Correlating continuous assessment scores to junior secondary school certificate examination final scores in Imo State

2010 ◽  
Vol 7 (2) ◽  
Author(s):  
J.L Nwaogazie
Keyword(s):  
Secondary School ◽  
Continuous Assessment ◽  
School Certificate ◽  
Imo State ◽  
Assessment Scores ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Certificate Examination

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.

What Helps or Hinders the Learning of Academically Talented Junior Secondary School Boys: The Stories of 123 Boys

2021 ◽  
pp. 49-64
Author(s):  
Graeme Miller
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Home Environment ◽  
Common Factor ◽  
Educational Practice ◽  
Structured Interviews ◽  
Academically Talented ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Academic Year

This paper reports on a 2016-2019 study of 123 students in the most academic Year 9 class in a large, high-achieving New Zealand state boys’ secondary school. The study asked the question: “What aspects of society, schools and teachers, home environment and your own intrapersonal qualities helped or hindered your achievement in at least one academic subject?” Data were gathered through the completion of questionnaires and semi-structured interviews, either in focus groups, or individually. Arguably, the most important findings related to participant perceptions of the greatest influence supporting achievement and the single most common factor identified as hindering achievement. The greatest help was identified to be students’ own intrapersonal characteristics, and the greatest hindrance was identified to be schools and teachers. This paper reports on the main findings of the research with particular emphasis on those with relevance to educators. It also considers what the major implications are for educational practice in New Zealand schools.

scholarly journals Factors affecting behaviours that address HIV risk among a sample of junior secondary school students in the Northern Province, South Africa

2002 ◽  
Vol 7 (3) ◽  
Author(s):  
Karl Peltzer
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Hiv Risk ◽  
Full Text ◽  
Secondary School Students ◽  
Northern Province ◽  
School Students ◽  
Factors Affecting ◽  
Junior Secondary School ◽  
Junior Secondary

The purpose of this study was to identify factors affecting HIV risk reduction among junior secondary school pupils in South Africa. Opsomming Die doel van hierdie studie was om HIV risiko reduksie faktore onder junior sekondêre skool leerlinge in Suid-Afrika te identifiseer. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Mathematical Communication Skills of Junior Secondary School Students in Coastal Area

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Kadir, Jl ◽  
Mayjen S. Parman
Keyword(s):  
Secondary School ◽  
Communication Skills ◽  
Coastal Area ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Learning Activity ◽  
School Students ◽  
Mathematical Communication ◽  
Junior Secondary School ◽  
Junior Secondary

Mathematical communication skills of junior secondary school students in coastal area are still considered low due to the lack of contextual problem technique in the teaching of mathematics. The various potencies of the coastal area have been damaged without any concern. It is interesting to investigate the contextual problem in mathematics teaching because it can be identified, required, and related to everyday life. The objective of this study is to enhance mathematical communication skills of junior secondary school students in the coastal area. Using coastal-based contextual teaching and learning (CCTL) can enhance: (1) students’ mathematical communication skills better than conventional teaching and learning (CVTL); and (2) the students’ learning activity, fluency of argument in problem solving process, advanced question skills, and knowledge of coastal area potencies and problems.

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