Relevant bibliographies by topics / Performance in Grade 12 examinations

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Performance in Grade 12 examinations'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Performance in Grade 12 examinations"

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M.E, Letsoalo. "Disaggregated Analysis of Performances of Grade 12 Learners in Gauteng Province, Republic of South Africa." Journal of Education and Vocational Research 8, no. 2 (September 28, 2017): 34–44. http://dx.doi.org/10.22610/jevr.v8i2.1860.

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This paper presents the researchers’ interpretive analysis of data from the main study that was aimed at proposing the method that will plausibly be used to analyse the Grade 12 results and to compare performances of learners between provinces of South Africa. This cross-sectional, quantitative, and ex-post-facto designed study used secondary and clustered data, as supplied by Department of Basic Education through Umalusi council, to compare the likelihood of passing Grade 12 between male and female learners in the Gauteng Province, even after adjusting for school quintile. Thus, this work attempted to model the relation between school resources inputs and school outcomes called educational achievements or academic performances. The dataset contained a total of 98894 (45.44% male and 54.56% female) learners who set for Grade 12 examinations in 2008 academic. The crude estimates indicated that female learners than male learners were significantly 1.035 more likely to pass Grade 12 (OR = 1.035, p = 0.016, 95% CI: 1.006 - 1.065). Also, the school quintile adjusted model indicated that female learners than their male counterparts were significantly 1.040 more likely to pass Grade 12 (OR = 1.040, p = 0.010, 95% CI: 1.009 - 1.072). The significant effect of school quintile favoured female learners (p < 0.001). These results, from disaggregated analysis, indicated that there was sufficient evidence that female than male learners had better chances of passing Grade 12 in Gauteng Province. Therefore, authorities may consider the issue of learner-gender when allocating resources to different school In Gauteng Province.
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Bush, Anita M., Charles R. Geist, and Scott Emery. "Event-Related Brain Potentials and Psychology Course Mean Examination Grades." Perceptual and Motor Skills 76, no. 3_suppl (June 1993): 1387–94. http://dx.doi.org/10.2466/pms.1993.76.3c.1387.

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Since 1965 research into the event-related brain potentials of the human electroencephalogram suggests that these EEG components are closely related to human information-processing activities. In this study were tested 21 normal adult university students (12 women, 9 men, ages 19 to 51 years) from the Alaskan subarctic, using both the auditory and visual event-related potential oddball paradigms. The event-related brain potential recordings were analyzed as explanatory variables of academic performance, as measured by the mean of a series of multiple-choice examinations covering lecture and text material. No high association between these brain electrophysiological measures and students' academic performance was observed. At best, one component explained 27.6% of the variation in mean examination grades.
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Cate, R. E., B. D. Nielsen, H. S. Spooner, C. I. O'Connor-Robison, and H. C. Schott II. "Prevalence of gastric ulcers and relationship to other parameters in Standardbred racehorses." Comparative Exercise Physiology 8, no. 1 (January 1, 2012): 47–51. http://dx.doi.org/10.3920/cep12009.

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Gastric ulcer prevalence rate is reported to be 60-90% in racehorses. This study examined a population of 40 Standardbred horses in race training and assessed the relationship of ulcers to performance history and body condition score (BCS). Forty Standardbreds on two racing facilities in southern Michigan were examined during the last 2 weeks of December 2007 and the second week of January 2008. Age of horses (as of January 1) ranged from 3 to 12 years. Squamous epithelial ulcers were graded (0-4) using an established scoring system during gastroscopic examinations and BCS was recorded (1 to 9 scale). Trainers graded racing performance of each horse on a scale of A to F, with A being best. Horses were grouped according to gender, age, and BCS. Prevalence of ulcers was similar between facilities (50% and 56%) but the mean prevalence (52.5%) was lower than in previous reports. Ulcer score was not related to gender (P=0.84), age (P=0.72), BCS (P=0.64), or performance history (P=0.55). These findings suggest that commonly cited prevalence rates of ulcers may not be consistent for all populations of racehorses. Further, given that less than 20% of the horses examined had an ulcer score grade 2 or higher, the impact that ulcers have on performance may be overestimated in some equine populations. Finally, this study clearly demonstrates that a gastroscopic examination is necessary to determine presence of ulcers, rather than assuming their presence based on decreased performance or low body condition score.
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Mekuria, Yilfashewa Seyoum, Seleshi Demie Alemu, and Hulualem Tadesse. "Analysis of Students’ Commitment and Attitude towards Mathematics in Secondary School of Dega Woreda, Oromia National Regional State, Ethiopia." Humaniora 9, no. 2 (July 31, 2018): 187. http://dx.doi.org/10.21512/humaniora.v9i2.4738.

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The purpose of this research was to analyze the magnitude and intensity of student commitment and attitude towards mathematics in secondary schools of Dega Woreda. A single case study with the involvement of 283 students of grade 10 and 12 of Dega Woreda and all mathematics teachers of the respective grades were considered. Purposive and simple random sampling techniques were employed to select the subjects of the study. Questionnaires and interview as tools for the collection of data were used. The findings reveal that students’scholastic performance is a pass mark and yet, it is not up to the expected level. Though students believe to have favorable attitude and commitment towards mathematics, their performance is very low especially on grade 10 and 12 national examinations. This implies that the behavioral (action) aspect of attitude towards mathematics is relatively the most challenging area in learning mathematics. The results indicate that there is no significant mean difference in attitude towards mathematics between male and female and between secondary and preparatory school students. It is suggested that mathematics teachers should apply appropriate methods of teaching, make an ongoing evaluation, and give continuous feedback to the students with the class size reduced to an optimum number of students (40 to 50). Teachers need to motivate and create conditions in which female students can effectively deal with mathematics classes. In this regard, professional women in science and technology fields may be invited to address how they succeeded in their study to build up the self-esteem of female students in mathematics.
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Motlhabane, Abraham. "UNPACKING THE SOUTH AFRICAN PHYSICS-EXAMINATION QUESTIONS ACCORDING TO BLOOMS’ REVISED TAXONOMY." Journal of Baltic Science Education 16, no. 6 (December 15, 2017): 919–31. http://dx.doi.org/10.33225/jbse/17.16.919.

