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Kering, Gedion kiptanui, e 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 de março de 2023): 1–17. http://dx.doi.org/10.24297/ijrem.v14i.9372.
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Empirical research revealed that Kenya is experiencing poor performance in the Kenya Certificate for Secondary Education (KCSE) within the context of subsidized secondary education adopted in 2008. School culture has been considered a central concept that changes how schools operate, improve educational results and is heavily influenced by its institutional norms and history which could be an obstacle to over all performances. The purpose of the study therefore was to determine school culture and its influence on KCSE attainment in Nandi Central Sub County Kenya. The study was guided by the following objectives: To establish form(s) of culture(s) that is/are practiced. To determine the relationship between school motto, vision, mission statement, to determine the relationship between school rules, regulations and the attainment of KCSE in public secondary schools in Kenya and to establish the relationship between Internal assessment exams and attainment of KCSE in public secondary schools in Kenya. This study adopted convergent triangulation mixed method research design; Pragmatic philosophical paradigm was employed. This study was guided by dual factor theory by Fredrick Herzberg 1957. The study was conducted in Nandi Central Sub-County, Nandi County involving 20 secondary schools. There were 352 respondents comprising of 20 principals, 81 form four class teachers and 251 form four students selected using simple random, stratified sampling and purposive technique.. The data from the study was collected using questionnaires, interview, document analysis and direct observation. Data generated from this study was both quantitative and qualitative. Analysis of quantitative data involved, use of inferential statistical analysis where data was coded and entered into a Statistical Package for Social Sciences (SPSS) version 26. In qualitative approach, data was analyzed thematically by organizing themes corresponding to the study objectives. The study revealed that, there was a statistically significant relationship between forms of cultures practiced and attainment of KCSE in Kenya (p=0.019<0.05). School motto, vision and mission statement is statistically significantly associated with attainment of KCSE in Kenya (X2=93.572, p=0.000<0.05). School rules, regulations, policies are statistically significantly associated with attainment of KCSE in Kenya (X2=16.083, p=0.003<0.05). Regular internal assessment exams are statistically significantly associated with attainment of KCSE in Kenya (X2=14.821, p=0.005<0.05). The study concluded that forms of culture practiced in schools include; equal distribution of educational resources and learning opportunities, made students and staff feel emotionally and physically safe, high concern for staff/students combined with strong performance expectations and being centered on performance with little regard for staff and students. School motto, vision, mission statement should spell out the purpose of the school, create a new and deeper relationship among students and staff and consist of a new-defined ideology of the school, for example fundamental values and beliefs. Set rules and regulations direct student’s social and academic discipline that translates into performance by guiding student’s behaviors. The study recommends that schools should ensure that their school motto, vision, mission statement spell out the purpose of the school and this would create a new and deeper relationship among students and staff.
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Ololo, Thomas Odongo, Dr Mary Anyango Onditi e Dr Benard Mwebi. "Influence of Principals’ Instructional Supervisory Practices on Learners’ Academic Performance in Kenya Certificate of Secondary Education in Kisii County, Kenya". International Journal of Research and Innovation in Social Science VIII, n.º V (2024): 557–79. http://dx.doi.org/10.47772/ijriss.2024.805042.
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Principals’ instructional supervision is very critical for quality academic performance. However, research studies have found out that inadequate training and heavy administrative workload has hindered most principals from carrying out their supervisory roles in schools effectively. In light of this scenario, this study investigated the Influence of Principals’ instructional supervisory practices on learners’ academic performance in Kenya Certificate of Secondary Education (K.C.S.E.) in Public Schools, in Kisii County, Kenya. The objective of this study was to: examine the influence of Principals’ instructional supervisory practices on learners’ academic performance in K.C.S.E. in Kisii County. This study was anchored on Karl Ludwig von Bertalanffy General Systems Theory. Mixed method research design of explanatory sequential type with a prioritized quantitative approach in phase one followed by qualitative approach in phase two was applied in the study. The target population was 4,691 participants which included: 340 Principals, 1360 Heads of Departments (H.O.Ds) and 2,991 teachers. A sample of 451 respondents participated in the study. The researcher used proportionate stratified random sampling technique to select 85 schools, 114 H.O.Ds and 252 teachers. Census sampling was used to select national and special schools while 85 Principals of the selected schools were purposefully sampled. Questionnaires and interview guides were used to collect quantitative and qualitative data respectively. Content validity, Criterion validity, Construct validity and Face validity, of the research instruments were ensured through evaluation by the University supervisors and other experts while internal consistency reliability was estimated by using Cronbach’s alpha coefficient formula which yielded alpha coefficient of over 0.7 which was considered adequate. Quantitative data were analysed using Statistical Package of Social Sciences (SPSS) Version 29 while qualitative data were analysed thematically and presented using direct quotes from the respondents and integrated with the findings of phase one. Descriptive statistics were presented in tables and graphs while inferential statistics were presented in terms of Pearson’s correlation coefficients, Anova and Regression coefficients. The study found out a weak positive insignificant influence between instructional supervisory practices (r=.025, p≤.05; 2 tailed) and learners’ academic performance in K.C.S.E. Therefore, the null hypothesis were upheld. These results were supported by Principals’ interviews which indicated that lack of intrinsic motivation to improve on performance and failure by the teachers to act on supervisory feedback have reduced impact of instruction supervision on academic performance. It is hoped that the findings of this study would provide information that would be a base for corrective measures towards the unexpected low academic performance in the study locale. The study recommended that further research should be done on influence of principals’ leadership skills development on academic performance in K.C.S.E.
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Macharia, Margaret, Ursulla Okoth e 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, n.º 22 (20 de novembro de 2023): 96–112. http://dx.doi.org/10.37870/joqie.v13i22.385.
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The Universal Declaration of Human Rights has declared that education is fundamental human rights to the well-being of any society. Therefore, the study was motivated by the need to improve students’ academic performance in Kenya Certificate of Secondary Education examination, a case in Laikipia County, Kenya. The study was guided by one objective. To determine the extent to which appraisal of teachers on classroom physical environment influences students’ performance in Kenya Certificate of Secondary Education in Laikipia County. The study targeted 94 public secondary schools which comprises of 94 principals and 1100 teachers in Laikipia County. Purposive sampling was used to select 45 principals while simple random sampling was used to select 300 teachers. Questionnaires were used to collect data from principals and teachers. The findings of the null hypothesis there is no significant relationship between teacher appraisal on classroom physical environment and students’ performance using Chi square test was (df=16, Pearson X2=233.083, p=0.005 at 0.05 significance level). The null hypothesis was rejected hence there is a significant relationship between teacher appraisal on classroom physical environment and students’ performance to both principals and teachers to enhance establishment of effective appraisal process and Teachers Service Commission to have a well-placed sound policy and include all stakeholders, well-defined criterion on how to appraise, promote and appoint competent and experienced principals because a number of them lack competency in appraisal process.
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Batubo, Batubo, Love Obarasua e 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, n.º 1 (22 de fevereiro de 2022): 33–39. http://dx.doi.org/10.36349/easjpbs.2022.v04i01.005.
