Artykuły w czasopismach: „General Certificate of Secondary Education”

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Joseph, Keith, i Nicholas Edwards. "General Certificate of Secondary Education: The National Criteria for Mathematics". Teaching Mathematics and its Applications 4, nr 1 (1985): 1–6. http://dx.doi.org/10.1093/teamat/4.1.1.

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Pharoah, P. O. D. "General Certificate of Secondary Education performance in very low birthweight infants". Archives of Disease in Childhood 88, nr 4 (1.04.2003): 295–98. http://dx.doi.org/10.1136/adc.88.4.295.

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Griffin, Jacky. "Computer studies for the general certificate of secondary education: Teaching through applications". Computers & Education 12, nr 3 (styczeń 1988): 443–51. http://dx.doi.org/10.1016/0360-1315(88)90040-1.

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Zeng, Desheng, Xiaodan Chen, Shuanglong Pang, Xue Jiang, Chunyang Chen i Jun Nie. "Research on the reform of integrated talent cultivation of middle and high school undergraduate in the context of 1+X certificate". SHS Web of Conferences 178 (2023): 02003. http://dx.doi.org/10.1051/shsconf/202317802003.

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With the deepening of industrial transformation and upgrading and reform of vocational education, the demand of society for high-level vocational technicians has increased. Combining with the “20 articles of vocational education” and “1+X” certificate system pilot project, based on the existing system of secondary and higher vocational education in our college, we jointly carry out the reform of “integration of courses and certificates” with Guangdong University Of Science & Technology. According to the characteristics of the school’s majors, the vocational skill level certificate of “intelligent computing platform application development” was selected as a pilot reform, and the X certificate was fully utilized as the basic measure and standard for practitioners to measure their competence, so as to build an integrated talent training system of middle and high school, and to realize the organic connection between the curriculum systems of middle school, high school and undergraduate levels. This will help cultivate more excellent technical skills talents for the Guangdong-Hong Kong-Macao Greater Bay Area and is expected to provide a reference for building a perfect vocational education system.

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Łączek, Marcin. "Brytyjscy Polacy – polscy Brytyjczycy: osiągnięcia młodego pokolenia emigracyjnego w zakresie języka ojczystego na podstawie analizy egzaminu General Certificate of Secondary Education (Polish)". Neofilolog, nr 49/2 (15.12.2017): 257–72. http://dx.doi.org/10.14746/n.2017.49.2.07.

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The article concentrates on achievements of the younger generation of emigrants in the mother tongue based on an analysis of General Certificate of Secondary Education (Polish). At its beginning, the author lays out some of the issues concerned with bilingual glottodidactics and Polish education abroad (the latter is presented in an exolingual context; here: based on England). In the further course, a reference is made to English educational system with a particular stress put on Key Stage 4 examinations, that is General Certificate of Secondary Education (here: in Polish). The data gathered come from one of the AQA centres in which the author of the present text worked.

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MesfinAnteneh, Atalay. "Assessment of Content Validity in Ethiopian General Secondary Education Certificate of English Examinations". International Journal of Computer Applications 91, nr 5 (18.04.2014): 26–37. http://dx.doi.org/10.5120/15879-4846.

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Moea, Kananelo Sylvester. "Curriculum Ideology of the Lesotho General Certificate of Secondary Education Literature in English". American Journal of Arts and Human Science 1, nr 4 (18.10.2022): 1–9. http://dx.doi.org/10.54536/ajahs.v1i4.703.

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Lesotho’s education system has been and is, like countries’, undergoing a drastic curriculum metamorphosis. Nonetheless, there exists a lack of knowledge in teachers of the ideologies underpinning their subjects thus a problem arising in pedagogical practices. This study was set to analyse the curriculum of the Lesotho General Certificate of Secondary School Literature in English syllabus, identifying the dominant curriculum ideology (ies), ranging from the most dominant to the least in context to Lesotho education system. The results revealed that the most dominant ideology is the Learner- centred ideology, followed by the Scholar-Academic, then the Social- Efficiency and last, the Social Reconstruction ideology. The conclusion is that learning of this syllabus proves that a product of Literature in English will be someone who is creative, independent and equipped in high order critical thinking and analysis. Also, the findings reveal that study of Literature situates a learner, to a certain extent, as a member of society and also one who can function as a scholar in various disciplines. However, per the findings, there is a lot more to be done as far as Social Reconstruction is concerned. Learners seem to be catered for being individuals in their development instead of also balancing areas that will enhance ability to discern social concerns and even be in a position to alleviate them

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Hanley, Betty. "Gender in Secondary Music Education in British Columbia". British Journal of Music Education 15, nr 1 (marzec 1998): 51–69. http://dx.doi.org/10.1017/s0265051700003764.

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This study is a replication of Dr Lucy Green's (1993) research using responses to an open-ended questionnaire to interpret music teachers' perceptions about boys' and girls' achievements in music classes compared to their results on the General Certificate of Secondary Education examinations (GCSE) in music. Using a revised questionnaire, the British Columbia study examined secondary music teachers' perceptions of gender issues and compared them with Grade 12 Examination results. The impact of gender beliefs was most evident in composition, where the provincial grades contradict teachers' perceptions of success and where the possible impact of technology on girls has not yet been acknowledged.

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Ullah, Hazir, Raza Ullah i Muhammad Shoaib. "A Cultural Transformation: Pakistani Girls Outperforming Boys in Education". Summer 2023 4, nr 3 (30.09.2023): 173–83. http://dx.doi.org/10.55737/qjss.355122226.

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In this paper, we highlight and present a nuanced picture of girls’ outperformance and boys’ underperformance in education in the urban centres of Pakistan. This is a very interesting and remarkable gender reverse trend in education performance in the dominated socio-cultural context of Pakistan. The paper takes into account the annual results of two examination boards: a) Board of Intermediate and Secondary Education (BISE) Peshawar and b) Board of Intermediate and Secondary Education (BISE) Faisalabad, Pakistan. Employing content analysis techniques, we have examined young boys’ and girls’ educational performance in secondary school certificate (SSC) and higher secondary schools certificate (HSSC) examinations from 2002 to 2016. The paper takes into account the first three positions as an indicator of outperformance. The paper simply highlights the trend of structure transformation and does not inquire about reasons for boys’ underperformance and girls’ outperformance. The study findings suggest that girls are outperforming boys in the urban centres of Pakistan.