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The quality and standard of South African examination questions for the grade 12 examination have become an important issue for the South African education system. So far, the focus of empirical research has been on factors that lead to poor performance in the Physical sciences as well as the alignment of the grade 12 Physical Sciences examination with the core curriculum in South Africa. On the contrary, this research paper focuses on a different aspect: the weaknesses and the strengths of the Physics examination questions. It addresses the question of how the Physics examination questions cover higher and lower order level questions in the Bloom’s revised taxonomy. To answer this question, the Physics examination questions of the year 2014 and 2015 were analysed using Bloom’s revised taxonomy of learning objectives. The examination questions were codified and the frequencies and percentages of occurrence of different learning objectives were calculated. The results show that third level cognitive skills were more prevalent than other ones. Furthermore, examiners asked questions that require application and few questions requiring the recall of knowledge. Keywords: physics examination, revised Bloom’s taxonomy, quality of education.
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Mafukata, Mavhungu Abel. "Complexities and Constraints Influencing Learner Performance in Physical Science." International Journal of Research in Business and Social Science (2147-4478) 5, no. 1 (January 22, 2016): 30–46. http://dx.doi.org/10.20525/ijrbs.v5i1.47.

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This paper explores complexities and constraints affecting performance and output of physical science learners in Vhembe District, Limpopo Province, South Africa. The study was motivated by the desire of the researcher to establish, profile and characterise the complexities and constraints reminiscence of poor performance of learners in physical science as measured through end-of-year Grade 12 (final year of high school education) examination results. Twenty six schools (n=26) were purposively selected from three circuits of education (n=3). From these schools, two learners were randomly selected (n=52) for interviews. In addition, two circuit managers (n=2) were conveniently selected as part of Key Informant Interviews (KII). For the Focus Group Discussions (FGDs), twelve (n=12) parents were randomly selected to form two groups of six members each. Multi-factor complexities and constraints impeding performance of learners were discovered. Intensive teacher in-service programme is recommended. Community engagement should be encouraged to educate parents on the value of involvement in the education of their children. Free access learner support structures such as Homework and Extra-lessons Assistance Centre (H&EACs) should be established.
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Mavilidi, Myrto, Kim Ouwehand, Nicholas Riley, Paul Chandler, and Fred Paas. "Effects of An Acute Physical Activity Break on Test Anxiety and Math Test Performance." International Journal of Environmental Research and Public Health 17, no. 5 (February 27, 2020): 1523. http://dx.doi.org/10.3390/ijerph17051523.

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(1) Background: Test anxiety has been found to negatively affect students’ mental health and academic performance. A primary explanation for this is that anxiety-related thoughts occupy working memory resources during testing that cannot be used for test-related processes (such as information retrieval and problem-solving). The present intervention study investigated whether physical activity could decrease anxiety levels and improve maths test performance in sixth-grade children. (2) Methods: Sixty-eight children of 11–12 years from two primary schools in New South Wales, Australia were categorised as low or high anxious from their scores on a trait-anxiety questionnaire. After this assessment, they were randomly assigned to the activity break condition, in which they had to do several physical activities of moderate intensity (e.g., star jumps) for 10 min, or the control condition, in which they played a vocabulary game for 10 min. The outcome measures were children’s anxiety levels at the beginning, during, and at the end of the test, invested mental effort, perceived task difficulty and maths test performance. (3) Results: Results showed that regardless of the condition, low anxious students performed better on the maths test than high anxious children. No differences were found for any of the variables between the activity break condition and the control condition. (4) Conclusions: Although test anxiety was not reduced as expected, this study showed that short physical activity breaks can be used before examinations without impeding academic performance.
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Mathaba, Richard Siphamandla Ryan, Nirmala Dorasamy, and Kudayja Mohammed Parker. "THE EFFECTIVENESS OF EXTERNAL WHOLE-SCHOOL EVALUATION ON UNDERPERFORMING SECONDARY SCHOOLS IN THE MPUMALANGA PROVINCE." Commonwealth Youth and Development 12, no. 2 (September 28, 2016): 49–68. http://dx.doi.org/10.25159/1727-7140/1635.

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The study was conducted in the Mpumalanga province and focused on a sample of 18 externally evaluated underperforming secondary schools across all four districts of the province. The schools obtained an average pass rate of less than 30% in the 2011 Grade 12 examinations. The main objectives of the study were to analyse the purpose of whole-school evaluation (WSE) from a quality assurance perspective; to investigate the significance of a key component of WSE, namely assessing the quality of teaching, learning and educator development; to analyse the Grade 12 results of externally evaluated underperforming secondary schools pre- and post-evaluation; to analyse monitoring and evaluation reports for changes in teaching, learning and teacher development, as well as to identify factors impeding teaching, learning and teacher development in underperforming secondary schools. WSE is a system of evaluating the performance of schools as a whole. Corporate contribution to improve performance is measured, rather than simply the performance of individual staff members. Furthermore, WSE is one intervention to move schools that are in a critical situation along the path to becoming effective schools. Guidelines for quality assurance in education, especially at school level, are underpinned by the nine areas for evaluation (AFEs), namely basic functionality of the school (AFE1), leadership, management and communication (AFE2), governance and relationships (AFE3), quality of teaching and learning, and educator development (AFE4), curriculum provisioning and resources (AFE5), learner achievement (AFE6), school safety, security and discipline (AFE7), school infrastructure (AFE8), and parents and the community (AFE9). The mixed methods approach was used. This approach made it easy to reconcile findings through triangulation and complementing qualitative and quantitative data (both primary and secondary). The study relied on secondary data (external WSE reports and Grade 12 results), as well as primary data obtained from questionnaires administered to school management teams (SMTs) of the sampled underperforming secondary schools. The study revealed the great level of acceptance of the external WSE process by SMTs in Mpumalanga province’s underperforming secondary schools, as a means of quality assurance in order to achieve improvement. Furthermore, it revealed the extent to which improvement and development in the underperforming schools occurred as a result of the external WSE process. It was found that the results of seventeen of the 18 schools (94.4%) had improved. Furthermore, the study confi rmed that what was revealed in the external WSE as areas for development came as a revelation to SMTs. As a result, the manner in which teaching, learning and teacher development (AFE4) as a key component of WSE is viewed by teachers and SMTs, has been positively influenced.
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Heitzer, Andrew, Lisa Kahalley, David Grosshans, M. Fatih Okcu, Kimberly Raghubar, Marsha Gragert, Mark McCurdy, et al. "RONC-12. TREATMENT AGE AND NEUROCOGNITIVE OUTCOMES FOLLOWING PROTON BEAM RADIOTHERAPY FOR PEDIATRIC LOW GRADE GLIOMA." Neuro-Oncology 22, Supplement_3 (December 1, 2020): iii457—iii458. http://dx.doi.org/10.1093/neuonc/noaa222.782.