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The study analyzed the psychometric properties of Mathematics Objective test items in Basic Education certificate examination from 2018 to 2020 academic sessions in Rivers State. Three research questions guided the study; Evaluation and descriptive survey designs were employed for the study. In determining the psychometric properties of the test items, a sample of 1500 JSS3 marked students’ scripts were randomly drawn from six Local Governments Areas using the multistage sample approach of purposive and proportionate techniques, out of the population of 19056 JSS3 marked students’ scripts in the 105 public secondary schools in the six Local Government Areas in Rivers State. Past mathematics objective test items question papers and JSS1 to JSS3 curriculum and syllabus were used as the instrument for data collection, R. Software was used to calculate the reliability, difficulty indices, discrimination indices and distracter indices, while percentage, frequency and scheme of work were used to ascertain the content validity. The findings indicated that the objective test items content area were not in adequate proportion, the co-efficient of internal consistency was high, Basic Education Certificate Examination 2018 had the highest reliability coefficient. All the test items passed the psychometric properties criteria. It was recommended among others, options that options that distracted those in the high ability needs to be reviewed for effectiveness in attracting the low ability students, for example item 60 was a bad distracter as it had a negative value. This would improve students’ academic performance in Mathematics in Basic Education Certificate Examination in Rivers State.
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Ololo, Thomas Odongo, Dr Mary Anyango Onditi e Dr Benard Mwebi. "Influence of Principals’ Allocation of Teaching and Learning Resources on Learners’ Academic Performance in Kenya Certificate of Secondary Education in Kisii County, Kenya". International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 975–1004. http://dx.doi.org/10.47772/ijriss.2024.803067s.
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Teaching and learning resources are needed for quality curriculum delivery. The purpose of this study was to investigate the Influence of Principals’ allocation of teaching and learning resources on learners’ academic performance in Kenya Certificate of Secondary Education (K.C.S.E.) in Public Schools. The objective of this study was to establish the influence of Principals’ allocation of teaching and learning resources on learners’ academic performance in K.C.S.E. This study was anchored on Karl Ludwig von Bertalanffy General Systems Theory. Mixed method research design of explanatory sequential type with a prioritized quantitative approach in phase one followed by qualitative approach in phase two was applied in the study. The target population was 4,691 participants which included: 340 Principals, 1360 Heads of Departments (H.O. Ds) and 2,991 teachers. A sample of 451 respondents participated in the study. The researcher used proportionate stratified random sampling technique to select 85 schools, 114 H.O. Ds and 252 teachers and census sampling to select national and special schools while 85 Principals of the selected schools were purposefully sampled. Questionnaires and interview guides were used to collect quantitative and qualitative data respectively. Content validity, Criterion validity, Construct validity and Face validity, of the research instruments were ensured through evaluation by the University supervisors and other experts while internal consistency reliability was estimated by using Cronbach’s alpha coefficient formula which yielded alpha coefficient of over 0.7 which was considered adequate. Quantitative data were analysed using Statistical Package of Social Sciences (SPSS) Version 29 while qualitative data were analysed thematically and presented using direct quotes from the respondents and integrated with the findings of phase one. Descriptive statistics were presented in tables and graphs while inferential statistics were presented in terms of Pearson’s correlation coefficients, Anova and Regression coefficients. The study found out a moderate positive relationship between allocation of teaching and learning resources (r=.072, p≤.05; 2 tailed) and learners’ academic performance in K.C.S.E. Therefore, the null hypothesis was upheld which indicated that teaching and learning resources are inadequate in the study locale. This result was supported by Principals’ interviews for they cited inadequate funding as a drawback towards providing teaching and learning resources. It is hoped that the findings of this study would provide information that would be a base for corrective measures towards the unexpected low academic performance in the study locale. The study recommended that further research should be done on influence of principals’ leadership skills development on academic performance in K.C.S.E.
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Manyasi, Annah Nawambisa, Stephen O. Odebero, Alice Chesambu Ndiema e James Bill Ouda. "Trends in Progression in Agriculture Career Among Students in Tertiary Institutions of Kakamega and Bungoma Counties, Kenya". African Journal of Empirical Research 4, n.º 2 (7 de novembro de 2023): 845–60. http://dx.doi.org/10.51867/ajernet.4.2.86.
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While agriculture is a major source of employment, it is notable that youths in developing countries are unemployed. In Kenya, agriculture is taught in the 8-4-4 syllabus and in the current competency-based curriculum. Despite the above facts, Kenya still requires human resources to drive the agricultural sector. The purpose of this study was to examine trends in progression in agriculture careers among students in tertiary institutions in Kakamega and Bungoma counties, Kenya, from 2016 to 2021. Correlational and cross-sectional research designs were used. Stratified random sampling was used to select agriculture students; purposive sampling was used to select universities, the Kenya Universities and Colleges Central Placement Service (KUCCPS), and technical and vocational education and training (TVET) institutions. Purposive sampling was used to select key informants, while quota sampling was employed to select focus group discussions. Using a pragmatic philosophical standing point as a lens, the study applied a mixed research strategy for data collection, coupled with mixed methods for triangulation. The sampling size was determined from Yamane (1967) formulae based on the study population. A sample size of (249) secondary school students, (24) university students, and (131) TVET institution students gives a sample size of 404 from a target population of 11928 students. A pilot study was done in Vihiga County. The data was collected using document content guides, questionnaires, focus group discussions, and interview guides. Due diligence was taken into consideration while collecting and processing the data to ensure both the reliability and validity of the study. Both descriptive and inferential techniques (trend analysis) were employed to analyze the data, which was presented using frequency tables and line graphs. The total KCSE agriculture enrolment in Kenya and total agriculture enrolment in TVET were strongly and positively correlated (r = 0.889, p = 0.018), and the average difference between the two was significant (t (5) = 18.978, p < 0.05). The total Kenya Certificate of Secondary Education (KCSE) agriculture enrolment in Bungoma and Bungoma agriculture progression to the universities in Kenya scores were weakly and positively correlated (r = 0.384, p = 0.453). while the average difference between the two is significant (t (5) = 14.095, p < 0.05). A weak but positive relationship existed between the total KCSE agriculture enrolment in Kakamega and the Kakamega agriculture progression to universities in Kenya scores (r = 0.154, p = 0.771). There is a significant difference between the two (t (5) = 17.825, p < 0.05). The results should inform policymakers and guide efforts toward the career progression of students in agriculture education.
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Kisaka, Joseph N. "Influence of Cultural Socio-Economic Factors on K.C.S.E Examination Performance in Public Secondary Schools: A Case If Lamu West Sub County, Lamu County, Kenya". Advances in Social Sciences Research Journal 10, n.º 11 (18 de novembro de 2023): 202–13. http://dx.doi.org/10.14738/assrj.1011.15832.