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Dyson, Anthony. "Style, Technique, Context: Art and Design History in the General Certificate of Secondary Education". Art Education 42, nr 1 (styczeń 1989): 12. http://dx.doi.org/10.2307/3193183.

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Newton, P. E. "The Reliability of Marking of General Certificate of Secondary Education Scripts: mathematics and English". British Educational Research Journal 22, nr 4 (wrzesień 1996): 405–20. http://dx.doi.org/10.1080/0141192960220403.

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Boateng, Justice Kojo Gabriel Agyenim, i Joseph Tufuor Kwarteng. "Effect of Undergraduate Business Students’ Entry Characteristics on Academic Success". Education Research International 2023 (4.07.2023): 1–9. http://dx.doi.org/10.1155/2023/2172096.

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The purpose of this study is to explore the effects of undergraduate business students’ entry characteristics (West African Senior Secondary Certificate Examination (WASSCE), Senior Secondary School Certificate Examination (SSSCE), General Certificate of Education (GCE) ordinary level certificate, and matured entry) on academic success in terms of cumulative grade point average (CGPA), competencies (soft skills), acquired, and overall academic performance. Through a cross-sectional survey, 382 final year business students were selected from two universities in Ghana to participate in the study. Academic records of the students were obtained and complementary primary data were collected from these same respondents through questionnaire administration. Data were analyzed using PLS–SEM. The only statistically significant results the study established were that WASSCE has a positive relationship with competences and overall academic performance, and mature entry also had a negative relationship with competence. The study recommended revisions to the current admission criteria as universities need to entrench individualized curricula to cater the diversity occasioned by the variety of entry qualifications students. While direct applicants (e.g., applicants with WASSCE) may follow the current curriculum, bridging courses may be necessary to bring the mature applicants to the level of the direct applicants to ensure parity of knowledge.

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Gammon, Vic. "The subject general knowledge of secondary music PGCE applicants". British Journal of Music Education 20, nr 1 (marzec 2003): 83–99. http://dx.doi.org/10.1017/s0265051702005235.

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In this paper I explore the musical general knowledge of 46 applicants for places on a secondary Postgraduate Certificate in Education (PGCE) music course. The applicants took a 35-question quiz designed to indicate something of their subject knowledge in connection with aspects of the Western art music tradition, knowledge of Western musical instruments and world musics. I will discuss methodological problems related to the use of the quiz results, then analyse the results. The analysis reveals patterns of strength and weakness in the subject knowledge of the applicants that are related to their educational and other musical experiences. Significant absences in areas of knowledge needed to teach the National Curriculum are detected. I then move on to consider the findings in the light of the new Benchmark Statement (QAA, 2002) for music degrees in the UK. Noting that no given body of knowledge is prescribed in the Benchmark Statement that both describes and governs the content of music first degrees, I raise questions about the difficulties this creates for all concerned.

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Wachiye, Herman J., Jackline K. A. Nyerere i Thaddaeus O. Rugar. "Subsidized secondary education policy on pass rates in Kenya certificate of secondary education in public secondary schools in Bungoma County, Kenya". International Journal of Research and Innovation in Social Science 06, nr 04 (2022): 166–70. http://dx.doi.org/10.47772/ijriss.2022.6412.

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Subsidization of the public secondary school education by the government of Kenya in 2008 witnessed a tremendous growth in the student population at this level of education. This scenario led to an over enrollment and a strain on the existing learning facilities and infrastructure in most public secondary schools in Kenya, including those in Bungoma County . Under these circumstances, the question that remained unanswered was ; what was the effect of the subsidized secondary education policy (SSEP) on the student pass rates in the Kenya certificate of secondary education (KCSE) in the public secondary schools in Bungoma County ? The purpose of this study was to analyze the change brought about by the SSEP on the student pass rates in the KCSE in public secondary schools in Bungoma County, Kenya. The findings of this study revealed that, the subsidized secondary education policy significantly improved the student pass rates in KCSE in the public secondary schools in the County, from a mean of 70.53% before the introduction of the subsidy, to a mean of 75.82% after introduction of the subsidy, with a p-value of less than 0.05( p<0.05). In conclusion, the SSEP improved the student pass rates in the KCSE. On the basis of the conclusion, it was recommended that the government should uphold the subsidized secondary education policy in public secondary schools, because it has the potential to sustain improved student pass rates in KCSE in public secondary schools in Bungoma County and Kenya at large.

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Gayle, Vernon, Susan Murray i Roxanne Connelly. "Young people and school General Certificate of Secondary Education attainment: looking for the ‘missing middle’". British Journal of Sociology of Education 37, nr 3 (15.08.2014): 350–70. http://dx.doi.org/10.1080/01425692.2014.935292.

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McCaldin, Tee, Kevin Woods, Kerry Brown, Rob Buck, Nicola Fairhall, Emma Forshaw i David Soares. "Student experiences of the 2020 cancellation of England’s General Certificates of Secondary Education (GCSEs)". Psychology of Education Review 47, nr 1 (2023): 61–70. http://dx.doi.org/10.53841/bpsper.2023.47.1.61.

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In 2020, school closures in England due to the Coronavirus (‘Covid-19’) pandemic resulted in the cancellation of high-stakes examinations and their replacement with teacher-based assessments. These changes represented a significant change for students who had been preparing to undertake examinations for the ‘end-of-school’ General Certificate of Secondary Education (GCSE). This research reports part of a survey that explored the experiences of these students, with a particular focus on students’ psychological responses. Two hundred and twelve students responded to a questionnaire survey that asked them to reflect on their feelings about the changes to the GCSE assessment. Responses were analysed using both thematic and content analysis and revealed five themes: Issues of control; Issues of fairness; Issues of communication and decision making; A shifted path; and The impact of the changes. We re-emphasise the attested value of forms of ongoing dialogue with students about their assessment experiences and consultation with them about decision making in assessment in order to inform planning to optimise student assessment experience.

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Murnane, Richard J., John B. Willett i Kathryn Parker Boudett. "Does a Ged Lead to More Training, Post-Secondary Education, and Military Service for School Dropouts?" ILR Review 51, nr 1 (październik 1997): 100–116. http://dx.doi.org/10.1177/001979399705100107.

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Using data from the National Longitudinal Survey of Youth for the years 1979–91, the authors investigate how school dropouts' acquisition of a General Educational Development certificate (GED) affected the probability that they would obtain training, post-secondary education, or military service. The authors use the longitudinal data to estimate prototypical training and education profiles. They find that the probability that a dropout participated in post-secondary education or non-company training was greater after GED receipt than before for both men and women. Still, less than half of GED recipients obtained post-secondary education or training by age 26.

