scholarly journals “Miracle Examination Centres” as hubs for malpractices in Senior Secondary School Certificate Examination in Nigeria: A systematic review

2022 ◽  
Vol 88 ◽  
pp. 102538
Author(s):  
Prince Agwu ◽  
Charles T. Orjiakor ◽  
Aloysius Odii ◽  
Chinyere Onalu ◽  
Chidi Nzeadibe ◽  
...  
Keyword(s):  
Systematic Review ◽  
Secondary School ◽  
Senior Secondary School ◽  
School Certificate ◽  
Certificate Examination ◽  
Senior Secondary

scholarly journals La Validez Predictora del Examen para el Certificado de Secundaria en el Estado de Osun (Nigeria)

2017 ◽  
Vol 3 (7) ◽  
Author(s):  
B.A. Faleye ◽  
E.R.I. Afolabi
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Senior Secondary School ◽  
School Certificate ◽  
Junior Secondary ◽  
National Examinations ◽  
Certificate Examination ◽  
Senior Secondary

Introducción: El Junior Secondary Certificate Examination (JSCE, examen estandarizado) es un examen acumulativo que hacen los candidatos al final (tercer curso) del primer ciclo de educación secundaria (Junior Secondary Education) en Nígeria El examen tiene dos versiones: (a) la que realizan las delegaciones de educación de los estados (State Ministries of Education, MOE), y (b) la versión Federal que realiza el Consejo Nacional de Exámenes (National Examinations Council, NECO). Había preocupación creciente entre los implicados sobre la validez predictora de la versión estatal de la JSCE con respecto al Senior Secondary Certificate Examination (SSCE, examen paralelo administrado al final del segundo y último ciclo de educación secundaria). Se realizó este estudio para averiguar si hay relación significativa entre el rendimiento global de los estudiantes en el JSCE y su rendimiento en el Senior School Certificate Examination (SSCE).Método: Los institutos del estado de Osun (de Nigeria) constituyeron la muestra para este estudio. A través de procedimientos de análisis correlacional, se compararon las puntuaciones de los estudiantes en sus exámenes finales del primer curso del segundo ciclo (Senior Secondary School, SSS 1), del segundo curso (SSS 2), y sus puntuaciones en el SSCE en seis asignaturas principales con sus puntuaciones correspondientes del JSCE.Resultados: Se demostró que el JSCE del estado de Osun no predice el rendimiento de los estudiantes en el SSCE. Sin embargo, se encontró que la Lengua y las Matemáticas del JSCE tenían mayor capacidad para predecir el rendimiento en Lengua y Matemáticas del SSCE, en contraste con las demás asignaturas (r =0.32, p<0.05 y r =0.22 p<0.05 respectivamente).Conclusión: Rendimiento global en el JSCE para las seis asignaturas investigadas es mal predictor del rendimiento en el SSCE (con la excepción de Lengua y Matemáticas). Esta tendencia puede deberse a las limitaciones a las que se enfrentan las delegaciones (MOE) que desempeñan el papel de un organismo de exámenes.

scholarly journals Students’ Performance in Ghana: A Discriminant Analysis

2016 ◽  
Vol 6 (10) ◽  
pp. 08
Author(s):  
Adane Appiah Akaboha ◽  
Samuel Kwofie
Keyword(s):  
Discriminant Analysis ◽  
Secondary School ◽  
Basic Education ◽  
West African ◽  
Technical School ◽  
Senior Secondary School ◽  
School Certificate ◽  
Certificate Examination ◽  
The Difference ◽  
Senior Secondary

<p>This study employs discriminant analysis to determine students’ performance in their final West African Senior Secondary School Certificate Examination (WASSCE). Data on 104 students who completed Suhum Senior High Secondary Technical School from 2012 to 2013 were gathered from the WASSCE results sheets of the school and discriminant analysis was performed on the initial factors. Result suggest that six factors: being the BECE grade in Science, BECE grade in Mathematics, Type of basic education, Duration of the SHS system, Entry admission age to form 1 of SHS and BECE aggregate of candidate as parsimoniously representing the difference between students who performed very well and those who performed poorly in the WASSCE- determine the performance. </p>

scholarly journals Content analysis of levels and aspects of comprehension in West African senior secondary school examination

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Funmilayo M. Oguntade
Keyword(s):  
Secondary School ◽  
English Language ◽  
Local Environment ◽  
Higher Order ◽  
West African ◽  
School Students ◽  
The West ◽  
Senior Secondary School ◽  
School Certificate ◽  
Senior Secondary

Background: Reading is one of the most complex and exclusively human mental activities. It is a foundational skill for all learning, whether at primary, secondary or tertiary levels. If students do not master effective strategies for reading, they may not be successful independent learners. The ability to comprehend written texts and answer relevant questions on them is a major feature that is examined in comprehension in the West African Senior Secondary School Certificate Examination.Objective: This study was directed at analysing the content of the English language comprehension questions in the West African School Certificate Examination to identify the intensities of testing different aspects of comprehension so that teachers can lay emphasis on these aspects when they teach reading strategies to their students.Method: The content analytical approach was used to identify the different aspects and levels of the comprehension passages. The analysis of the content was carried out by focusing on 10 different content sub-categories.Results: The study revealed that most of the comprehension passages presented had never been used before and they were related to the students’ local environment. Literal and inferential questions dominated while critical and evaluative questions were rarely asked.Conclusion: In the light of the pedagogic importance of critical and evaluative questions, it is recommended that examiners and teachers should lay emphasis on questions that demand higher-order reasoning to prepare students for the contemporary demands of literacy. In line with higher-order questions, it is also suggested that the curriculum should be amended to encourage critical evaluative thinking among secondary school students as it is an important part of literacy and language development.

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