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Abstract INTRODUCTION Younger age at radiotherapy increases cognitive risk for patients with pediatric low grade glioma (LGG). We examined the impact of age at treatment on cognitive trajectories in LGG patients treated with proton radiotherapy (PRT) compared to patients treated without radiotherapy (surgery only; SO). METHODS We examined cognitive scores of 48 LGG patients on a prospective, longitudinal study. General linear mixed models evaluated change in cognitive scores over time. RESULTS The sample included 16 patients treated with PRT and 32 with SO (median follow-up=3.1 years, range 0.9–6.1). Median age of PRT patients was 8.2 years at diagnosis (range 1.0–14.4) and 9.4 years at PRT (range 4.2–16.7). 13 PRT patients also received surgery: 53.8% biopsy, 30.8% subtotal resection, 15.4% gross total resection. Tumor sites included: 31.2% hypothalamic/suprasellar, 25.0% optic pathway, 18.8% temporal, 25.0% other. Median age of SO patients was 8.2 years at diagnosis (range 2.9–18.6). Surgical outcomes were: 75.0% gross total resection, 21.9% biopsy/other. There were no group differences in diagnosis age, tumor volume, or shunt history (all p&gt;0.05). Both PRT and SO groups displayed stable cognitive functioning over time (all p&gt;0.1). Slopes (i.e., change in scores over time) did not differ between groups (all p&gt;0.1). Age at treatment was not associated with slope or performance at last follow-up in either group (all p&gt;0.05). CONCLUSIONS We observed stable cognitive functioning, independent of age at treatment, following PRT for LGG. Outcomes were similar to patients receiving surgery only. Further examination in a larger sample is warranted.
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Musonda, Allan. "Algebraic competences and emotional intelligence of first year Bachelor of Science in Mathematics and Science Education students at the Copperbelt University in Zambia." Tuning Journal for Higher Education 5, no. 1 (November 30, 2017): 171–95. http://dx.doi.org/10.18543/tjhe-5(1)-2017pp171-195.

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This study examined the relationship between algebraic competences and emotional intelligence offirst yearBachelor of Science in mathematics and science education students at Copperbelt University in Zambia. All (143) first year Bachelor of Science in mathematics and science education students, in 2016, were purposively selected for the study. The study was motivated by evidence that students generally do not perform well in their first year university mathematics examinations despite the students having very good university entry grades in secondary school mathematics. This poor academic performance may be due to many factors. However, this study identified and focused on emotional intelligence as one such factor. Emotional intelligence is defined as the ability to identify, assess and manage the emotions of one’s self, of others and of groups. It is argued that emotional intelligence represents an ability to reason with emotions and to use emotions to facilitate thought. On the other hand, Algebra was chosen as the focus of the study because of its centrality to the whole offirst yearuniversity mathematics content. Algebra is found in all branches of mathematics directly or indirectly. Therefore, the study explored the algebraic competences of the first year students and examined possible relationships with their emotional intelligence. Emotional intelligence was measured using the Schutte Self-Report Emotional Intelligence Test (SSEIT), and algebraic competences were measured through a Grade 12 level algebra achievement test and a university level algebra achievement test constructed by the researcher. Data were analysed using non-parametric statistical techniques: Spearman’s Rank Order Correlation (rho) and the Mann-Whitney U Test. Results showed that there is a significant positive correlation between Grade 12 level andfirst yearuniversity level algebraic competences. Results also showed that there is no significant relationship between students’ algebraic competences and their emotional intelligence. Furthermore, the study reviewed that female students have higher levels of emotional intelligence than their male counterparts.Published online: 30 November 2017
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Dissertations / Theses on the topic "Performance in Grade 12 examinations"

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Mahlomaholo, S. "Grade 12 examination results' top 20 positions : the need for the creation of sustainable learning environments for social justice in all schools." Journal for New Generation Sciences, Vol 10, Issue 2: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/608.

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Published Article
Why do African learners continue to be underrepresented in the top 20 positions of the Grade 12 examination results, and what can be done to remedy the situation? Yosso's notion of community cultural wealth shows that it is because our education continues to exclude the African learners' ways of knowing and being that the situation remains as it is. Analysing discourses of top performing white former Grade 12 learners, their teachers, their parents and their former African classmates, indicate that including modes of knowing of all learners in the curriculum irrespective of their race, class, disability or gender may help to create more socially just schooling, which is reflective of sustainable learning environments.
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Mbude-Shale, Beryl Ntombizanele. "Exploring the correlation between language medium and academic achievement: a comparative study of the language of learning and teaching (LoLT) and mathematics results in the 2010 Grade 12 National Senior Certificate examinations in the Eastern Cape." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001863.

