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Relevant bibliographies by topics / Joint Admission and Matriculation Board

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Academic literature on the topic 'Joint Admission and Matriculation Board'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Joint Admission and Matriculation Board"

1

Nweke, Ken M. C. "Education for Information in Nigerian Library Schools: An Overview of the Joint Admission and Matriculation Board (JAMB) Requirements for Admission to First Degree Programs." Journal of Education for Library and Information Science 36, no. 3 (1995): 265. http://dx.doi.org/10.2307/40323747.

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2

Danladi, Hussaini, and Audu Kafwa Dodo. "Information Communication Technology (ICT) Infrastructure and Electronic Examination in Joint Admissions and Matriculation Board (JAMB)." International Journal of Humanities and Social Science 6, no. 5 (September 25, 2019): 65–72. http://dx.doi.org/10.14445/23942703/ijhss-v6i5p109.

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3

Danladi, Hussaini, and Audu Kafwa Dodo. "A comparative Analysis of Joint Admissions and Matriculation Board‟s (JAMB) Performance, Pre and Post Electronic migration." International Journal of Humanities and Social Science 6, no. 5 (September 25, 2019): 80–85. http://dx.doi.org/10.14445/23942703/ijhss-v6i5p111.

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4

Muftahu, Muhammad, and Hazri Jamil. "The Demographic Shifts in West African Countries: Implications for Access to Higher Education in Nigeria." Asia Proceedings of Social Sciences 6, no. 3 (July 25, 2020): 247–53. http://dx.doi.org/10.31580/apss.v6i3.1391.

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Africa as a continent is so far the fastest growing in the entire world where the projections indicted that the population of the continent would increase by 50% in the next two decades. Presently, the population of the region stands at 1.2 billion and the West African states consist of 15% of the total number while Nigeria accounts for nearly 200 million people with 44% of the people under 15 years old. Consequently, the purpose of this research paper is to see how the demographic change has implications for access to the Nigerian higher education system with a specific focus on university education. In order to understand this phenomenon, this research engaged in secondary data analysis as a technique to obtain information in achieving the study’s objectives. Subsequently, even though the total number of secondary school graduates or output was not accessible for this study, the analysed data from the Joint Admissions and Matriculation Board (JAMB) indicated that 1,687,551 and 1,557,017 students sat for university matriculation examinations in Nigeria for 2016 and 2017 academic sessions respectively, in which 97% of the candidates were seeking admission to universities specifically. Similarly, the data indicated that over 65% of the candidates have met the required points to be admitted into universities. On the other hand, data from the National Universities Commission (NUC) showed that there are a total of 91 public universities in Nigeria including both the federal and state universities with a capacity of less than 500,000, showing that more than 50% of the qualified students will be left unadmitted. Consequently, this study strongly recommends adequate demographic shift consideration while planning the national higher education policies in relation to access to university education and higher educational institutions in general.

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5

Obowu-Adutchay, Dr V., PROF R. P. I. UKWUIJE, and Dr UDECHUKWU C. I. "Current Trends in Assessment and Research in Global Education: The Computer Based Test of Joint Admission and Matriculation Board: Retain or Discard in Nigeria." World Journal of Education and Humanities 1, no. 1 (July 16, 2019): p39. http://dx.doi.org/10.22158/wjeh.v1n1p39.

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The study investigated the current trends in assessment and research in global education. The computer based test of Jamb retain or discard in Nigeria. The current knowledge driven era have caused many changes in order to catch up with the rest of the world. Computer Based Test of Jamb is one. Maintaining a level of integrity is another driving force for the introduction of computer based test. The study used three workforce of the society viz stakeholders, secondary school teachers and secondary students. Survey research design was introduced in the study. Three sampling methods were used to get the sample, they are purposive, cluster and stratified random sampling. Nine hundred (900) respondents were selected in the process. The instrument used for data collection was “Computer Based Test of Jamb Questionnaire (CBTOJQ) developed by the researchers. The instrument contained two sections A and B, “A” was all about bio-data of the respondents while “B” had fifteen items which was used to generate data for the study. Face and content validities were used to ascertain the validity of the instrument while Cronbach alpha method was used to determine the reliability of the instrument which resulted to 0.75. Data were analyzed using percentages to answer the research question while chi-square and Analysis of Variance (Anova) were employed to test the hypotheses at 0.05 level of significance. The results were discussed and certain recommendations were also made. That even though computer based test is fraught with malpractice, it could be strengthened the more with necessary paraphilia so as to catch up with the global trend. It should be retained.