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Emeka, Anichebe Gregory. "Verification and Processing of Academic Certificates Using Web Services". PERSPEKTIF 13, nr 1 (30.01.2024): 311–18. http://dx.doi.org/10.31289/perspektif.v13i1.10658.

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A web service is a set of code of a server application that performs a specific task or service whenever it is invoked through a Remote Procedure Call (RPC) by a client application that is connected to the server over the Internet. Web services are one of the digital strategies that can be used by the government for curtailing academic certificate scandals being perpetrated by fraudulent individuals in various sectors of the economy. The traditional method of checking academic records and certificates manually is inefficient and prone to forgery by unscrupulous elements. Similarly, the e-transcript system being adopted by some organizations to authenticate the academic qualifications of individuals for possible admission or employment still involves a manual process. The objective of this work therefore is to show how web services for certificate verification of all tiers of the educational system in Nigeria can be maintained by one central body which is the Federal Ministry of Education in Nigeria to enable various end-users (such as educational institutions, commercial organizations, etc) use the web services to authenticate and process the academic records of individuals effortlessly. A simulated data of 20 SSCE results of students who completed their secondary school education at various institutions was used to illustrate the application of a web service. The web service program was written in Java. A client application which was also written in Java was used to query the web service through RPC to authenticate and process the certificate claims of a sample of five students for admission into a tertiary institution. Results showed that the web service excellently ascertained the eligible candidates for admission and those that were not. The web service technology is therefore highly recommended for use by the federal ministry of education in Nigeria to eradicate the academic certificate scandals amongst the citizenry.

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Nguyen Tue, Anh, i Ninh Tran Trung. "CHEMISTRY EXERCISES IN IGCSE EXAM AND VIETNAMESE EXAM FOR STUDENT IN GRADE 9: WHAT ARE THE DIFFERENCES?" Journal of Science Educational Science 65, nr 12 (grudzień 2020): 201–11. http://dx.doi.org/10.18173/2354-1075.2020-0124.

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IGCSE is the short term of International General Certificate of Secondary Education. This is one of the most popular Certificates for secondary school seniors before they come to the next levels such as A-level or pre-university. This article introduces about IGCSE chemistry program of the United Kingdom, one of the best educations in the world, and focuses on analyzing the differences between chemistry exercises in Vietnamese grade 9 students’ exams and the ones of the IGCSE program. From the comparison, the research also gives some comments about the chemistry exercises in IGCSE exams like strong points or limitations when we apply it in Vietnam. The object of this research is the comparison between the IGCSE program and the Vietnamese program in terms of chemistry exams, apply to Vietnamese grade 9 students, except the ones who take the national\international exams for outstanding students. The experiences of building up diverse and practical chemistry exercises, focusing on the chemical nature of Cambridge are valuable lessons for Chemistry teachers in Vietnam.

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Mansurjonovich, Juraev Muzaffarjon. "Experience Of Cambridge Curricula In Ensuring The Continuity Of Curricula In The Field Of “Computer Science And Information Technology” In The System Of Professional Education". American Journal of Interdisciplinary Innovations and Research 03, nr 11 (13.11.2021): 26–32. http://dx.doi.org/10.37547/tajiir/volume03issue11-05.

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This article highlights about introducing students to the basics of science, the general principles of human activity, the formation of general, digital and material culture, the acquisition of specific skills, as well as finding innovative solutions to practical problems based on digital technologies in vocational education institutions and the experience of world-renowned, world-renowned, and successfully implemented curricula will play an important role in its implementation. In particular, the Cambridge International General Certificate of Secondary Education curricula are among them.

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Mkhize, Msizi Vitalis, Muntuwenkosi Abraham Mtshali i Khumbuzile Sithebe. "School-based factors affecting Grade 12 accounting learners’ performance in the General Certificate Secondary Examination (GCSE) in Eswatini". South African Journal of Education 42, nr 1 (28.02.2022): 1–12. http://dx.doi.org/10.15700/saje.v42n1a2066.

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In the sequential explanatory mixed methods study reported on here we examined school-based factors contributing to the poor performance of Grade 12 accounting learners’ the GCSE in the Lubombo and Manzini regions of Eswatini. The random sample for the quantitative phase comprised 400 accounting learners and 80 accounting teachers from 10 schools performing well, achieving good results, and 10 schools performing poorly, achieving low quality results. Purposive sampling was used for the qualitative phase to select 6 learners and 4 teachers from schools that performed well, and 6 learners and 4 teachers from schools that performed poorly. The data collection instruments were questionnaires and semi-structured interviews. Quantitative data were analysed using the Statistical Package for Social Sciences (SPSS), while thematic analysis was used for the qualitative data. Incongruities existed between learners’ and teachers’ perceptions of the school-based factors affecting Grade 12 accounting learners’ performance in the GCSE in Eswatini. The quantitative results indicate the variables contributing to poor learner performance in accounting as lower period allocation; checking of learners’ work; setting a minimum on the number of tests per term; timely delivery of textbooks; provision of study time; discussion of results, and motivation of teachers and learners. Teachers, on the other hand, felt that the variables affecting learners’ performance were setting a minimum on the number of tests per term; awarding pupils for good performance; placing emphasis on science subjects; the provision of reference material; motivation of teachers and learners; checking of learners’ work; subject combinations; lower period allocation; discussion of results, and timely delivery of textbooks. The qualitative results reveal that learners identified common school variables contributing to their poor performance as not receiving textbooks on time, their work not being checked, and a lack of parental involvement. Teachers identified delivery of textbooks, emphasis on science subjects, and teachers’ poor motivation and administration as school variables contributing to learners’ poor performance in accounting. The relationships between school variables and demographic variables were found to be low. This study offers insight into what secondary school accounting teachers in emerging economies may experience as variables that affect learners’ performance in accounting, and the need to pursue pedagogical practices that can respond to these variables.

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Tønder, Anna Hagen, i Tove Mogstad Aspøy. "When Work Comes First: Young Adults in Vocational Education and Training in Norway". International Journal for Research in Vocational Education and Training 4, nr 3 (22.11.2017): 270–88. http://dx.doi.org/10.13152/ijrvet.4.3.5.