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The measure of success in many countries is measured by the Academic performance in national examinations like Kenya Certificate Secondary Education (K.C.S.E.) which is a national examination in Kenya. This study endeavoured to establish the influence of selected cultural factors on the academic performance of students in Lamu West Sub-County in Lamu County in Kenya. The study was carried out in Lamu West Sub-County which has persistently registered low academic performance in national examinations. The cultural factors leading to this poor performance in Lamu Sub-County had not been adequately addressed. The study was guided by the following objectives; to establish the types of cultural factors that influence academic performance in Lamu West Sub-County and the influence of cultural factors on K.C.S.E. academic performance in Lamu West Sub-County. The study adopted a descriptive survey design. The target population comprised of teachers, and Board of Management (B.O.M.) parents. The sample size was 144 teachers and 48 B.O.M parents. The collection of data was by use of questionnaires and interviews. Descriptive statistics were used to analyse the quantitative data while qualitative was analysed through content analysis. The findings were presented by use of frequency distribution tables and percentages. The results showed that cultural factors influenced the Kenya Certificate of Secondary Education (KCSE) national examination in Lamu Sub-County. Interviews from B.O.M parents also provided data to show how these cultural factors influenced KCSE academic performance. Based on the findings, the study established that early pregnancies, gender stereotypes, early marriages as well as the frequent religious cultural practices influenced KCSE academic performance in Lamu West Sub-County. Among the recommendations was that parents should take an active role in advising their children about the importance of education, and also the government should take stern measures against out-dated cultures like early marriages which should be banned.
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Gallagher, Ryan. "The Flipped Classroom: Enhancing Self-confidence among Adolescents Studying Chemistry". Science Education International 34, n.º 2 (1 de junho de 2023): 109–14. http://dx.doi.org/10.33828/sei.v34.i2.4.
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One of the key aims of post-primary education in Ireland is to develop all aspects of the individual, such as the creative, critical, and intellectual to prepare them for working life, for living in the community, and for leisure. Student self-confidence and student agency are critical to the students’ development at this stage. The flipped classroom is a model within the blended learning pedagogy and is one that has gained considerable attention in educational circles since school closures due to the COVID-19 pandemic. The benefits of the flipped classroom toward developing student self-confidence are noteworthy. However, at the national and international level, the vast majority of research on the flipped classroom is third-level focused. This paper discusses a number of issues that arose from data collected from research carried out by the author and how the flipped classroom could benefit adolescents preparing for the Irish Leaving Certificate Chemistry summative examination. The results obtained in this study are significant as little research has been carried out on the implementation of the flipped classroom within an Irish secondary school setting. Video lessons are often seen as the core resource in the implementation of the flipped classroom. However, video lessons alone were insufficient for developing student self-confidence. Students required multiple resources, particularly resources focused on assessment, to bolster their self-esteem. It was found that the successful implementation of the flipped classroom was achievable, but scaffolding was required for these adolescents. Some scaffolding was also required initially for teachers as almost all teachers involved in this study were not familiar with the flipped classroom concept. Teachers required a guide in terms of the implementation of new teaching methods. The technology is currently available to create high quality resources for the flipped classroom; however, in respect to policy development, the support for online learning should be pedagogy led as opposed to technology led.
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Ullah, Hazir, Raza Ullah e Muhammad Shoaib. "A Cultural Transformation: Pakistani Girls Outperforming Boys in Education". Summer 2023 4, n.º 3 (30 de setembro de 2023): 173–83. http://dx.doi.org/10.55737/qjss.355122226.
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In this paper, we highlight and present a nuanced picture of girls’ outperformance and boys’ underperformance in education in the urban centres of Pakistan. This is a very interesting and remarkable gender reverse trend in education performance in the dominated socio-cultural context of Pakistan. The paper takes into account the annual results of two examination boards: a) Board of Intermediate and Secondary Education (BISE) Peshawar and b) Board of Intermediate and Secondary Education (BISE) Faisalabad, Pakistan. Employing content analysis techniques, we have examined young boys’ and girls’ educational performance in secondary school certificate (SSC) and higher secondary schools certificate (HSSC) examinations from 2002 to 2016. The paper takes into account the first three positions as an indicator of outperformance. The paper simply highlights the trend of structure transformation and does not inquire about reasons for boys’ underperformance and girls’ outperformance. The study findings suggest that girls are outperforming boys in the urban centres of Pakistan.
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Boateng, Justice Kojo Gabriel Agyenim, e Joseph Tufuor Kwarteng. "Effect of Undergraduate Business Students’ Entry Characteristics on Academic Success". Education Research International 2023 (4 de julho de 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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Wachiye, Herman J., Jackline K. A. Nyerere e 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, n.º 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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Hanley, Betty. "Gender in Secondary Music Education in British Columbia". British Journal of Music Education 15, n.º 1 (março de 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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Moea, Kananelo Sylvester. "Curriculum Ideology of the Lesotho General Certificate of Secondary Education Literature in English". American Journal of Arts and Human Science 1, n.º 4 (18 de outubro de 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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Canese, Valentina, Roberto Páez, Jessica Amarilla e Pamela Rodríguez Rodríguez. "Technology-mediated Secondary Education in Paraguay: An Exploratory Study". European Journal of Teaching and Education 4, n.º 2 (20 de abril de 2022): 15–27. http://dx.doi.org/10.33422/ejte.v4i2.723.
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Researchers around the world have amassed vast amounts of information about ICT use in education. This study focuses on ICT use in high school in Paraguay and the changes that took place with the advent of the COVID-19 pandemic. The pandemic has forced governments to take quarantine decisions, confine people to their homes and delay daily activities in all social and productive spheres. In Paraguay, in terms of education, classes were suspended at all educational levels, forcing the authorities to establish contingency plans. The National Government, through the Ministry of Education and Science (MEC) established an Education Plan in times of Pandemic with the Project "Your school at home" which established training mechanisms for teachers in the country for the development of classes in the virtual modality of Distance Education, in addition to creating written didactic materials, audios and videos, plans and evaluation guides for the different subjects of the Secondary Education courses, available in an online portal as digital resources and freely accessible to the actors of the educational community. Through focus group interviews with secondary teachers from several regions in the country, issues related to the effects of the pandemic and government goals were discussed. Results evidence an urgent need for greater coverage and access to the internet, technological tools, and teacher training in such tools and in the didactics of Distance Education.
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Njau, Lucretia Kilire, Evans Ogoti e Eugene Lyamtane. "The Impetus of School-Based Income-Generating Activities on Students’ Entrepreneurship Skills Among Public Secondary Schools in Kilimanjaro Region-Tanzania". British Journal of Education 10, n.º 7 (15 de julho de 2022): 20–36. http://dx.doi.org/10.37745/bje.2013/vol10n7pp2036.
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The study assessed the impetus of school-based income-generating activities on students’ entrepreneurship skills among public secondary schools in Kilimanjaro Region-Tanzania. Guided by Edifice Entrepreneurial Supply Theory, the study employed a convergent research design under a mixed research approach. Probability and non-probability sampling techniques were used to draw the sample of 834 respondents from the target population of 110,642. The categories of the sample involved District Education Officers (DEOs), Heads of Schools (HOSs), teachers, and students. The study used interview guides, questionnaires, observation guides, and document analysis guides. Quantitative data were descriptively analyzed through percentages and means, and presented in a table while qualitative data were thematically analyzed and presented in direct quotations. The study found out that stakeholders were highly influenced by active implementation of school-based income-generating activities as proved to impart various entrepreneurship skills. The study concluded that the establishment and operationalization of IGAs in secondary school cycles has a high impetus factor for students and acts as an important engine towards imparting learners’ entrepreneurial skills to them. Therefore, the study recommends that education stakeholders should stress on mandatory implementation of IGAs in public secondary schools to equip learners with vital entrepreneurial skills.