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Danladi, Hussaini, and Audu Kafwa Dodo. "An Assessment of the Challenges and Prospects of Computer Based Test (Cbt) in Joint Admissions And Matriculation Board (Jamb)." International Journal of Humanities and Social Science 6, no. 5 (September 25, 2019): 86–91. http://dx.doi.org/10.14445/23942703/ijhss-v6i5p112.

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7

A. Bassey, Bassey, Isaac O. Ubi, German E. Anagbougu, and Valentine J. Owan. "Permutation of UTME Multiple-Choice Test Items on Performance in Use of English and Mathematics Among Prospective Higher Education Students." Journal of Social Sciences Research, no. 64 (April 25, 2020): 483–93. http://dx.doi.org/10.32861/jssr.64.483.493.

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In an attempt to curtail examination malpractice, the Joint Admission and Matriculation Board (JAMB) has been generating different paper types with a different order of test items in the Unified Tertiary Matriculation Examination (UTME). However, the permutation of test items may compromise students’ performance unintentionally because constructive suggestions in theory and practice recommend that test items be sequenced in ascending order of difficulty. This study used data collected from a random sample of 1,226 SSIII students to ascertain whether the permutation of test items has any effect on the performance of students in two different subjects (Use of English and Mathematics). The study adopted the Equivalent Groups Quasi-Experimental Research Design with three independent groups. Findings emerged, amongst others, that there is a significant difference in the performance scores of prospective university students’ in use of English and Mathematics examintaions arranged in three different orders (ED, DE, R). There are no significant gender differences in the performance of students in Use of English and Mathematics based on test item permutation. However female students perform better than male students when test items are arranged in ascending order of difficulty while males perform better when test items are arranged in descending order of difficulty. It was concluded that the permutation of test items in UTME examination tends to affect the performance of students in Use of English and Mathematics. This finding has implications for the future conduct of UTME examinations and enrolment into higher education as the randomization of UTME test items changes the difficulty order of different paper types. It was recommended that other measures of curtailing examination malpractices that would not affect students’ academic performance should be adopted.

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8

Mills, Janet. "Is education in decline? A view from the Joint Matriculation Board, 1956-66." Research in Education 55, no. 1 (May 1996): 29–38. http://dx.doi.org/10.1177/003452379605500103.

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9

Molnar, David, Jeffrey Jensen, and Larissa Rolim. "Can We Predict First-time Failure on the Podiatric Boards Using an Admission Screen?" Journal of the American Podiatric Medical Association 102, no. 6 (November 1, 2012): 485–90. http://dx.doi.org/10.7547/1020485.

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Background: This study examined the success of an admission screen in identifying applicants who will fail Part I or Part II of the Podiatric Boards on the first attempt. Methods: A logistic regression model was used to predict failure on the Podiatric Boards. Results: The biology Medical College Admission Test (MCAT) score predicted failure on Part I and Part II. Adding undergraduate grade point average and the other MCAT subscores did not significantly improve the prediction. Although a screen based on the biology MCAT score can identify nearly 90% of those who fail, there are six false-positives for every true-positive. Conclusions: First-time Board failure can be predicted, but Board failure must be primarily addressed by interventions after matriculation rather than by an admission screen. (J Am Podiatr Med Assoc 102(6): 485–490, 2012)

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10

Wabwoba, Franklin, and Fullgence M. Mwakondo. "Students Selection for University Course Admission at the Joint Admissions Board (Kenya) Using Trained Neural Networks." Journal of Information Technology Education: Research 10 (2011): 333–47. http://dx.doi.org/10.28945/1529.

