoe-ese-rse.v18i0.6426.
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During a post-independence phase (1922-mid-sixties), Irish secondary schooling was characterised by low participation rates, elitism, and careerist perceptions of students. Phase two (1967-mid 1980s) saw participation rates expand dramatically as Ireland became more open and industrialised, and policymakers focused on relationships between education, human capital and economic development. During this phase, the Irish Times began to include careers and examinations information. With school completion rates continuing to increase from the mid-1980s (phase three), the two main daily newspapers realised that the growing need for information about access to an increasingly complex and highly-prized higher education system, which was dependent on academic achievement, afforded an opportunity to boost sales and advertising. In response, examinations’ coverage reached a level recently described as ‘exceptional by a team of researchers from the Oxford University Centre for Educational Assessment and Queen’s University Belfast.
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Wulansari, Andhita Dessy. "PERBANDINGAN KETEPATAN KLASIFIKASI ANTARA METODE REGRESI LOGISTIK DAN KLASIFIKASI POHON PADA KASUS PROGRAM WAJARDIKDAS 9 TAHUN." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 10, no. 1 (June 1, 2012): 59. http://dx.doi.org/10.21154/cendekia.v10i1.402.
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Abstract: Wajardikdas 9 years is a compulsory government program that requires the Indonesian people to get a formal education certificate minimally at junior high school level/equivalent. In order to succeed the program, the availability of information relating to the classification of rural/village is absolutely important. Due to this information,the regency/city government can more easily prioritize which rural/village that needs a special attention. There are at least two statistical methods: 1) binary logistic regressionand 2) logistic regression. This study compared the results of the classification accuracy between the logistic regression method and tree classification to get a more precise technique used in classifying the rural/village in case of 9 years Wajardikdas program. By using the data testing, it showed that the classification accuracy produced by the method of tree classification was higher than that of logistic regression. Therefore, it could be concluded that tree classification was more effective method to use. This was because the factors that affected the success of Wajardikdas 9 years like the ratio of student/teacher and student/school had been known.
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Phusee-orn, Songsak. "Comparing Practice Between Working Standard and Personal Working Standard of Teachers Who Are Certified by Attending Professional Teacher Knowledge Standard Workshop." International Education Studies 14, no. 9 (August 25, 2021): 69. http://dx.doi.org/10.5539/ies.v14n9p69.
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The purposes of this research are to compare the practice between working standard and personal working standard of teachers who are certified by attending professional teacher knowledge standard workshop held by the teachers’ council who are different in gender, age, ways of knowledge certified and teaching according to/not according to educational certificate background. The samples are 246 research participants certified by attending professional teacher knowledge standard workshop of the teacher’s council: Developmental division of the Faculty of Education, Mahasarakham University. Sampling operated by using Multi-Stage Random Sampling. Teachers’ data collection are self-evaluation and with school directors also as informers. Research instrument are piloted quality inspected questionnaire indicated by Item Total Correlation and Reliability of Cronbach. Data are analyzed by using X, s.d., t-test: independent samples, One way ANOVA, and multiple comparison of Scheffe. The research found that:
1) Overall, the female teachers who have been certified by attending professional teacher knowledge standard workshop of the teacher’s council follow teaching standard in the academic activities facets on professional teacher’s development and self-practice standard and ethic is higher than male teachers with statistically significant at the .05 level.
2) Teachers who with age differences follow the standard of being a good role model for the students. They work cooperatively with others in the community creatively. Personal practice standard about ethic to society is different with statistically significant at the .05 level.
3) Teachers who have been certified by attending professional teacher knowledge standard workshop of the teacher’s council foster on teacher professional development and immensely develop the students to their full potential more than transferring method with statistically significant at the .05 level.
4) Teachers who teach according to educational certificate background practice according to the standard professional teacher on designing learning activities with the students in mind. They thrive so as to make every opportunity to be for learning. They also have higher ethic than teachers who are not teaching according to their educational certificate background with statistically significant at the .05 level.
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Acharya, Laxman. "Educational Aspiration, Dropout and TEVT." Journal of Training and Development 2 (August 11, 2016): 69–78. http://dx.doi.org/10.3126/jtd.v2i0.15440.
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This paper explores and discusses the root causes of dropout in an ethnic community in Nepal and then suggests of mandating technical and vocational education in secondary level education as one of the solutions that increases both efficiency and output of education system. In doing so, I carried out an ethnographic research as the part of my Ph.D, in ethnic community of Tamang people in one rural areas of Kathmandu district. I applied prolong field observation and in depth interview to explore their perception regarding school education. I came with the understanding that people had very low level of aspiration from existing school education. People were experienced only two roles of education in their life. First, many community people perceived role of education for them was nothing more than getting literacy skills: read and calculate. Second, some other people thought that school education was useful to increase the little hope of getting the low level of job. However having simply the school level certificate had no guarantee of getting a job. It needed to have a good network or to bribe the people who were in power. In order to materialize these two aspirations, grade 8 was enough so they were not bothered for completing school level education. However a very few community people considered school education as a foundation for higher education to lead to gain power, prestige and property. In this regard, I argue that mandating technical and vocational education in secondary level education that helps not only to fulfill the basic aim of education of developing employability among school graduates but also enhance the efficiency and outcome of school education system.