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Horton, Steven V., Thomas C. Lovitt e Charles C. Christensen. "Matching Three Classifications of Secondary Students to Differential Levels of Study Guides". Journal of Learning Disabilities 24, n.º 9 (novembro de 1991): 518–29. http://dx.doi.org/10.1177/002221949102400904.
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Tønder, Anna Hagen, e 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, n.º 3 (22 de novembro de 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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Mkhize, Msizi Vitalis, Muntuwenkosi Abraham Mtshali e 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, n.º 1 (28 de fevereiro de 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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Pilsbury, Christopher, e 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, n.º 3 (novembro de 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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Zhebago, Emmanuel Peter, e 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, n.º 1 (11 de agosto de 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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Arego, Christine, Lydia Wamocha e 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, n.º 6 (15 de maio de 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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Wilkinson, Hannah M., David W. Putwain e Andrea Mallaburn. "How do teachers communicate to students about forthcoming GCSE exams? An observational study". Psychology of Education Review 44, n.º 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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Rutto, Dickson Kimeli, Simon Wanami e Peter Waswa. "Critical Thinking Skills: The Extent to which they are Taught in Physics Lessons in Secondary Schools of Transnzoia County, Kenya." International Journal of Research and Innovation in Social Science VII, n.º IX (2023): 130–35. http://dx.doi.org/10.47772/ijriss.2023.70913.
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The study sought to establish the extent to which critical thinking skills were taught in physics lessons, in secondary schools of Transnzoia County, Kenya. It was occasioned by the inadequate critical thinking skills exhibited by candidates as observed by the Kenya National Examination Councill’s (KNEC), Kenya Certificate of Secondary Education (KCSE) analysis reports in physics of the years 2018 and 2019. The research employed descriptive survey design, with both descriptive and inferential statistical tools used for data analysis. The target population was secondary school teachers of physics in the County. From the study, it was established that, the teaching of critical thinking skills in physics lessons did not adequately enhance learner’s critical thinking skills, as such put them at a disadvantaged position in problem solving, including solving higher-order-level questions in examinations.
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Warren, Lisa J. "School-related stress and coping strategies in Victorian Year II students". Australian Educational and Developmental Psychologist 17, n.º 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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Ololo, Thomas Odongo, Dr Mary Anyango Onditi e Dr Benard Mwebi. "Influence of Principals’ Reward System on Academic Performance in Kisii County, Kenya". International Journal of Research and Innovation in Social Science VIII, n.º V (2024): 1011–31. http://dx.doi.org/10.47772/ijriss.2024.805070.
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This study investigated the influence of Principals’ reward system on learners’ academic performance in Kenya Certificate of Secondary Education in Kisii County. Mixed method research design of explanatory sequential type was applied in the study. From a target population of 4,691 subjects, a sample of 366 participants derived proportionately through stratified random sampling technique which included 114 H.O.Ds and 252 teachers was sampled. Census sampling was applied to select the two national schools and one special school while the 82 other schools were sampled through proportionate stratified random sampling technique. The 85 Principals of the selected schools were purposefully sampled. The total sample for the study was 451 participants. Questionnaires and interview guides were used to collect data. Validity of the research instruments was ensured through expert evaluation while reliability was estimated by use of Cronbach’s alpha coefficient formula. Quantitative data were analysed using Statistical Package of Social Sciences (SPSS) Version 29 while qualitative data were analysed thematically. The study found out a weak positive insignificant influence between reward system of teachers and learners (r=.021, p≤.05; 2 tailed) and academic performance. This was supported by Principals’ interviews which indicated that lack of financial support make hard to reward teachers and learners and unclear promotion policy by the Teachers’ Service Commission demoralizes teachers. The findings of this study would be a base for corrective measures against low academic performance in the study locale. The study recommended that further research should be done on influence of principals’ leadership skills development on academic performance in K.C.S.E.
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Malik, Parveen Akhter, e Saadia Dilshad. "Educational Institutions of Islamabad during COVID-19 Pandemics: A Reflective Study". American Journal of Education and Practice 6, n.º 4 (19 de setembro de 2022): 1–12. http://dx.doi.org/10.47672/ajep.1195.
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Purpose: The spread of Novel Corona virus (COVID-19) affected all fields of life along with education across the globe. After increase in positive cases of COVID-19, Federal Government of Pakistan announced the closure of educational institutions all over the country in the mid of March, 2020, as a protective measure for students and staff members. Due to complete lockdown in the country, internal and board exams of secondary school certificate (SSC) and higher secondary school certificate (HSSC) cancelled. Students got promotion without annual examination into next classes based on previous performance. This study investigated the blow of COVID- 19 on the students of government educational institutions of Islamabad along with the response of Government on the issue.
Methodology: This was a qualitative study with case study approach. Target population was all the students and teachers/head teachers from public High and Higher secondary schools in Islamabad Pakistan. Random convenient sampling technique used for collection of data. Semi structured interviews were conducted telephonically for data. After completion, interviews/ responses transcribed and analyzed.
Findings: Results of this research have revealed that this pandemic has badly affected the Federal educational institutions of Islamabad because of confinement of students in homes. Generally, students in government schools are from middle and lower middle class. They have no/limited access to internet and technology at home. It has widened the gap between privileged and none privileged/less privileged students due to inequality in access to internet and unavailability of gadgets in unbiased access to quality education. These factors compelled the Government to launch Tele-School on PTV (Pakistan Television) channel that started its regular transmission on 14 April 2020. Basic aim was to give assistance to all students confined at home. Schools opened after expected peak time I.e. 15 September. Students were allowed to join the regular school in small groups on alternate day. Strict precautionary measures, like social distancing, use of disinfectants in and around the premises/humans and provision of regular medical assistance carried out. Data revealed that the whole system was overburdened but the steps taken caused the far less damage than expected to the students.
Recommendation: The study recommend that Tele-school channel should continue even after pandemic. It is beneficial for students to learn during closure of schools. It is also helpful to the students of remote areas, with no or least of internet facilities. Time has proven that the low-income government institutions have tackled the situation very well under the visionary umbrella of Federal Directorate of Education Islamabad Pakistan.
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Irfan, SM Nurul, Sangita Mithun e Md Golam Abbas. "Perception and Preventive Behaviour about COVID-19 Pandemic among the Members of a Selected Cantonment in Bangladesh". Journal of Armed Forces Medical College, Bangladesh 18, n.º 1 (16 de outubro de 2022): 80–85. http://dx.doi.org/10.3329/jafmc.v18i1.61266.