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Since reforms implemented in 1994, vocational education and training (VET) in Norway has been integrated and standardized as part of upper-secondary education. When young people enter upper-secondary education at the age of 15 or 16, they can choose either a vocational programme or a general academic programme. The standard model in vocational programmes is 2 years of school-based education, followed by 2 years of apprenticeship training. However, in practice, only a minority follow the standard route and acquire a trade certificate within 4 years. The average age upon completion of a vocational programme in Norway is 28 years, which is among the highest in the OECD. The purpose of this study was to explore personal trajectories within the Norwegian context to gain a better understanding of why people choose to obtain a trade certificate as young adults, instead of following the standardized route, drawn up by policy makers. Qualitative interviews were conducted with 34 people who obtained a trade certificate when they were aged between 25 and 35 years. The study showed that the opportunity to acquire formal VET qualifications through workplace learning provides an important second chance for many young adults in Norway. Based on the findings, we argue that policy makers need to see educational achievement in a long-term perspective and to design institutional structures that support learning opportunities at work, as well as in formal educational settings.

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Woods, Kevin. "Access to General Certificate of Secondary Education (GCSE) examinations for students with special educational needs: what is ‘best practice’?" British Journal of Special Education 34, nr 2 (25.07.2007): 89–95. http://dx.doi.org/10.1111/j.1467-8578.2007.00461.x.

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Childs, Ann, i Jo‐Anne Baird. "General Certificate of Secondary Education (GCSE) and the assessment of science practical work: an historical review of assessment policy". Curriculum Journal 31, nr 3 (10.01.2020): 357–78. http://dx.doi.org/10.1002/curj.20.

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Sulaieva, N., i T. Batiievska. "PROFESSIONAL COMPETENCE FORMATION OF FUTURE TEACHERS OF THE INTEGRATED COURSE “ART”". Aesthetics and Ethics of Pedagogical Action, nr 27 (20.06.2023): 99–112. http://dx.doi.org/10.33989/2226-4051.2023.27.282138.

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The article presents the analysis results of educational practices for future teacher training for teaching the integrated course “Art”, which made it possible to ascertain the presence of a specific approach of higher pedagogical educational institutions to the necessary competencies formation. It has been emphasized that institutions of higher education choose different paths. The first one is deepening the content of individual academic disciplines of educational and professional training programs for music teachers, fine arts teachers, or choreography teachers with information that contributes to competencies formation for teaching the integrated course “Art”. The second one is the introduction to the educational and professional programs “Secondary Education (Musical Art)”, “Secondary Education (Fine Arts)” or “Secondary Education (Choreography)” of individual educational components aimed at students mastering other types of art and their teaching methods with the aim of preparation of future teachers for the integration of various kinds of art in the process of art education. It has been emphasized that one of the ways of professional training of a teacher of the integrated course “Art” at Poltava V. G. Korolenko National Pedagogical University is a combination of the above-mentioned approaches with the introduction to the educational process of students majoring in “Secondary Education (Musical Art)”, of the certificate educational program “Integrated Course “Art” for Institutions of General Secondary Education”. It is noted that the proposed certificate educational program provides for the presence of such educational components as “History of Culture”, “Art Pedagogy”, “Theory and History of Fine Arts”, “Theory and History of Choreographic Art”, “Fundamentals of Theater and Screen Art”, “Non-Formal Art Education”, “Methodology of Teaching Fine Arts”, “Methodology of Teaching Choreographic Art”, “Multimedia Technologies in Education and Art”, “Computer Arrangement", etc. It has been emphasized that mastering the content of the above-mentioned educational components by future teachers of musical art is the key to the necessary competencies formation for teaching the integrated course “Art” in a general secondary educational institution.

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Pilsbury, Christopher, i Philomena Alston. "Too fine a net to catch the fish? An investigation of the assessment of composition in GCSE Music". British Journal of Music Education 13, nr 3 (listopad 1996): 243–58. http://dx.doi.org/10.1017/s0265051700003272.

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In this study, the authors set out to investigate the assessment of musical composition in the General Certificate of Secondary Education (GCSE), according to the criteria and marking system of a ‘typical’ examining board. In this article they describe how they conducted their investigations, what they found, what they suggest may be reasons for those findings, and how it might be possible to make improvements in the assessment procedures.

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Woods, Kevin. "Deciding to provide a ‘reader’ in examinations for the General Certificate of Secondary Education (GCSE): questions about validity and ‘inclusion’". British Journal of Special Education 31, nr 3 (1.09.2004): 122–27. http://dx.doi.org/10.1111/j.0952-3383.2004.00342.x.

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Warren, Lisa J. "School-related stress and coping strategies in Victorian Year II students". Australian Educational and Developmental Psychologist 17, nr 2 (2000): 44–57. http://dx.doi.org/10.1017/s0816512200028145.

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AbstractAdolescents who are coping with their final years of secondary schooling may be stressed. The Victorian Certificate of Education (VCE) has been the subject of considerable anecdotal controversy, including concerns over the level of stress that it places upon students and its effect on students’overall well-being. The present study provides some initial empirical data to inform this debate. The Australian Adolescent Problems Inventory, the Adolescent Coping Inventory, and the General Health Questionnaire were used to examine the constructs of school-related stress, coping, and well-being in 118 Year II Victorian secondary school students. Students reported a range of school-related problems. They coped by positive avoidance or problem-focused methods that promoted independence. Students reported feeling high levels of global stress. Anticipation of the final year of schooling placed pressure on young people, but students found several ways to cope with the demands. Therefore, it could not be concluded that the Victorian Certificate of Education was significantly related to unhealthy levels of stress, worry, and poor coping.

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Putwain, David William. "How is examination stress experienced by secondary students preparing for their General Certificate of Secondary Education examinations and how can it be explained?" International Journal of Qualitative Studies in Education 24, nr 6 (listopad 2011): 717–31. http://dx.doi.org/10.1080/09518398.2010.529840.

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Kering, Gedion kiptanui, i David Kipkasi Kessio. "Towards Attainment of Kenya Certificate for Secondary Education: Role of School Culture in Kenya By". INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 14 (22.03.2023): 1–17. http://dx.doi.org/10.24297/ijrem.v14i.9372.