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Dissertations / Theses on the topic "Joint Admission and Matriculation Board"

1

Anyanwu, Ogechi Emmanuel. "THE POLICIES AND POLITICS OF MASSIFICATION OF UNIVERSITY EDUCATION IN NIGERIA, 1952-2000." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1159589539.

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2

Kiboiy, Kiptoo Lelei. "The dynamics of student unrests in Kenya's higher education : the case of Moi Uinversity." Thesis, 2013. http://hdl.handle.net/2263/32399.

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Higher education in post-independence Kenya from 1963 to 2009 has been characterized by rapid expansion - both in terms of student enrolment and in a sharp increase in the number of both private and public universities. While national and institutional mechanisms, such as the establishment of a revolving fund, the Higher Education Loans Board and the introduction of the Privately Sponsored Students Programme, have been initiated to address the sharp demand for higher education against a backdrop of diminishing financial support, violent student unrest - which seriously undermined these efforts - has persisted. A sustained period of student unrest has characterized Kenya‟s higher education. This has manifested itself in the form of violent protests, riots, boycotts and strikes. Statistics indicate that the intensity/frequency and violence of the strikes has steadily increased over the years. For example, between 1969 and 2000 sixty-nine cases of student strikes were recorded at all the public universities. Of these cases, twenty-two (31.88%) occurred within a time span of 20 years (1969-1989) while forty-seven cases (68.12%) occurred in a short period of just one decade (1990-2000).At Moi University twenty-four cases of strikes, which affected its colleges and campuses, were recorded between 1985 and 2009. In terms of radical policy adaptation at both national and institutional levels, one would expect a downward trend in unrest. Instead, however, the frequency and intensity of violence associated with strikes has increased at an alarming rate with several deaths being reported. As such, this study has investigated the factors that have contributed to, and informed, a sustained period of student unrest with a specific focus on Moi University in order to identify policy lessons. Global, national and institutional aspects were examined. A case study strategy was applied - with Moi University as its focus. Data was collected through an in-depth review of the relevant literature, document analysis and interviews. Past and present senior management staff members at Moi University, including Deans of Faculties, Deans of Students, Heads of Departments, and Heads of Sections as well as former student leaders were interviewed. The study concludes in its findings that the university is operating within a highly dynamic and unstable social-political environment, leading to the emergence of inadequate policy adaptations. The resultant shortcomings in the operations of the university attract the wrath of an informed student population in the form of unrest. The students action is not however simply reactionary, as they too, as change agents have their own agenda that evolves over time as they seize opportunities created by the policy shortcomings to pursue it. The study summarized the salient factors responsible for the violent unrest in five broad thematic areas. These include: (i) Unrest associated with flawed international and national policies and social pressure; (ii) Unrest associated with critical national issues and identification with progressive change agents; (iii) Unrest associated with student politics;(iv) Unrest associated with social identity and threats of their welfare from organized groups; and (v) Unrest associated with the prevalence of institutional catalyzing factors. A typical strike develops through four main phases: (i) The development/ brewing phase; (ii) The heightened tension phase; (iii) The full blown strike phase; and (iv) The dissipation/uneasy calm phase. Organizational disequilibrium describes the general state of instability characterizing the university, while organizational paranoia is associated with instances of devastating strikes during a heightened tension phase. A strike matrix of Spontaneous vs Orchestrated and Flash vs Protracted typify the strikes. Unrest has led to the disruption of academic programmes; the destruction of property and deaths; a loss of critical study time; and damage to students‟ careers caused by suspensions and expulsions. The need for a well-considered policy that involves exhaustive consultation with all the stake-holders emerges as critical for the future stability of universities.
Thesis (PhD)--University of Pretoria, 2013.
am2013
Education Management and Policy Studies
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Books on the topic "Joint Admission and Matriculation Board"

1

Petch, James Alexander. Fifty years of examining: The Joint Matriculation Board, 1903-1953. London: George G. Harrap, 1994.

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2

Responding to mental emergencies: An audit of GP and approved social worker involvement in assessment for compulsory admission to hospital under the Mental Health (NI) Order 1986 : a joint project involving Eastern Health & Social Services Board, Community Health & Social Services Trusts and General Practitioners. Belfast: EHSSB, 2001.