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In 2009, of the 68,129 learners who wrote Matric, only 34,731 learners passed. In 2010, there was an increase in the provincial pass rate causing much excitement across the board. The reality was that of the 64,090 learners who wrote, only 37,345 learners passed. In 2010, a result below 50% was recorded for Mathematics and Physical Science nationally (DBE; 2011). Despite efforts by the Education Department to support MSTE; establishing Mathematics and Science schools, NGOs and HEIs giving extra Mathematics and Science support to students and teachers, the offering of Saturday classes and incubation camps, we still get minimal return on investment. This thesis analyses these results against the backdrop of language planning theory, particularly language-in-education policies, pre and post-apartheid. The correlation between language medium and academic performance in language (LoLT) and Mathematics of Grade 12 learners is explored. Worldwide the issue of low achievement in Mathematics by ESL students is of great concern (Cuevas, 1984). The 2004 Systemic Evaluation sample of learners was in Grade 6 then; in 2010 they wrote Grade 12. The purpose of the systemic evaluation was to provide an insight into the levels of learner performance in Maths, Natural Science and LoLT in Grade 6 (IPSER, 2006). A major finding of the IPSER was that language was an important factor related to learner achievement. A major disparity was observed in this research, that although the Eastern Cape performed below the national average in the three subjects evaluated, the learners for whom LoLT was the same as their home language obtained scores that were significantly higher than those whose home language was different from the LoLT. The provincial average for Mathematics was 23.40% compared to the national average of 27.80%. For LoLT the province scored 30.16 against the national score of 38.03%. Of interest in this study is a juxtaposition of the Matric results of this same group of learners in 2010 and see whether issues that came up then are still significant in mitigating achievement in Mathematics and Language (LoLT). Some research studies have been conducted in South Africa (Adler, 1998; Setati, 1996-2002; Moloi, 2006) identifying the vital role language plays in learning Mathematics, especially for English L2 learners. Building on research and findings of academics such as the late Alexander, Ramani, Joseph, Hendricks, Heugh, Dalvit, Webb and Murray, this thesis suggests that a mother-tongue-based-bilingual approach to education should be adopted as a matter of urgency
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Zin, Than Than. "Comparing 12 finite state models of examinee performance on multiple-choice tests." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-05042006-164507/.

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Mutshaeni, Humbulani Nancy. "An analysis of factors influencing Grade 12 results." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-09252008-172624/.

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Magadla, Andiswa Antonette. "Improving Free State matriculation results : a total quality management approach / A. Magadla." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4433.

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The aim of the study was to establish the possible causes of poor Grade 12 results in physical science in South Africa and to apply a total quality management (TQM) approach to suggest a solution. The literature study indicates that resources, preparation or subject knowledge, commitment and support affect the quality of performance. The research was done in one school district (cluster). Following the literature study a questionnaire was distributed to 150 science teachers from 31 schools and the response rate was 73% (113 responses). The questionnaire tested the respondents' perception on the availability of resources and the support received by them, the support given to learners and their level of preparation and subject knowledge. From this, as well as from the biographical information from the questionnaire, certain conclusions were made about the reasons for poor performance of learners in science examinations. It could be concluded from the analysis of the results that limited support to teachers and support to learners are important factors contributing to a poor Grade 12 pass rate. The pass rate also correlates positively with experience levels of teachers. Although 39% of teachers are unqualified or under-qualified, no significant correlation could be found between pass rate and level of qualification. Analysis of the effect of commitment on pass rate was inconclusive.
Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.
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Liu, Jinghua. "The effect of performance-based assessment on eighth grade students mathematics achievement /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974655.

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Kutame, A. P., S. Mokeena, and Ntambudzeni Grace Mukhethoni. "Factors affecting grade 12 learner’s performance in life sciences at Luvuvhu Circuit." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1787.

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A thesis submitted in accordance with the requirements for the Master’s Degree in Education at the University of Zululand, 2019.
The challenge of underperforming learners undermines the intention of the government to see that each and every child is educated. Underperformance in some subjects, including Life Sciences, in Grade 12 in the Luvuvhu Circuit is still a problem. The aim of this study was to investigate the factors affecting performance of Grade 12 learners at Luvuvhu Circuit. The performance of the learners is not acceptable to the level of contributing to quality overall results. A qualitative research design was used in this study and data was collected through face-to-face semi-structured interviews. Interviews were tape-recorded and notes-taking done to add the interviews. Purposive sampling procedure was followed in selecting participants for this study. Data was collected from teachers who teach Life Sciences in Grade 12 at Luvuvhu Circuit. The results showed that learners’ performance was due to lack of labs, late arrival of the common tasks, absenteeism, substances abuse, location of schools and others. It is recommended that the Department should make provision of laboratories at various schools within the circuit, common tasks to be distributed and administered simultaneously at various circuits. The findings provided recommendations that will be shared not only at Luvuvhu Circuit but also throughout the entire education system to reduce the high failure rate in Grade 12 learners in Life Sciences. Areas of focus identified might also be shared with the subject advisors at district level.
National Research Foundation
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Bezuidenhoudt, Anthea. "Exploring Grade 12 biology teachers' perceptions and experiences of the dissemination and utilization of Examiners' reports in the Khomas region of Namibia: a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017332.