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Empirical research revealed that Kenya is experiencing poor performance in the Kenya Certificate for Secondary Education (KCSE) within the context of subsidized secondary education adopted in 2008. School culture has been considered a central concept that changes how schools operate, improve educational results and is heavily influenced by its institutional norms and history which could be an obstacle to over all performances. The purpose of the study therefore was to determine school culture and its influence on KCSE attainment in Nandi Central Sub County Kenya. The study was guided by the following objectives: To establish form(s) of culture(s) that is/are practiced. To determine the relationship between school motto, vision, mission statement, to determine the relationship between school rules, regulations and the attainment of KCSE in public secondary schools in Kenya and to establish the relationship between Internal assessment exams and attainment of KCSE in public secondary schools in Kenya. This study adopted convergent triangulation mixed method research design; Pragmatic philosophical paradigm was employed. This study was guided by dual factor theory by Fredrick Herzberg 1957. The study was conducted in Nandi Central Sub-County, Nandi County involving 20 secondary schools. There were 352 respondents comprising of 20 principals, 81 form four class teachers and 251 form four students selected using simple random, stratified sampling and purposive technique.. The data from the study was collected using questionnaires, interview, document analysis and direct observation. Data generated from this study was both quantitative and qualitative. Analysis of quantitative data involved, use of inferential statistical analysis where data was coded and entered into a Statistical Package for Social Sciences (SPSS) version 26. In qualitative approach, data was analyzed thematically by organizing themes corresponding to the study objectives. The study revealed that, there was a statistically significant relationship between forms of cultures practiced and attainment of KCSE in Kenya (p=0.019<0.05). School motto, vision and mission statement is statistically significantly associated with attainment of KCSE in Kenya (X2=93.572, p=0.000<0.05). School rules, regulations, policies are statistically significantly associated with attainment of KCSE in Kenya (X2=16.083, p=0.003<0.05). Regular internal assessment exams are statistically significantly associated with attainment of KCSE in Kenya (X2=14.821, p=0.005<0.05). The study concluded that forms of culture practiced in schools include; equal distribution of educational resources and learning opportunities, made students and staff feel emotionally and physically safe, high concern for staff/students combined with strong performance expectations and being centered on performance with little regard for staff and students. School motto, vision, mission statement should spell out the purpose of the school, create a new and deeper relationship among students and staff and consist of a new-defined ideology of the school, for example fundamental values and beliefs. Set rules and regulations direct student’s social and academic discipline that translates into performance by guiding student’s behaviors. The study recommends that schools should ensure that their school motto, vision, mission statement spell out the purpose of the school and this would create a new and deeper relationship among students and staff.

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Macharia, Margaret, Ursulla Okoth i Mercy Mugambi. "Teachers’ appraisal of classroom physical environment on students’ academic performance in Kenya certificate of secondary education in Laikipia county". Journal of Quality in Education 13, nr 22 (20.11.2023): 96–112. http://dx.doi.org/10.37870/joqie.v13i22.385.

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The Universal Declaration of Human Rights has declared that education is fundamental human rights to the well-being of any society. Therefore, the study was motivated by the need to improve students’ academic performance in Kenya Certificate of Secondary Education examination, a case in Laikipia County, Kenya. The study was guided by one objective. To determine the extent to which appraisal of teachers on classroom physical environment influences students’ performance in Kenya Certificate of Secondary Education in Laikipia County. The study targeted 94 public secondary schools which comprises of 94 principals and 1100 teachers in Laikipia County. Purposive sampling was used to select 45 principals while simple random sampling was used to select 300 teachers. Questionnaires were used to collect data from principals and teachers. The findings of the null hypothesis there is no significant relationship between teacher appraisal on classroom physical environment and students’ performance using Chi square test was (df=16, Pearson X2=233.083, p=0.005 at 0.05 significance level). The null hypothesis was rejected hence there is a significant relationship between teacher appraisal on classroom physical environment and students’ performance to both principals and teachers to enhance establishment of effective appraisal process and Teachers Service Commission to have a well-placed sound policy and include all stakeholders, well-defined criterion on how to appraise, promote and appoint competent and experienced principals because a number of them lack competency in appraisal process.

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Bédard, Yvan, Pierre Gagnon i Paul-André Gagnon. "Modernizing surveying and mapping education: the programs in geomatics at laval university". CISM journal 42, nr 2 (lipiec 1988): 105–14. http://dx.doi.org/10.1139/geomat-1988-0009.

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Several studies and symposiums have stated that the surveying and mapping profession is evolving rapidly and that post-secondary education should be modernized. Laval University has recently revised its undergraduate curriculum and the result, implemented in the autumn of 1986, is a modern innovative program that leads to a B.A.Sc. in geomatics. In addition, a one-year Certificate in Geomatics presently being prepared is introduced. Finally, the word “geomatics”, widely used in French, is explained and the B.A.Sc. curriculum is given in the annex.

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Fatemah, Henna. "Perceptions of Teachers towards Assessment Techniques at Secondary Level Private School of Karachi". Journal of Education and Educational Development 2, nr 2 (8.02.2016): 134. http://dx.doi.org/10.22555/joeed.v2i2.443.

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This paper sets out to explore the perceptions of teachers towards assessment techniques at a secondary level private school of Karachi. This was conjectured on the basis of the circumstances of parallel boards in the education system of Pakistan and its effectiveness within the context with respect to the curriculum. This was gauged in line with the forms and techniques of assessment corresponding with the curriculum. A qualitative research design based on interviews was chosen for this study. Purposive sampling was used to select the teachers from a school. The findings of the study revealed that the General Certificate of Secondary Education (GCSE) is best suited to assess students’ knowledge and skills and the teachers viewed that in order for students to be accomplished in this board, the ways of assessment must take a more meaningful measure of evaluating student’s progress.

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Pontes, Ana Isabel, Matt Henn i Mark D. Griffiths. "Youth political (dis)engagement and the need for citizenship education: Encouraging young people’s civic and political participation through the curriculum". Education, Citizenship and Social Justice 14, nr 1 (15.10.2017): 3–21. http://dx.doi.org/10.1177/1746197917734542.

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Over the past two decades, there has been a wide-ranging debate about the impact of citizenship education on young people’s political engagement and participation across Britain. Using data from a survey of 1025 young people aged 18 years at the time of the 2010 General Election, we examined the impact that studying for a formal qualification in General Certificate of Secondary Education in Citizenship Studies has on young people’s political and civic engagement. Drawing from the hypothesis that those young people who took the course would be more engaged than those who did not, results demonstrated that there are many differences between the two groups in terms of their political perspectives as well as their past and future patterns of political participation.