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Introduction: Appropriate knowledge, attitude and practice against any infectious disease improve perception and consequently adopt preventive practices toward disease transmission. Good perception and preventive practice is the key to prevent infectious disease like COVID-19. Objective: To assess the perception and protective behaviour against COVID-19 among the members of Shaheed Salahuddin Cantonment, Ghatail. Materials and Methods: This cross-sectional study was conducted at Shaheed Salahuddin Cantonment from March 2022 to May 2022 among conveniently selected 1315 respondents. Data were collected through face-to-face interview using a pretested semi-structured questionnaire. Results: The majority (79.8%) of the respondents were male, residing in the sainik line (72.3%) having monthly income of <15000 taka. Three-fourth of the respondents were lance corporal/sainik, 30.8% were currently married having secondary school certificate level of educational qualification. Study revealed that more than two-third (62.5%) respondents had moderate perception about COVID-19 and about 87.3% respondents showed good preventive behaviour. Preventive behaviour is significantly associated with male gender (χ2=2.49; p < .05), lower age group (<20 years) respondents (χ2=9.93, p < .05) who were qualified in secondary school certificate education (χ2=8.54, p<.05), married (χ2=4.97, p < .05), stayed in sainik line (χ2=9.19, p<.05) and in lance corporal/sainik respondents (χ2=13.12, df =4, p =.01) Conclusion: Extensive health education program should be undertaken to create good perception and preventive behaviour among susceptible respondents like female gender, aged, unmarried respondents of Shaheed Salahuddin Cantonment. JAFMC Bangladesh. Vol 18, No 1 (June) 2022: 80-85
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Ubah, C., E. J. Egwunyenga e R. N. Asiyai. "Teacher Accountability and Student’s Academic Achievement in Mission Secondary Schools in Anambra State, Nigeria: An Appraisal of Market- Based Accountability Model in Education". international journal of Education, Learning and Development 11, n.º 7 (15 de julho de 2023): 53–64. http://dx.doi.org/10.37745/ijeld.2013/vol11n75364.
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This study investigated teacher accountability and students’ academic achievement in mission secondary schools in Anambra State, Nigeria: an appraisal of market-based accountability model in education. The study adopted the correlational survey method, covering all principals, teachers and students’ result in the senior school certificate examination (SSCE) in mission secondary schools in Anambra State, Nigeria. The stratified random sampling technique was used to select 500 principals and teachers, and 500 students’ SSCE result from 50 schools. The Teacher Accountability, Students’ Academic Achievement Questionnaire (TASAAQ) and Students’ Academic Checklist (SAAC) were used to collect data from respondents. Data collected were analyzed using percentages, means scores, standard deviation, Pearson’s product moment correlation co-efficient and T-test. Findings revealed that the market-based accountability model is not fashionable for teacher accountability in mission secondary schools in mission schools, students’ academic achievement was high, teacher accountability has positive correlation with students’ academic achievement and both principals and teachers agree that teacher accountability is necessary for students’ academic achievement. Study recommended that important tenets of market-based accountability model should be adopted to bring teachers to accountability and increase chances of students’ academic achievement.
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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, n.º 2 (8 de fevereiro de 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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Kibona, Isack Ephraim. "Enhancement of private schools for collaboration to address gender equity gap of STEM education: Case study in Mbeya city of Tanzania". F1000Research 12 (31 de outubro de 2023): 1423. http://dx.doi.org/10.12688/f1000research.137430.1.
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Investment in education to guarantee gender equity in most developing countries has focused on modern teaching pedagogy, teaching and learning facilities, cultural issues and the likes. However, performance in private schools do set learnable examples of which if not ignored, a nation in question may take lessons and improve gender equity in science, technology, engineering and mathematics (STEM) education. Private secondary schools may serve as on way to enrich girls' enrolment in STEM for future career opportunities by scoring qualifiable grades in STEM subjects, provided that education investment environment not only favors public schools but also be in favor of private schools. In the study conducted in Mbeya city of Tanzania, the author investigated 58 secondary schools of which 32 were private schools. From these schools 7936 candidates sat for Certificate of Secondary Education Examination (CSEE) of 2022 in Mbeya city. 2232 candidates were from private schools. The analysis indicated that more girls with a potential to enter into STEM education came from private schools, and it is about twice the number of girls from public schools regardless of more girls candidates from public schools. Chi-square testing of pass in STEM subjects between boys and girls verified that performance in private schools had no gender equity gap between boys and girls. On the other hand, boys outperformed girls in public schools. Moreover, an estimation of 2202 candidates of which 999 were girls had at least a minimum pass in basic mathematics. Private schools contributed 626 (63%) of passes in basic mathematics. Thus, appropriate collaboration with private schools might revamp not only girls’ enrolment but also clear gender equity gap in performance of STEM subjects if policy makers in education investment can do more improvement in the environment for education investment through private schools.
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Sabadash, Juliia, e 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, n.º 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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Badmus, Olalekan, e 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, n.º 1 (14 de fevereiro de 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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Mutale Mulenga, Innocent, e Moonga Ng’andu. "Civic Education Teaching Resources and Teacher Preparedness for Secondary School Competency-Based Curriculum in Lusaka, Zambia". March to April 2022 3, n.º 2 (30 de abril de 2022): 166–77. http://dx.doi.org/10.46606/eajess2022v03i02.0171.
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This study sought to investigate on Civic Education Teaching Resources and Teacher Preparedness for Secondary School Competency-Based Curriculum in Lusaka, Zambia. The study employed the mixed methods approach, particularly the embedded research design in which 120 secondary school learners and 40 teachers were sampled using stratified random sampling. In addition, 10 Heads of Departments, 10 Head teachers, 2 Education Standards Officers and 1 Civic Education Curriculum Development Specialist were purposively sampled and semi-structured interview guides were used to obtain qualitative data from teachers and school leaders while the questionnaire was used to obtain information from learners. The findings revealed that despite teachers of civic education having being in-serviced on CBC, they were not using recommended teaching methods. It was also revealed that teaching resources were inadequate and teachers lacked an in- depth understanding of how to use teaching resources for effective implementation of the CBC. The study therefore recommended that the Ministry of Education should seriously consider retraining teachers with skills required for competency-based learning. Moreover, during the in-service and pre-service training, teachers should be upskilled in learner centered approachers that are most likely to promote learners acquisition of appropriate civic skills, knowledge and attitudes. Additionally, the Ministry of Education should facilitate and provide adequate teaching and learning resources in secondary schools so as to address the 21st century competencies deficiencies among learners.
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ABIDOYE, FLORENCE OMOSHOLAPE, DAVID ADEYEMI ALADESUYI e SIKIRU ADEWALE ADEOYE. "COMPARATIVE ANALYSIS OF SECONDARY SCHOOL STUDENTS' PERFORMANCE IN BIOLOGY AND CHEMISTRY IN ONDO AND EKITI STATES, BEFORE COVID-19". Journal Plus Education 35, n.º 1 (26 de março de 2024): 137–54. http://dx.doi.org/10.24250/jpe/1/2024/foa/daa/saa/.
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Education is a fundamental process that facilitates human learning, skill development, and knowledge transfer. It plays a pivotal role in fostering economic growth, improving quality of life, and shaping societies. This study focuses on the performance of secondary school students in Biology and Chemistry in the Nigerian states of Ondo and Ekiti from 2015 to 2018. The research examines the comparative performance of these subjects and explores factors that might contribute to variations. Using an ex-post facto research design, the study analyzed data from the West African Senior School Certificate Examination (WASSCE) to determine academic outcomes. The results indicate significant differences in performance between the two subjects and the two states. Students in Ondo state performed better in Biology, while those in Ekiti state excelled in Chemistry. Factors that caused the differences in their performances included access to learning tools, student attitudes, students’ resource availability, students’ interpersonal relationship, students’ regularity to class, parental education, and the learning environment, were discussed. The study suggested that laboratory facilities be improved, teacher should be trained, and class sizes be optimized to enhance student achievement.