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Book chapters on the topic "Joint Admission and Matriculation Board"

1

Odia, James Osabuohien, and Agnes Anuoluwapo Odia. "Accessibility to Higher Education in Nigeria." In The Future of Accessibility in International Higher Education, 104–24. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2560-8.ch007.

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Accessibility to university education represents a vital instrument for personal empowerment as well as the economic growth and technological advancement of a country. It is against the backdrop of the relevance and benefits of higher education that the quests for admission to Nigerian universities have assumed an alarming dimension due to the increasing annual applications to enroll for the entrance examinations conducted by the Joint Admission and Matriculation Boards and the subsequent screening by the respective universities. Unfortunately, most of the candidates are unable to gain admission to the university. The chapter considers some of the issues and challenges associated with low accessibility to university education for people seeking admission into Nigerian Universities and also suggest the ways to address the problems.

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2

Odia, James Osabuohien, and Agnes Anuoluwapo Odia. "Accessibility to Higher Education in Nigeria." In Accessibility and Diversity in Education, 80–100. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1213-5.ch005.

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Accessibility to university education represents a vital instrument for personal empowerment as well as the economic growth and technological advancement of a country. It is against the backdrop of the relevance and benefits of higher education that the quests for admission to Nigerian universities have assumed an alarming dimension due to the increasing annual applications to enroll for the entrance examinations conducted by the Joint Admission and Matriculation Boards and the subsequent screening by the respective universities. Unfortunately, most of the candidates are unable to gain admission to the university. The chapter considers some of the issues and challenges associated with low accessibility to university education for people seeking admission into Nigerian Universities and also suggest the ways to address the problems.

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3

"Extracts from the Syllabus and Notes for the Guidance of Schools for GCE Engineering Science (Advanced) 1972 Joint Matriculation Board, Manchester." In The Assessment of Learning in Engineering Education, 311–23. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781119175575.oth2.

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4

Melzer, Mark. "Outpatient Parenteral Antimicrobial Treatment (OPAT)." In Tutorial Topics in Infection for the Combined Infection Training Programme. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198801740.003.0058.

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Outpatient parenteral antimicrobial therapy (OPAT) is the provision of intravenous (IV) antibiotics to patients in the community or an ambulatory care setting. It was first used to treat children with cystic fibrosis in the 1970s but did not become part of adult services in the UK until the 1990s. OPAT facilitates hospital admission avoidance and decreased lengths of inpatient stay. It is associated with high levels of patient satisfaction. Recent clinical guidelines on the provision of OPAT services in the UK and US have recently been published Skin and soft tissue infections (SSTIs), in particular lower limb cellulitis, are the commonest medical conditions referred to OPAT services. Patients are typically treated for three to five days with IV antibiotics but patients with lymphoedema or underlying skin conditions typically require longer courses. Increasingly, multidrug-resistant urinary tract infections (UTIs) may be treated in the community with IV antibiotics, although oral options such as fosfomycin are now available. Patients with bone and joint infection invariably require prolonged parenteral antibiotic courses, whether this be vertebral osteomyelitis or native or prosthetic joint infection. Other less common examples, where careful patient selection is required, include infected diabetic foot ulcers (with or without osteomyelitis), infective endocarditis, empyema, liver, and tubo-ovarian and brain abscesses. Patients are recruited on the basis of clinical syndromes (e.g. lower limb cellulitis) or laboratory referral (e.g. multidrug-resistant UTIs). Active recruitment (e.g. attendance at acute assessment unit board rounds or orthopaedic multidisciplinary teams, MDTs) compared to passive recruitment (waiting for clinical referrals) increases the yield of patients. The suitability of a patient to receive treatment out of hospital or in an ambulatory care setting needs careful assessment and is dependent upon age, comorbidities, and severity of infection. OPAT also requires patients to engage actively and reliably with therapy. Therefore, IV drug users and patients with serious mental health problems are generally not suitable. Commonly used antibiotics are those given once daily as these reduce nursing time, although some nursing teams can administer IV antibiotics up to three times per day. It is imperative to take a drug allergy history and seek an alternative class of antibiotics when a patient complains of severe penicillin allergy.

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