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Batubo, Batubo, Love Obarasua i Prof (Mrs) Goodness W. Orluwene. "Psychometric Analysis of 2018-2020 Basic Education Certificate Examination Mathematics Objective Test Items". EAS Journal of Psychology and Behavioural Sciences 4, nr 1 (22.02.2022): 33–39. http://dx.doi.org/10.36349/easjpbs.2022.v04i01.005.

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The study analyzed the psychometric properties of Mathematics Objective test items in Basic Education certificate examination from 2018 to 2020 academic sessions in Rivers State. Three research questions guided the study; Evaluation and descriptive survey designs were employed for the study. In determining the psychometric properties of the test items, a sample of 1500 JSS3 marked students’ scripts were randomly drawn from six Local Governments Areas using the multistage sample approach of purposive and proportionate techniques, out of the population of 19056 JSS3 marked students’ scripts in the 105 public secondary schools in the six Local Government Areas in Rivers State. Past mathematics objective test items question papers and JSS1 to JSS3 curriculum and syllabus were used as the instrument for data collection, R. Software was used to calculate the reliability, difficulty indices, discrimination indices and distracter indices, while percentage, frequency and scheme of work were used to ascertain the content validity. The findings indicated that the objective test items content area were not in adequate proportion, the co-efficient of internal consistency was high, Basic Education Certificate Examination 2018 had the highest reliability coefficient. All the test items passed the psychometric properties criteria. It was recommended among others, options that options that distracted those in the high ability needs to be reviewed for effectiveness in attracting the low ability students, for example item 60 was a bad distracter as it had a negative value. This would improve students’ academic performance in Mathematics in Basic Education Certificate Examination in Rivers State.

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Ramatlala, Mogomotsi, i Johnson Nenty. "Gender as a Factor in the Prediction of Performance in Botswana General Certificate of Secondary Education Physical Education Examinations by Coursework and Forecast Grades among Senior Secondary School Students". Advances in Physical Education 02, nr 01 (2012): 32–37. http://dx.doi.org/10.4236/ape.2012.21006.

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Zhebago, Emmanuel Peter, i Mohammed Dauda. "Effect of Certificate on Knowledge and Skills Acquisition in Nigeria: A Case Study of Some Selected Tertiary Institutions in Nasarawa State". JOURNAL OF PUBLIC ADMINISTRATION AND SOCIAL WELFARE RESEARCH 7, nr 1 (11.08.2022): 1–16. http://dx.doi.org/10.56201/jpaswr.v7.no1.2022.pg1.16.

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The study identifies and examines the emerging gap between certificate, knowledge and skills acquisition in the Nigeria educational system especially at the tertiary level. The quality of every emerging nation to greatness is measured on the strength of its human capital development through the acquisition of formal education as Nigeria cannot be an exception. The main problem that triggered this study is to find out the emerging gap of having certificate without corresponding knowledge in Nigeria? The main objective of this study is to examine the effect of certificate without corresponding knowledge and skills in Nasarawa State, Nigeria. The study analyzes the objective of higher education, meaning and importance of examinations, causes and in-depth analysis of examination malpractices in Nigeria tertiary institutions. The study adopts Human Capital Theory as its theoretical framework. The study adopts both primary and secondary method of data collections as its methodology by using simple percentage formula. Using the sample size of 300 out of the entire population of (3030), comprises of staff of Nasarawa State Polytechnic, Lafia (545), College of Agriculture, Science and Technology Lafia (498) Nasarawa State University, Keffi (1015) and Federal Polytechnic, Nasarawa (972). The adoption of criterion means in answering the research questions through the adoption of five point likerts scale format. The finding reveals that the general effects of having certificate without knowledge and skills in Nasarawa State tertiary institutions include promotion of mediocrity, low productivity, lack of quality research, falling academic standard, poor value systems, self-deceit and incompetence in career development. It also showed that the major stakeholders in the education sector shared in the blame of examination malpractices. In view of this, it was however recommended that; the Nigeria education system must wage-war against promotion of mediocrity, low productivity or research, falling academic standard and value systems, self-deceit and incompetence in career development. Secondly the major stakeholders in the Nigeria education sector should not aid and abet examination malpractices. The study concluded that certificate without corresponding knowledge is responsible for the collapse in the educational and societal value system in Nigeria

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Kosiorek, Małgorzata. "International education programmes as an element of educational change in the Polish education system". Studia z Teorii Wychowania XIII, nr 2 (39) (18.07.2022): 71–82. http://dx.doi.org/10.5604/01.3001.0015.9260.

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The main aim of the article is to present selected international education programmes implemented in Poland (International Baccalaureate, Advanced Placement, International General Certificate of Secondary Education) in the context of educational change. The background of the analyses is the metamorphoses in the Polish education system after the period of political transformation. Literature in the field of education policy, theory of educational systems, normative documents of educational law, European Union directives and programme documents of international organizations conducting and accrediting IB, AP, and IGCSE programmes were used for the research. The author argues that the educational change that took place after 1989 in the organization and structure of the education system made it possible to implement international education programmes and contributed to the democratization and socialization of the Polish education system. Currently, international education programmes constitute an attractive educational offer that provides a chance for continuing education at renowned foreign universities, makes it possible to efficiently find oneself on the global labour market, and also prepares young people to be active members of civil society, guided by such values of political and social life as respect for human rights, democracy, solidarity, freedom of speech, and tolerance.

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Alfred, Mugomba, Ssegawa E. James Kiggundu, Muwaga Musa i Juma Abdu Wamaungo. "The Contribution of Parents Involvement towards Students’ Academic Performance at Ugandan Certificate of Education in Public Secondary". Journal of Social Work and Science Education 4, nr 3 (7.10.2023): 1032–52. http://dx.doi.org/10.52690/jswse.v4i3.508.

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The research aimed to evaluate parental influence on students' academic achievement in high school. It investigated academic performance, parental involvement, and their impact on secondary school students. Using a cross-sectional survey with 357 participants including head teachers, teachers, students, and BOG members, a self-administered questionnaire was utilized. Results indicated 80-89% score improvements in reading and writing skills, though fluency requires over 90%. Homework had 80-98% accuracy, but stronger focus was needed. Poor concentration and attendance highlighted the necessity for more support. Students struggled with question comprehension and irregular achievement. Parental engagement in health programs scored neutrally, signaling a need for increased involvement. Involvement in learning-related responsibilities was hindered by behavioral issues. Positive correlations existed between parental engagement and academic success, including safety, diversity, and regulatory aspects. Writing materials positively impacted, while reading materials showed a decline. Counseling services exhibited a weak correlation. Overall, parental involvement significantly predicted UCE students' academic improvement (B = 0.502; p = .000 < 0.05), contributing to 50.2% positive changes.