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Mustafa Kamal, Noor Muslieah, Zaharah Hussin e Abdul Muhsien Sulaiman. "TEACHERS' UNDERSTANDING OF THE HEUTAGOGIC APPROACH TO TEACHING AND LEARNING: A SECONDARY SCHOOL CASE STUDY TEACHERS OF ISLAMIC EDUCATION". International Journal of Education, Psychology and Counseling 7, n.º 46 (30 de junho de 2022): 694–706. http://dx.doi.org/10.35631/ijepc.746053.
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The world of education is inextricably linked to the development of human resources in order to generate intellectual resources in tandem with global economic growth. Teachers' teaching quality must be improved so that students can benefit from more meaningful learning. In this regard, self-learning, such as heutagogy, should be highlighted in teachers' teaching as one of the efforts to empower students' ability to face the educational era of the twenty-first century. The requirements of PdPR in the endemic situation of Covid 19 also necessitate the use of a heutagogic approach in schools in order to increase student autonomy in learning. As a result, this study was carried out to investigate secondary school Islamic Education teachers' attitudes toward the heutagogic approach as self-learning in the teaching of Islamic Education. The implementation of the heutagogic approach will improve the teaching and learning process, allowing the main goal of student development to be met to the greatest extent possible. This is a case study with a qualitative approach that includes semi-structured interviews and document analysis. Data from interviews were transcribed, thematically analysed, and triangulated through document inspection. The study's findings on teachers' understanding of the heutagogic approach are organised into five themes: self-reliance, student focus, teachers as guides, technology use, and religious demands.
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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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Chikezie, Ijeoma Joy, e Joseph U. Eme. "Content Validity Index of Basic Education Certificate Examination (BECE) Test Items in Basic Science and Technology (BST)". British Journal of Education 11, n.º 6 (15 de maio de 2023): 7–24. http://dx.doi.org/10.37745/bje.2013/vol11n6724.
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This study quantitatively provided evidence of content validity of BECE items in BST by estimating content validity index (CVI). Descriptive survey research designs were employed. Purposive and accidental sampling techniques were adopted in selecting 31 BST teachers in Abia State junior secondary schools. Three research questions were addressed. The instrument for data collection was 2021 BECE items in BST comprising four subtests with 30 items each. Item level CVIs, test level CVI and modified kappa statistic were computed. Findings revealed that 95% of the items of BST reported I-CVIs ranging from 0.70 – 1.00 and were accepted as having adequate content validity whereas the remaining 5% of the items, four from PHE and one from Computer Studies had low I-CVIs. The T-CVI yielded a high index of 0.95. Finally, kappa statistic adjusting for chance agreement indicated 0.763 – 1.00 for 95% of the BST items which proved excellent agreement among the experts.
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Thiharu Maingi, Honjen Kirikua, Paul Maithya e Alexander Ronoh. "Effects of Principals’ Provision of Teaching and Learning Materials on Students’ Perfomance in Mathematics in Kenya Certificate of Secondary Education in Meru County". International Journal of Education (IJE) 9, n.º 3 (30 de setembro de 2021): 25–32. http://dx.doi.org/10.5121/ije2021.9303.
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In the past few years, Mathematics performance among secondary school learners in Meru County has been decreasing. The current study aims to evaluate various administrative strategies used by principals and their effects on learners’ grade attainment in Kenya Certificate of Secondary Educationin Meru County. The study examines ways through which principals support mathematics teachers through trainings, seminars, workshops and how the support is translated into students’ performance. The study adopted ex post facto design to collect data and analyze the information for conclusion. The researcher analyzed KCSE data over the previous 5 years in Meru County, interviewed the principals, and designed questionnaire for Mathematics teachers. A total of 836 Mathematics teachers and 299 principals across the county were targeted.Using stratified and random sampling, only 251 Mathematics teachers and 92 principals were engaged, which accounts for only 30% of the target. The researcher used split half technique to test reliability and instrument piloting to ensure validity of the data. The study concluded that principals provided little support to Mathematics teachers to attend seminars and workshops. However, principals defended this by citing low resource budget allocations and inadequate resources to support teachers’ seminars and workshops. The findings of the current study can be used by education ministry, school administrator, teachers, and other stakeholders during the decision-making.
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Mohd Yusof, Mohammad Mubarrak, Nur Farha Shaafi e Nur Atiqah Farzana Zaini. "Planetarium pedagogy and technical learning experience: an investigation from instructional perspectives". International Journal of Evaluation and Research in Education (IJERE) 13, n.º 3 (1 de junho de 2024): 1931. http://dx.doi.org/10.11591/ijere.v13i3.25018.
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The research focused on the National Planetarium Kuala Lumpur’s education programs, investigating the types and target audiences. It examined the educational theories and strategies used, including multiple intelligence theory and cooperative learning. The study also explored the alignment of astrophysics in Pearson Edexcel International General Certificate of Secondary Education (IGCSE) Physics with the Planetarium’s programs. Document analysis and participant observation were employed. The results revealed two program types: on-site and online. The programs showed alignment with IGCSE Physics and utilized theories like social cognitive theory. The National Planetarium positively impacted students through multi-intelligence theory, sociocultural theory, experiential theory, and constructivism. Gamification and group activities enhanced the learning experience. The Planetarium’s ability to simulate astronomical events made it an effective medium for instructional science institutions. Overall, the study highlighted the diverse education programs of the National Planetarium Kuala Lumpur, their alignment with IGCSE Physics, and their positive impact on students’ personal, physical, and social contexts.
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Chao, Stelah Didas, Peter Siamoo e Gadi M. Koda. "The Influence of Funds Provided by The Government on the Availability of Teaching and Learning Resources in Public Secondary Schools in Moshi District Tanzania". international journal of Education, Learning and Development 10, n.º 10 (15 de setembro de 2022): 1–17. http://dx.doi.org/10.37745/ijeld.2013/vol10n10117.
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This study was guided by convergent design under mixed-method approach to explore the influence of funds provided by the government on the availability of teaching and learning resources in public secondary schools in Moshi district Tanzania. The study was guided by Systems theory of Organization pioneered by Ludwig von Bertalanffy in 1969 and one research question. The target population was all public secondary schools, Public secondary school teachers, Heads of public secondary schools, Schools board chairpersons and District Education Officer of Moshi District in Kilimanjaro Region. Sampling of schools, teachers, school board chairperson and students were by both probability and non-probability sampling techniques. Instruments for data collection included Questionnaires and interview guides. After pilot testing, the reliability of the questionnaire was ensured by using the Cronbach Alpha formula; while conformability of qualitative data was ensured by increasing transparency regards to adherence to data collection procedures and ethics. Quantitative Data was analyzed by descriptive while qualitative analysis was by coding and creating themes and final data has been merged to ensure confirmation or disconfirmation of the findings. The study found that Government funds influence the availability of teaching and learning resources in public secondary schools in Moshi district Tanzania. The study concluded that government funds were used to ensure the availability of teaching and learning resources yet are not adequate that why most of teaching and learning resources are not adequate in Moshi Public secondary school. The study recommends that Ministry of Education, Science and technology in Collaboration with President Office Regional Administrative and Local government should continuous to provide funds to ensure availability of teaching and learning resources in Public secondary schools.