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Teachers’ perceptions are that currently dissemination in schools is ineffective and must change. The tensions that surround the dissemination of the reports are late arrival of Examiners’ reports which clash with preparation of learners for the first term examinations. Furthermore, the time the Examiners’ reports get into teachers’ hands are late and thus result in teachers rushing through it to incorporate the recommendations given in it in the second term or in some instances teachers do not attend to it at all. The number of copies of the Examiners’ reports provided to schools appears to be inadequate. HODs still having to duplicate reports before disseminating them add to their work load and further delay dissemination of the reports to individual subject teachers. Although the teaching and learning approach in Namibian classrooms should be based on LCE, dissemination of the actual physical reports are currently restricted to teachers only with them only verbally communicating feedback given in the reports to their learners. Support in dissemination of Examiners’ reports from peers and superiors in the majority of the schools appear to be lacking. Changes would like to be seen in the timing the Examiners’ reports are available at schools, the number of hard copies provided to schools and exploring and embarking on alternative ways of disseminating the reports. The percentage of utilization of the Examiners’ reports is relatively high, yet still not the optimum. A reasonable number of Namibian learners are disadvantaged and not exposed to a source of information that can make their Biology learning more efficient because some of their teachers are not using Examiners’ reports in their teaching. The main reason for non-utilization of the reports by Biology teachers is a result of inefficient dissemination at individual schools. The argument being that if the reports are not given to the teachers they and especially novice teachers will not know about the existence of this useful teaching and learning resource. Examiners’ reports are an important and systematic impartial source of high quality data on learning in the Namibian education system. Therefore, effective dissemination and utilization of the reports must be advocated and strengthened. DNEA and the Khomas regional office should embark on tapping into available development in information technology by doing research into the possibility of disseminating the Examiners’ reports electronically. A pilot in this regard should be conducted in the Khomas region as a measure to ensure dissemination can become more efficient in the future. To ensure that teachers optimally utilize the Examiners’ reports, they should be provided to schools when the school first term commences. The Khomas regional office should strengthen their involvement in utilization by arranging annual workshops where the content of the reports can be discussed to ensure that the feedback given in the reports can aid in developing and strengthening Biology teachers’ subject content knowledge as well as pedagogical content knowledge. Optimal utilization of Examiners’ reports can enable mediation in learners which can ensure effective learning and mastery of Biology by learners which can ultimately lead to an improvement in pass rate in Biology. Therefore, appropriate support to aid teachers’ professional development can enhance maximum utilization. Furthermore, an area for future research could be to give the Examiners’ reports to learners to determine the impact it has on their learning.
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Sikhombo, Zonke Nonhle. "Academic performance of Grade 12 learners in accounting in the Zululand District." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1717.

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018
The aim of the study was to investigate reasons for the poor Academic performance of Grade 12 learners in accounting in the Zululand districts. The main aim was addressed by exploring literature to gather information on perspectives on Accounting teaching and the way these problems are approached globally. A qualitative approach was used to investigate factors that affect learner’s performance. Five schools were selected in the Zululand districts. Ten teachers were interviewed. The data were analysed and findings revealed that Grade 12 learners’ performance is inadequate. In order to make a quantum leap and to arrive at creative solutions to the challenges, participants were interviewed regarding the phenomenon. The findings reveal that teachers have inadequate necessary teaching skills and that the subject is sometimes taught by teachers who do not dispose of the necessary expertise in Accounting. Schools also lack resources and economic deficits hamper quality teaching in the rural areas. The main recommendations arising from this study suggest that the Department of Basic Education should also review the time allocated per period to extend the time spent on Accounting. The focus should be also on Grade 10 and 11 Accounting learners to lay the foundation for teaching and learning Accounting in Grade 12. Accounting teachers should be provided with stronger content workshops, at least twice per term.
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Bali, Mbulelo. "An analysis of Grade 12 national examinations marking memoranda on the topic of measurement in Mathematical Literacy using a mathematical modelling framework." University of the Western Cape, 2017. http://hdl.handle.net/11394/6022.

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Magister Educationis - MEd (Mathematics)
The research study conducted an in-depth analysis of the national marking memoranda on the topic of measurement in Mathematical Literacy. The object of analysis was the grade 12 national examinations. The purpose of Mathematical Literacy, according to the Department of Basic Education (DBE), is to equip learners with competencies that will enable them to use elementary mathematical concepts and skills to make sense of, participate in and contribute to the twenty-first century world characterised by numbers, numerically based arguments and data represented and misrepresented in a number of ways. With such competencies learners will in future become responsible individuals, contributing workers and participative critical citizens on social and political issues.
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Books on the topic "Performance in Grade 12 examinations"

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Information for students: Grade 12 Diploma Examinations Program. [Edmonton]: Alberta Education, 1990.

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Information for students: Grade 12 Diploma Examinations Program. [Edmonton]: Alberta Education, Student Evaluation and Records, 1988.

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Yau, Maria Y. M. Provincial grade 12 writing review: A closer look at Toronto's performance. [Toronto]: Research Services, Toronto Board of Education, 1994.

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Education, Ontario Ministry of. Basic English: Relationships : grade 12 curriculum resource unit. Toronto: Ontario Ministry of Education, 1990.

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Cole, Wade. Tenth-grade WASL strands: Student performance varies considerably over time. Olympia, WA: Washington State Institute for Public Policy, 2006.

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Cole, Wade. Tenth-grade WASL strands: Student performance varies considerably over time. Olympia, WA: Washington State Institute for Public Policy, 2006.

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Samples of students' responses from the grade 3 mathematics performance-based assessment tasks, June 1994. Edmonton, AB: Alberta Education, 1995.

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Cole, Wade. Student performance on the 10th-grade WASL in spring 2006: Interim report. Olympia, Wash: Washington State Institute for Public Policy, 2006.

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Barnoski, Robert P. Tenth-grade WASL in spring 2006: How individual student characteristics are associated with performance. Olympia, WA: Washington State Institute for Public Policy, 2007.

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Barnoski, Robert P. Tenth-grade WASL in spring 2006: How individual student characteristics are associated with performance. Olympia, WA: Washington State Institute for Public Policy, 2007.

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Book chapters on the topic "Performance in Grade 12 examinations"

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Seamster, Christina L. "Distance Education in the K-12 Setting." In Handbook of Research on Human Development in the Digital Age, 66–86. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2838-8.ch004.

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The evolution of technology over the last century has in many ways changed how teachers teach today. From kindergarten through twelfth grade, students are now able to complete 100% of their schooling online. If novel teaching practices have been established as a result of technology advancements, tools which align with those teaching practices must be produced in order to ensure continued student success. The purpose of this chapter is two-fold; to review teacher practices in K-12 distance education today and to discuss the field of education's need for research in measuring K-12 virtual school teacher effectiveness. The chapter begins with an overview of the history of distance education, followed by an examination of virtual school teacher pedagogy, a brief review of measuring K-12 teacher performance in the traditional and virtual school settings, and a synopsis of current tools for evaluating K-12 virtual school teacher effectiveness. The chapter closes with solutions and recommendation for future research.
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Rahimi, Bijan, and Hui Tong Chua. "Waste Heat Performance Ratio." In Low Grade Heat Driven Multi-Effect Distillation and Desalination, 87–92. Elsevier, 2017. http://dx.doi.org/10.1016/b978-0-12-805124-5.00006-1.