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Wright, Ruth. "Music for all? Pupils' perceptions of the GCSE Music examination in one South Wales secondary school". British Journal of Music Education 19, nr 3 (28.10.2002): 227–41. http://dx.doi.org/10.1017/s0265051702000323.

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This article originated from a research project examining pupils' perceptions of the GCSE Music examination (for pupils aged 15–16) in one large secondary school in the United Kingdom. The research explored the hypothesis that pupils considered it necessary to have additional instrumental or vocal tuition outside class music lessons in order to secure a high grade in the examination. The research also hypothesised that, despite the egalitarian philosophy underpinning the General Certificate of Secondary Education (GCSE) examination system, the music course was still viewed by pupils as being élitist. It was concluded that although there were some very positive comments from pupils, GCSE Music was still not the intended examination for all.

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Prihatin, Ayu Umi, i Subiyantoro Subiyantoro. "Problems of Islamic Primary and Secondary Education in Era 4.0 In Indonesia". Nazhruna: Jurnal Pendidikan Islam 5, nr 1 (11.02.2022): 123–38. http://dx.doi.org/10.31538/nzh.v5i1.1909.

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This article aims to determine the policies and problems that exist in Islamic primary and secondary education in Indonesia in Era 4.0. This research method uses library research with a qualitative approach. The authority of schools to manage themselves is given by the government to develop the potential that exists in schools so that there are several things that are the duty of the government in terms of education, one of which is education management as stated in Law no. 23 of 2014 that the district or city government manages basic education. The national education policy for Islamic basic education includes Madrasah Ibtidaiyah and Madrasah Tsanawiyah which have been regulated in Minister of Religion Regulation No. 60 of 2015 concerning the Implementation of Madrasah Education, paragraphs 4 and 5. Then the national education policy on secondary education includes Madrasah Aliyah and Vocational Madrasah which have been regulated in Minister of Religion Regulation No. 60 of 2015 concerning the Implementation of Madrasah Education, paragraphs 6 and 7. The educational levels of MI, MTs, MA, and MAK are all under the auspices of the Minister of Religion. Islamic primary and secondary education in Indonesia in Era 4.0 include First, the lack of public interest in Islamic education. Second, the low quality of teachers, Third, government discrimination against the allocation of Islamic education funds. Fourth, Certificate oriented. Fifth, the low quality of each learning process management process in each educational unit.

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Makhnevich, D. "THEORETICAL OVERVIEW OF THE IMPLEMENTATION OF ELECTRONIC DOCUMENT MANAGEMENT IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION". Zhytomyr Ivan Franko state university journal. Рedagogical sciences, nr 1(112) (10.05.2023): 177–89. http://dx.doi.org/10.35433/pedagogy.1(112).2023.177-189.

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The article, based on the analysis of psychological and pedagogical literature, reflects the experience of implementing electronic document management in institutions of general secondary education. It is shown that the state of electronic document management in educational institutions is unsatisfactory and is at a low level of implementation. The global spread of information technologies and the development of information relations have made it possible to use technological and telecommunication resources and the Internet in the workplace and in the field of health care. Such a situation requires constant development, improvement and updating of the regulatory and legal framework of Ukraine and the creation of specialized norms and rules in this sphere Verkhovna Rada of Ukraine adopted the Law of Ukraine "On electronic devices. Documents and electronic document flow, electronic digital signature, telecommunications, mandatory copy of documents, National informatization program, communication system with state secrets, protection of information in the information and communication system, etc. The Law of Ukraine "On Electronic Documents and Electronic Document Management" establishes the basic organizational and legal principles of electronic document management and the use of electronic documents. Accordingly, the Law gives the following definitions of electronic documents: e-document - a document in which information is recorded in the form of electronic data and the main details of the document, including electronic digital signature. The legal validity of an electronic document (e-document) cannot be denied solely on the grounds that it is in electronic form. However, there are certain legal restrictions on the use of electronic documents as originals. In particular, the original certificate of the right to inheritance cannot be produced in electronic form; the document can only be produced as a copy in accordance with the law, until a centralized place is created to store the original electronic document. Electronic document management in institutions of general secondary education is an element of a high-tech, promising approach that can significantly increase the efficiency of the institution.

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Wilkinson, Hannah M., David W. Putwain i Andrea Mallaburn. "How do teachers communicate to students about forthcoming GCSE exams? An observational study". Psychology of Education Review 44, nr 2 (2020): 61–67. http://dx.doi.org/10.53841/bpsper.2020.44.2.61.

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High-Stakes exams, such as the General Certificate of Secondary Education (GCSE), have significant consequences for students and educators, which affects how teachers communicate to students about these exams. This study aimed to explore communications about exams, in the classroom. Observations were conducted within 30 lessons in a secondary school in the North West of England. Thematic analysis of the data produced four higher order themes: instructional practices, grade point, direction of message, and efficacy appeals. The analysis suggests that teachers may use communications about exams for a variety of different purposes, including: motivating students to revise for their exams, controlling in-class behaviour, and providing guidance to students about preparing for their exams.

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Arego, Christine, Lydia Wamocha i Eunice Majanga. "Extent of Implementation of ASEI-PDSI Approach in Teaching Mathematics in Secondary Schools in Butere Sub-County, Kakamega County, Kenya". British Journal of Education 10, nr 6 (15.05.2022): 67–78. http://dx.doi.org/10.37745/bje.2013/vol10n6pp6778.

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Activity, Student-centred, Experiment and Improvisation (ASEI) through Plan, Do, See, improve (PDSI) is used in Strengthening Mathematics and Science Education (SMASE); most commended pedagogy for Mathematics. Butere Sub County has been performing dismally in Mathematics in Kenya Certificate of Secondary Education (KCSE) examinations. This study assessed the extent to which ASEI-PDSI is used in teaching Mathematics in secondary schools in Butere Sub County. A descriptive survey design was adopted. The target population was 103 respondents. Sampling was done by stratified random sampling technique. Questionnaires and interview schedule were used to collect data. It was revealed that Mathematics teachers rarely used ASEI-PDSI approach in teaching mathematics. This was majorly blamed on lack of enough resources for the use of the approach and the approach being time consuming. It’s hoped that the findings of the study will provide information to the Ministry of Education and education stakeholders concerning the implementation of ASEI-PDSI approach to improve performance of Mathematics.