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Sikanyika, Francis S., Rose Chikopela, Christine Mushibwe, Cynthia N. Kalizinje, Moono Muvombo, Sitali Mayamba e Colious Gondwe. "Teaching Comprehensive Sexuality Education at Secondary School: Towards Promoting Healthy Sexual Decisions among Pupils, Luapula Province, Zambia". International Journal of Research and Scientific Innovation X, n.º IV (2023): 165–74. http://dx.doi.org/10.51244/ijrsi.2023.10420.
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The study is an investigation into positive impacts of teaching Comprehensive Sexuality Education (CSE) on pupils’ healthy sexual decisions. This study was purely a qualitative one employing a case study design. A total of 5 schools in Luapula Province were sampled, comprising 10 teachers and 40 pupils who were purposively and randomly selected. Data was collected using questionnaires and semi-structured interview guides while analysis of data was done using SPSS and themes. The study revealed that CSE has many positive impacts on pupils’ healthy sexual decisions, choices and behavior change in general; and also established misconceptions about CSE. The study recommends that CSE must be a compulsory, age-appropriate, co-curricular subject to all pupils in secondary schools and that teachers must endeavor to explain its importance and/or positive impact to pupils. This study concludes that pupils are able to make healthy sexual decisions if exposed to CSE more often.
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Nguti, Fred Wabomba, e Dr Jane Njuguna. "Social Cultural Factors Influencing Participation of Women in School Administration in Public Secondary Schools in Mvita sub-County, Mombasa County, Kenya". International Journal of Research and Innovation in Social Science VII, n.º V (2023): 618–27. http://dx.doi.org/10.47772/ijriss.2023.70550.
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Women participation in secondary school administration in Kenyan public secondary schools is a powerful means to contribute to social economic development. However, it is not known how social cultural factors influence participation of women in education administration in public secondary schools in Mvita sub county, Mombasa County Kenya. The study therefore investigated social cultural factors influencing participation of women in education administration in public schools in Mvita sub county, Mombasa Kenya. The target population was 223 respondents in 20 public secondary’s in Mvita sub county. Census and random sampling methods were used to choose the participants. The sample comprised of 100 teachers and 20 headteachers, one sub county director of education, one sub county staffing officer, and one sub county quality assurance officer. Questionnaires and interview guides were used to collect data. The validity of the instruments was checked by my supervisor. The instruments were piloted in three secondary schools in Mvita county to establish their reliability. Test – retest method was used to compute reliability coefficient from the data collected from the pilot study. Reliability coefficient of the instruments was 0.75 for each instrument. The descriptive statistics used were frequencies and percentages. The data collected in this study was analyzed using statistical package for social sciences (SPSS) computer programme version20.0. The research findings established that family responsibilities cause gender imbalance in education administration in public secondary schools in Mvita county. It was therefore recommended that the government should come up with more affirmative action policies at the school and college level and ensure that they are implemented in order to correct gender imbalance and guarantee women opportunities for participation in school management positions and policy making. The study findings also revealed that personal interest in leadership positions influenced negatively participation of women in education administration in public secondary schools in Mvita sub county. It was recommended that Teachers Service Commission should encourage female teachers to apply for vacant management positions whenever they are advertised.
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Dansabo, Muhammad Tasiu, Fatima Idris Abdullahi e Ismaila Mohammed. "The Effect of COVID-19 Pandemic on Students’ Motivation towards Secondary School Education in Sokoto State, Nigeria". Nigerian Journal of Sociology and Anthropology 21, n.º 1 (21 de junho de 2023): 80–101. http://dx.doi.org/10.36108/njsa/3202.12.0150.
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The paper assessed the effect of COVID-19 on education, specifically looking at the pandemic and the education dynamics in Government Secondary School (GSS) Dundaye, Sokoto State, Nigeria. The study employed a mixed-method research design. A sample of 258 respondents (students) was drawn for the quantitative method. A probability sampling technique using a simple random technique was employed to sample students, while 12 participants (teachers) were interviewed to gather qualitative data and such teachers were sampled using a purposive sampling technique. Questionnaires and interview guides were used in generating data for the study. Descriptive statistics were used to analyze the quantitative data, and content analysis was used to generate, analyze, and integrate the important themes from the qualitative data. The COVID-19 epidemic had no beneficial effects on GSS Dundaye’s educational system, rather, the negative effects were visibly seen as reflected in students’ academic performance and dropout of formal schooling, and some students had to abandon schooling for marriage. Some students were eager to marry due to fear of being kidnapped. The study recommended that students who got married but had yet to complete secondary education should be recalled and allowed to finish schooling. This can be achieved by liaising with the husband and parents especially counseling them on the importance of education to the girl-child. The study further recommended that female students should be adequately sensitized to the proactive measures the government is taking to ensure students’ safety in all schools.
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عبدالسلام عبده قاسم المخلافي. "The level of Practicing Creative Thinking Skills by Islamic Education Teachers at Secondary Schools in Sana’a City". International Journal for Talent Development 13, n.º 1 (27 de dezembro de 2022): 49–78. http://dx.doi.org/10.20428/ijtd.v13i1.2014.
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The study aimed to investigate the degree of using creative thinking skills byIslamic education teachers at secondary schools in Sana’a city. It also aimed toidentify the significance of statistical differences between the average degree oftheir use according to gender, qualification, school, and experience. To achievethe objectives of the study, a questionnaire consisting of (47) items covering fivebasic skills was developed and administered to a sample of (295) male andfemale teachers working in public and private secondary schools. The studyresults showed that the degree of using creative thinking skills by teachers, ingeneral, was moderate, at a mean of (3.23), and a relative weight of (64.57%).The most used skills were fluency, followed by elaboration with a mediumdegree, and the least used skill was originality. The results also showed thatthere were no statistically significant differences between the average degree ofusing creative thinking skills by Islamic education teachers in relation to gender,school, and experience, whereas there was a statistically significant difference ata level less than (0.05) in relation to the type of qualification in the elaborationskill of the overall questionnaire in relation to the differences in the attitudeof Islamic educational teachers. In light of the results, the study recommendedpaying attention to training Islamic education teachers on how to developcreative thinking skills and preparing practical guides to familiarize teacherswith strategies and methods of developing thinking.
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Braun, Martin. "A pilot study investigating further education engineering lecturers’ readiness for the shift in Business and Technology Education Council (BTEC) assessment". Research in Education 105, n.º 1 (26 de abril de 2018): 42–59. http://dx.doi.org/10.1177/0034523718771091.
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The summative assessment approach of all level three Business and Technology Education Council (BTEC) qualifications is changing away from a purely teacher-based, criterion-referencing internal assessment approach to a mixture of internal and external assessments including exams for core units. As this is a shift away from what teachers may be familiar with, the question of whether teachers are cognisant of how to effectively prepare students for high-stake exams arises. This paper reports on a pilot study preparing such an investigation by developing questionnaires with relevant techniques recommended in the literature and then comparing responses of two groups of teachers. One group is BTEC lecturers who may be unfamiliar with exam preparation. The other group routinely prepare further education students for General Certificate of Secondary Education (GCSE) exams and, therefore, is familiar with exam preparation techniques and serves as a control group. One aspect of the research outcomes pertains to the refinement of the research method and suggests incorporating a formal interview. The other aspect relates to the tentative research results, which found that the responses of both groups have a high degree of agreement. However, there are some differences when it comes to detailed assessment preparation planning, student motivation and parental involvement. As the number of participants was very small, any conclusions suggested here need to be substantiated by a larger sample involving more than one college.