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"Examinations: Test Factors Affecting Exam Performance Affective cues and processing strategy: Color-coded examination forms influence performance." In Handbook for Teaching Introductory Psychology, 116–25. Psychology Press, 2001. http://dx.doi.org/10.4324/9781410604927-12.

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Baker-Eveleth, Lori, Daniel M. Eveleth, Michele O’Neill, and Robert W. Stone. "The Influence of Computer-Based In-Class Examination Security Software on Students' Attitudes and Examination Performance." In Software Applications, 2019–28. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-060-8.ch120.

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Expectancy theory is applied to the use of software that secures the testing environment of in-class examinations. This security software prohibits students from viewing unauthorized material during an examination. The empirical study collected 60 student questionnaire responses completed after using the security software. These responses were used to develop measures for a model derived from expectancy theory. Using structural equation modeling, the model was estimated twice for two different variables. These dependent variables were student attitude towards the security software and the student’s examination grade. The empirical results indicated that student attitudes were positively impacted by self-efficacy, outcome expectancy, and the software’s ease of use. However, student grade was not influenced by any measures in the model. It is concluded that the security software is neutral with regard to student performance, while there are manageable actions faculty can take to positively impact student attitude towards security software.
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Umar, Muhammad Aminu, Abdullahi Shuru, Aliyu Muhammad Kufena, Mohammed Yahaya Tanko, Ahmed Aminu Sambo, and Sani Ahmad Hassan. "Mobile CGPA Monitoring System." In Emerging Self-Directed Learning Strategies in the Digital Age, 10–21. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3465-5.ch002.

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The digital age also referred to as information age is characterized with the ability to transfer information freely and quickly. This makes self-directed learning strategies to gain ground. Self-directed learning facilitate students or learners to take ownership of their learning. Individual academic performance monitoring is an essential part of self-directed learning. In order to achieve this, certain performance measuring technique is required to guide learners in monitoring their performance such as Cumulative Grade point average (CGPA). Students' Academic performance of is characterized by the overall performance in both test, course work and examinations each year which culminates in a grade point average. This has help in determining the academic standing of students. Therefore, this chapter proposed a mobile CGPA calculator to help students monitor and measure their performance during the learning process. The system is proven to be effective against the required functionalities.
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Menard, Lauren. "Personalizing Learning Targets With Technology-Based Assessment." In Advances in Early Childhood and K-12 Education, 278–303. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7630-4.ch015.

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There is tension between standardization and individualization in education today. Instructional fidelity to a challenging grade-level curriculum is the expectation of current pedagogy. Federal U.S. initiatives mandate assessing the academic growth of all students with common assessments aligned with challenging content standards. The growing number of students who vary as learners in today's classrooms holds implication for instruction and assessment. Personalizing learning targets promotes an equitable measure of student growth. Appropriate instructional goals develop grade-level curricular skills that are selected based on student performance data and are personalized with individualized baselines and proficiency targets. Technology facilitates data-driven instruction through the efficient development and progress monitoring of personalized learning goals. In this chapter, a technology-based model for personalizing standards-based learning targets, developing SMART goals, and monitoring progress is presented.
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Kanaki, Kalliopi, Michail Kalogiannakis, and Dimitrios Stamovlasis. "Assessing Algorithmic Thinking Skills in Early Childhood Education." In Advances in Early Childhood and K-12 Education, 104–39. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4576-8.ch005.

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This chapter presents part of a wider project aimed at developing computational thinking assessment instruments for first and second grade primary school students. The applicability of the specific proposed tool, which concerns merely the algorithmic thinking (AT), was tested within the Environmental Study course (ESc). The main pillar of the work is the computational environment PhysGramming. The assessment of AT was based on mental tasks involving puzzles which require AT abilities. The AT test comprised of four puzzles with 4, 6, 9, and 12 pieces respectively, and the puzzle-solving performance was measured at the nominal level (success/failure). Latent class analysis (LCA), a robust multivariate method for categorical data, was implemented, which distinguished two clusters/latent classes corresponding to two distinct levels of AT. Moreover, LCA with covariates, such as gender, grade, achievement in ESc, and the use of plan revealed the association of the above variables with the AT skill-levels. Finally, the results and their implications for theory and practice are discussed.
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Tzuriel, David, and Gilat Trabelsi. "The Effects of the Seria-Think Program (STP) on Planning, Self-Regulation, and Math Performance Among Grade 3 Children with Attention Deficit Hyperactivity Disorder (ADHD)." In Cognition, Intelligence, and Achievement, 345–67. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-12-410388-7.00017-8.

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Tai, Chin-Hsiu, Shian Leou, and Jeng-Fung Hung. "Effectiveness of GSP-Aided Instruction." In K-12 STEM Education, 430–46. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch022.

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The objective of this study was to determine the effectiveness of the Geometer's Sketchpad (GSP) in teaching the area of triangles to elementary students. The authors adopted a pretest-posttest research design with 2 equivalent groups. The subjects of the experiment comprised fifth-grade students from an elementary school in Pingtung County, divided into an experimental group of 26 students and a control group of 25 students. Both groups attended six 40-min lessons over a month, with the experimental group receiving GSP-aided instruction and the control group receiving traditional lecture instruction. The authors revised the test instrument based on , and the instrument was further reviewed and revised by experts. They conducted a third revision of the contents after performing a pilot test. The difficulty index of the test ranged between 0.18 and 1, and the discrimination index ranged between 0.13 and 0.88. The split-half reliability of the test was 0.8723. The results revealed the following: (a) in learning the area of triangles, the experimental group performed significantly better than the control group; (b) the results of the formative assessments indicated a superior performance in the experimental group compared with the control group in all of the lessons, with the exception of the second lesson; and (c) the male and female students in the experimental group and the control group exhibited no significant differences. Based on these results, the authors suggest that students be offered the opportunity to use concrete teaching aids or computer simulations when learning the area of triangles.
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Meintjes, Helgaardt Hannes, and Micheal M. van Wyk. "Facebook Page as a Digital Pedagogical Tool in the Business Studies Class." In Handbook of Research on Digital Learning, 57–74. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9304-1.ch004.