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Sabadash, Juliia, i Nataliia Marakhovska. "Training of museum studies experts and educators: design and implementation of the integrated certificate programme". Bulletin of Mariupol State University Series Philosophy culture studies sociology 12, nr 23 (2022): 110–20. http://dx.doi.org/10.34079/2226-2849-2022-12-23-110-120.

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The aim of the study is to explore the peculiarities of obtaining the qualification of a museum studies expert and educator by higher education seekers within the framework of the integrated certificate program “Museum pedagogy”. The article describes domestic and foreign experience of training specialists for the integrated field of museum pedagogy. The analysis of the scientific literature shows that while defining a museum educator researchers give primary importance either to museum or pedagogical component of their work. Therefore, the authors provide a comprehensive definition for a specialist in the field of museum pedagogy in the paper. It is shown that a museum studies expert and educator is able to combine cultural and pedagogical expertise and skills, develop teaching technologies through museums, design a museum-educational environment, experiment with museum and pedagogical methods and techniques. The content of the two-year certificate programme designed and implemented on the basis of Mariupol State University is comprised of ten three-credit academic disciplines, inter alia,“Museum Studies”, “History of Arts”, “Cultural Studies”, “Preservation of Historical Monuments of Ukraine”, “Practicum on Perception of Contemporary Art”, “Modern Museum Communications”, “Museum Didactics”, “Methodology of Museum Education”, “Art Pedagogy” and “Pedagogical Practicum”. In the focus of the programme are: acquisition of theoretical knowledge in museum studies, familiarisation with museum development in Ukraine and all over the world; enhancing the understanding of cultural and art orientations; development of skills to design and organise the educational process in institutions of general secondary education by means of museum pedagogy, and create a museum-educational environment. The paper gives rationale for the core competencies for a prospective museum studies expert and educator, enumerates the learning outcomes of the integrated certificate programme. The authors provide the requirements for text and visual content of the programme presentation.

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McGuffin, Samuel John. "An Investigation of the Effect of the Introduction of the General Certificate of Secondary Education (GCSE) on Performance at Advanced Level Chemistry in Northern Ireland". Research in Science & Technological Education 10, nr 2 (styczeń 1992): 143–51. http://dx.doi.org/10.1080/0263514920100203.

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Badmus, Olalekan, i Loyiso Jita. "Does further-mathematics performance predict student's achievement in Physics? A correlational diagnosis in senior secondary schools". Journal of Technology and Science Education 13, nr 1 (14.02.2023): 381. http://dx.doi.org/10.3926/jotse.1631.

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The awareness and application of the knowledge of Further Mathematics transcends the boundary of Physics as a discipline. The need to explore means of improving students’ achievement in physics remains valid in the parlance of research. The use of mathematical knowledge in resolving physics is established in the literature. Over the years, students offer general mathematics and physics at the same time, yet, perform unsatisfactorily in physics. The application of further mathematics in physics and vice versa is evident in the curriculum. This study explored predictively, the correlation in the achievement of students in physics and further-mathematics. Ex post facto research of the co-relation type was employed in the comparison of pro forma of respondents in West African Senior School Certificate examination (WASSCE). Purposive sampling technique was employed in the selection of 103 respondents for the study. PPMC and MANOVA was employed in the analysis of data. The study observed a significant prediction in the achievement of students offering further mathematics and physics. However, gender and school type were not significant influencer the correlation between these two subjects. This study recommended that equal opportunities exist for male and female students, as well as, in public and private schools in these subject areas.

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Denes, Gyorgy. "A case study of using AI for General Certificate of Secondary Education (GCSE) grade prediction in a selective independent school in England". Computers and Education: Artificial Intelligence 4 (2023): 100129. http://dx.doi.org/10.1016/j.caeai.2023.100129.

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Hassan, Uzma, Shazia Sadaf, Syed Moyn Aly i Lubna Ansari Baig. "STUDY HABITS;". Professional Medical Journal 25, nr 03 (6.03.2018): 466–72. http://dx.doi.org/10.29309/tpmj/18.4366.

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Aliska Nasution, Nindi. "FENOMENA PENCATATAN PERKAWINAN BAGI JANDA DI KUA KECAMATAN TANAH TUMBUH KABUPATEN TANJUNG JABUNG DITINJAU DARI HUKUM KELUARGA". Jurnal AL-MAQASID: Jurnal Ilmu Kesyariahan dan Keperdataan 9, nr 2 (10.10.2023): 183–210. http://dx.doi.org/10.24952/almaqasid.v9i2.8770.

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This article aims to find out the process of registering marriages for widows in Tanah Grow District, Tanjung Jabung Regency. Uniquely, what is used instead of the divorce certificate for the prospective bride and groom is a certificate from the Village Head as a document requirement for carrying out the marriage. Meanwhile, Article 6 paragraph 2 letter (f) explains explicitly that the marriage registration procedure for widows is "having a death certificate of the previous wife or husband or in the case of a divorce a divorce certificate (divorce certificate), for marriages for the second time or more" . From this article it can be understood that if a widow wants to get married and the marriage is to be registered, then it must fulfill the existing requirements, one of which is the existence of a divorce certificate issued by the Religious Court. The type of research used is juridical research or what is called field research, namely research carried out in certain places using a qualitative approach method. Meanwhile, the data sources used are primary and secondary. The data collection methods used were interviews, observation and documentation. The results of this research show that the reasons or considerations of the Tanjung Jabung District KUA Tanjung Jabung Regency for registering the marriage of a widowed woman without a divorce certificate are: the first husband had issued a divorce, which according to the KUA was valid to continue with the iddah period having ended. Meanwhile, the pillars and conditions of marriage according to fiqh have been fulfilled. However, the administrative requirements are insufficient, namely the lack of a divorce certificate from the local Religious Court, but the prospective bride and groom replace it with a certificate from the Village Head. In this way, the KUA is not legally prevented from marrying her because one condition is lacking, namely a divorce certificate. From the KUA's considerations or reasons for all these couples, it is clear that the KUA is essentially not implementing the statutory regulations completely, this is caused by various factors. The factors that caused the KUA to issue this letter were economic factors and educational factors, because the bride and groom were classified as underprivileged, especially considering that the level of education in general in the local community was still at elementary level.

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