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Mberia, ANNE Wangari. "Women and Leadership in Mixed Secondary Schools in Kenya; Do Stakeholder’s Attitudes Matter?" International Journal of Social Science Research 5, n.º 1 (19 de março de 2017): 39. http://dx.doi.org/10.5296/ijssr.v5i1.10157.
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Leadership is a process whereby an individual influences a group of individuals to achieve a common goal (Northhouse, 2011). In time and space, women leadership remains a subject talked about but hardly appreciated (Wren, 2013). Among the factors contributing to poor representation of women in leadership is stakeholder’s attitude (Coleman, 2005). The study sought to investigate stakeholder’s attitudes impeding women teachers' ascension to leadership positions in mixed public secondary schools, focusing in Tharaka South Sub – County, Kenya. The study employed descriptive cross-sectional survey design utilizing both qualitative and quantitative methods of data collection. Probability and non-probability sampling techniques were used to arrive at the sample size. Data was collected from women classroom teachers, heads of departments, school principals, education officers, education trade unionists, Parents and Teachers Association officials and School Board of Management officials. Questionnaires, interview guide and focus group discussion guides were used to collect both qualitative and quantitative data. Data analysis was assisted by computer software (Statistical Package for Social Sciences for quantitative data and NVIVO for qualitative data). The study established that education stakeholders have a general negative attitude towards women leadership in schools.
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Dahir, Mohamed Abdinoor, Domeniter Naomi Kathula e Paul Machoka. "Relationship Between Integrative Leadership and Performance of Public Boarding Secondary Schools in Selected Counties Under the FCDC Kenya: The Mediating Effect of Employee Motivation". Archives of Business Research 11, n.º 8 (26 de agosto de 2023): 218–56. http://dx.doi.org/10.14738/abr.118.15335.
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An integrative leadership framework from an educational perspective is vital in understanding the efforts that are put in by school leaders to support overall school performance. Integrated leadership is also critical in the management and the development of partnerships aimed at increasing the quality of school performance. An integrative kind of leadership motivates members of the school community to maximize their overall performance. Integrative leadership combines the qualities of servant leadership, authentic leadership, and value-based leadership while simultaneously addressing their weaknesses. This paper sought to ascertain the mediating effect of employee motivation on the relationship between integrative leadership and the performance of public boarding secondary schools in selected Counties under the FCDC Kenya. This paper critiqued empirical studies linking the relationship between integrative leadership and performance and the mediating role of employee motivation. This study adopted a pragmatism research philosophy. This study also triangulated data using both qualitative and quantitative methods. The target population included all public boarding secondary schools from four FCDC Counties namely Lamu, Isiolo, Samburu, and Wajir. The study also targeted student leaders, teachers, principals, stakeholders (Board of Management representatives, County, and Teachers Service Commissions (TSC) Directors). The sample included 300 student leaders from 16 public boarding secondary schools in four FCDC Counties. A sample of 96 teachers, 16 principals, 16 Board of Management (BOM) stakeholders, 4 county directors of education and 4 TSC county directors; and 4 representatives of development partners also formed part of the sampling units. Therefore, the total sample size was four hundred and forty (N=440). Questionnaires were used to gather information from the teachers and students while interview guides were used to gather information from the school principals, BOM representatives, and County Directors of education. Interview guides were open-ended and detailed. Data was analysed using both quantitative and qualitative data analysis approaches based on the research objectives. Descriptive statistics was used to summarize quantitative data and the results were presented in frequencies and percentages, while inferential statistics were used to test the study hypothesis. Qualitative data on the other hand was summarized and reported in themes. The study revealed that integrative leadership has a significant relationship with the performance of public boarding secondary schools in selected Counties under FCDC Kenya. Further, the study findings indicated a partial mediating effect on the mediating role of employee motivation on the relationship between integrative leadership and school performance.
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Cornish, Carlene. "Case study: level 1 Skills to Succeed (S2S) students and the gatekeeping function of GCSEs (General Certificate of Secondary Education) at an FE college". Research in Post-Compulsory Education 22, n.º 1 (2 de janeiro de 2017): 7–21. http://dx.doi.org/10.1080/13596748.2016.1272076.
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Sibanda, Clyde, Keba Hulela e Nelson Tselaesele. "Perceived Influencers of the Decline on Performance of Students in Botswana General Certificate of Secondary Education’s Agriculture Examination Results". Journal of Education and Learning 5, n.º 1 (31 de janeiro de 2016): 199. http://dx.doi.org/10.5539/jel.v5n1p199.
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<p>The purpose of the study was to investigate factors perceived to contribute to the decline of students’ performance in the Botswana’s General Certificate of Secondary Education (BGCSE) agriculture results. Ninety-one agriculture examiners were randomly sampled out of 100 teachers who were invited to mark the 2012 end of year examination scripts. A questionnaire was mailed by post and partly hand delivered to gather quantitative data. The SPSS software was used for statistical analysis. The results showed that majority (57%) of the agriculture teacher examiners were male, 66% were in the age range of 31-35 years old. A large proportion (66%) of them had taught for a period of 6 to 15 years. The study revealed positive perceptions of teachers on three constructs influencing the decline on the students’ performance in agriculture. The study revealed that under the construct,<em> Students’ behaviors, social and economic related factors, students attitudes towards the subject </em>yielded high mean (x̅)‘= 4.45<em>,</em> STD (σ) ’ = .81;<em> on Factors related to curriculum issues, </em>the study sho<em>we</em>d<em> </em><em>“</em><em>interpretation of examination items</em><em>”</em><em> </em>had high mean<em> </em>(x̅) ‘= 4.39<em>,</em> STD (σ) = .75 and under the construct on <em>Factors related to resources and infrastructure </em>the mean (x̅) was = 4.79<em>,</em> STD (σ) = <em>.53 </em>was high on the <em>student teacher ratio. </em>The study concluded that the three constructs studied had influence towards students’ performance in agriculture. However, based on interpretational correlations the results did not find any strong relationship among the demographic variables studied.</p>
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Abdullahi, Musa Siddiq. "Students’ Performance Comparison in Senior School Certificate Examination Arabic and Islamic Studies in Kwara State Nigeria". ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab 4, n.º 2 (27 de outubro de 2021): 84–94. http://dx.doi.org/10.17509/alsuniyat.v4i2.37074.
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Arabic and Islamic education are inseparable as the knowledge of Arabic Language significantly complements that of Islamic Studies. The population of this study comprised all the senior secondary students offering Arabic and Islamic studies in Kwara State. To get the respondents, we used purposive sampling techniques with a population of students who sit in public and private high schools and have a record of studying Arabic and Islamic studies at WAEC and NECO SSCE. Research questions were answered with the percentage, mean and standard deviation, while the hypotheses were tested with the Person’s Chi- square at 0.05 alpha level, and the symmetric measure of Crammer’s V was used to determine the degree of relationship between the variables. Findings revealed that majority of students performed at the credit level (A1 to C6) in Arabic and Islamic Studies, Also, a significant correlation occurred between students’ performance in Arabic and Islamic Studies SSCE.