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Web 2.0 technologies and electronic teaching aids can be used to greatly advance the transmission of knowledge in the school setting. However, the investigation at hand attempted to go a step further by showing the potential benefits of incorporating the Grade 12 Business Studies curriculum into a Facebook page as a digital pedagogical tool to enhance learners' subject knowledge competence and academic performance. An exploratory mixed method research design was adopted. The data was collected using a specifically created Facebook page and an online open-ended questionnaire. Findings revealed the success of the intervention as a supportive teaching strategy and it is suggested that Business Studies teachers should be empowered through receiving training on the use of social media tools in their occupation. Further research is needed across other grade levels or at the same grade level but at other schools to gain an enhanced understanding of learners' responses to Facebook as a supportive teaching tool.
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Conference papers on the topic "Performance in Grade 12 examinations"

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Rankhumise, Mmushetji. "FACTORS CONTRIBUTING TO POOR PERFORMANCE IN PHYSICAL SCIENCE IN GRADE 12 SECONDARY SCHOOLS IN MOTHEO DISTRICT." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0253.

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Buchner, Stefan, Christian Baron, Terry Sheldrake, Ralf Tu¨llmann, Andreas Dowe, and Graeme Bulmer. "PA 12 for Flexible Flowlines and Risers." In ASME 2007 26th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2007. http://dx.doi.org/10.1115/omae2007-29615.

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In their supply chain strategy in 2003 Wellstream decided to expand the application of Nylon (PA) grades for off-shore use in order to move away from a single source supply. Degussa have developed a new grade of PA 12 for use in offshore applications, such as flexible pipes. In a joint effort Wellstream International Limited and Degussa AG have performed a qualification test programme on this new grade. On the basis of these tests Wellstream has obtained a Lloyds “Certificate of Material Qualification for the Use of Polyamide 12 Grade - VESTAMID® LX9020 in non-Bonded Flexible Pipes”. Since this certificate was obtained in June 2006 additional test results were obtained which confirm the outstanding material properties and long term performance of the new material. This presentation focuses on results from long term ageing and compatibility experiments of PA 12 in air, in water with different CO2 levels, in crude oil with different TAN, in methanol and other oilfield additives. Some of these tests have been performed over a period of almost three years. The presented data is relevant to predict the long term performance of PA 12 in flexible pipe service.
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Rodríguez-Paz, Miguel X., Jorge A. González-Mendivil, J. Asunción Zárate-García, and Luis O. Peña-Ortega. "The Positive Effects on Student Performance of Using Social Networks in Courses of Applied Mechanics." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87217.

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Digital Social Networks such as Facebook, Twitter, Instagram and Youtube are part of the lives of most students nowadays. Generally, lecturers and teachers do not allow the use of mobile devices during class time. In this work, some results are shown of the positive effects that the allowance of such devices, as well as the interaction between professor-students through social networks can have on students grades compared to previous semesters where no use of social networks was included in class. The main objective of this work is to show that, if digital social networks interaction between professor and class is included, the overall confidence of the group increases as well as the grade results in their examinations versus previous groups of similar sizes where there was no such interaction. Feedback from students is analyzed to show the perception of students on the use of the Youtube channel and how it has positively affected their performance in the course by increasing the reviewing options they get before an exam. Another aspect also discussed in this work, is the importance of the personal branding the professor should develop so that he/she gets easily recognized across the different social networks.
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Anderson, Michael T., Stephen E. Cumblidge, and Steven R. Doctor. "Capabilities of Ultrasonic Phased Arrays for Far-Side Examinations of Austenitic Stainless Steel Piping Welds." In ASME 2006 Pressure Vessels and Piping/ICPVT-11 Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/pvp2006-icpvt-11-93385.

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A study was conducted to assess the ability of advanced ultrasonic techniques to detect and accurately determine the size of flaws from the far-side of wrought austenitic piping welds. Far-side inspections of nuclear system austenitic piping welds are currently performed on a “best effort” basis and do not conform to ASME Code Section XI Appendix VIII performance demonstration requirements for near side inspection. For this study, four circumferential welds in 610mm (24inch) diameter, 36mm (1.42inch) thick ASTM A-358, Grade 304 vintage austenitic stainless steel pipe were examined. The welds were fabricated with varied welding parameters; both horizontal and vertical pipe orientations were used, with air and water backing, to simulate field welding conditions. A series of saw cuts, electro-discharge machined (EDM) notches, and implanted fatigue cracks were placed into the heat affected zones of the welds. The saw cuts and notches ranged in depth from 7.5% to 28.4% through-wall. The implanted cracks ranged in depth from 5% through-wall to 64% through-wall. The welds were examined with phased array technology at 2.0 MHz, and compared to conventional ultrasonic techniques as a baseline. The examinations showed that phased-array methods were able to detect and accurately length-size, but not depth size, the notches and flaws through the welds. The ultrasonic results were insensitive to the different welding techniques used in each weld.
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Zuo, Yantian, Bo Li, Wenhua Shu, and Xiaoying Tang. "Fitness-for-Service Assessment on Pressure Piping of Grade X70 Pipeline Steel (API Spec.5L) After Exposure to Fire." In ASME 2017 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/pvp2017-65282.

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The technical evaluation core of pressure piping components after exposure to fire was performed by considering various factors affecting the pipelines subjected to fire damage, including the determination of material deterioration degree, and the fitness-for-service assessment of the piping equipment. Based on the analysis results and testing data, the safety status and performance loss of the pressure piping after exposure to fire could be obtained. On this view, the influences of fire test and heat exposure as the fire-condition simulation on the grade X70 pipeline steel (API Spec.5L), which was widely used for piping equipment, was carefully investigated. According to the division of fire zone with different factors of temperature and fire suffering preservation, the material micro-structure deterioration and performance degradation were analyzed in detail, after that the grade X70 pipeline steel was heat-treated in muffle furnace to simulate the fire exposure under different conditions of the temperature, heat holding period and cooling mode. In the present foundational research, the mechanical tensile tests, Charpy impact tests, hardness measurements and the metallographic examinations were then conducted in detail. Thus, the data accumulation of performance degradation was believed to benefit to the fitness-for-service assessment of piping components of the grade X70 pipeline steel. Moreover, the material thermal degradation mechanism and the fitness-for-service assessment process of the grade X70 pipeline steel after exposure to fire was further discussed.
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Reyal, F., M. Bollet, M. Caly, D. Hajage, S. Carpentier, H. Peyro-Saint-Paul, J.-Y. Pierga, B. Sigal-Zafrani, A. Vincent-Salomon, and X. Sastre. "Abstract P3-10-09: Genomic Grade Index (GGI): Tumor Grading Performance and Prognostic Value Compared to Ki67 and Mitotic Index in Early Invasive Breast Cancer — A Reference Centre Experience." In Abstracts: Thirty-Third Annual CTRC‐AACR San Antonio Breast Cancer Symposium‐‐ Dec 8‐12, 2010; San Antonio, TX. American Association for Cancer Research, 2010. http://dx.doi.org/10.1158/0008-5472.sabcs10-p3-10-09.

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Fostervoll, Hans, Neil Woodward, and Odd M. Akselsen. "The Effects on Process Performance of Reducing the Pressure From 36 to 1Bar in Hyperbaric MIG Welding." In ASME 2009 28th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/omae2009-79291.

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Technology for remotely controlled (diverless) repair welding of subsea pipelines from 170 to 1000m water depth is being developed by StatoilHydro. The repair technology is based on a sleeve concept combined with MIG welding and the development is currently nearing completion. Technology for diver-assisted remotely controlled welding down to about 200m has been used in the North Sea for about twenty years. In order to reduce the use of divers, the deep water diverless technology is also being considered for use in shallow waters. The present work has been performed to investigate whether the deepwater welding procedure may also be used in shallow waters, and which modifications for the lower pressure conditions need to be made. Test welding has been performed in the pressure range from 36 to 1bar corresponding to 350 to 0m sea water depth to study the effect of ambient pressure upon the welding process behaviour and weld bead appearance and geometry. For the 12 o’clock welding position tested, welding parameters developed for deep water conditions also worked well for shallow water conditions down to about 2bar. It was also evident that the electrode polarity, which is negative for the deep water procedure, had to be changed to electrode positive for the lowest pressures, which coincides with conventional 1-atm MIG welding. Mechanical property testing and microstructure examinations revealed satisfactory results using the modified welding procedure.
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Pussegoda, L. N., and V. Semiga. "Evaluating a Corrosion Assisted Pipeline Rupture." In 2010 8th International Pipeline Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/ipc2010-31618.

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An in-service failure was associated with an NPS 12, 6.35 nominal wall API 5L X42 grade pipe. This segment of the pipeline had been in service since 1957 and had a tar coating. The pipe was manufactured by piercing followed by rolling/extrusion to produce a seamless pipe. The pipeline has always carried refined petroleum products. The rupture event was captured by pressure history records that recorded an overpressure experienced during a sudden valve closure event. The section of pipe removed included portions of the upstream and downstream pipe sections to carryout a failure investigation. The paper presents the findings from the investigation. The paper presents the observations from inspection and experimental testing carried out on the removed pipe section. These included NDE, fracture surface examinations and destructive examination such as metallography that helped in obtaining information on the reduction in the resistance of the material to withstand the in-service pressure conditions. The above observations together with results from mechanical testing was used to estimate failure pressures based on a “deterministic” primary flaw size, using assessment methods (ECA) applicable to the failure case under consideration. The investigation of the failure indicated that the major contributing factors were: (a) the corrosion feature at the failure site that reduced the remaining wall thickness below 2mm, and the overpressure caused by the valve closure down stream in the vicinity of the failure site. Pipe specification checks from material removed from the section of the failed pipe, indicate that the pipe meets the API 5L X42 specification requirements.
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Alexander, Chris, and Joe Frey. "Use of Analytical and Experimental Monitoring Techniques in Assessing the Performance of a Cold Reheat Steam Line." In ASME 2007 Pressure Vessels and Piping Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/pvp2007-26079.

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After a catastrophic failure that occurred in a 30-inch diameter cold reheat (CRH) steam line at the W. A. Parish Plant, Texas Genco requested that Stress Engineering Services, Inc. (SES) assist in determining the cause of the failure. The incident occurred at approximately 12:10 PM on July 15, 2003 and resulted in a catastrophic failure that scattered components around the plant in a radius of 1,200 feet. Reliant Resources and Texas Genco conducted their own failure investigation that involved metallographic examinations, inspection of the fracture surfaces, review of operating conditions at the time of failure, and studies related to the weld profile of the CRH line. Stress Engineering Services’ efforts included studies using computational fluid dynamics (CFD) to address how droplet sizes from the attemperator might impact downstream behavior of the piping system. Follow-on work involved conducting a mock-up testing as well as field monitoring using high temperature strain gages, accelerometers, and thermocouples. The data obtained from the field monitoring efforts, along with process data provided by Texas Genco, were used to perform finite element analyses. The finite element work involved the calculation of static stresses as well as transient stresses generated by cycling of the attemperator (thermal stresses) and vibration of the line (mechanical stresses). Fracture mechanics was used to determine the times required for crack initiation and propagation to failure. The analysis and monitoring efforts clearly demonstrated the operating conditions that were required to produce the failure. Additionally, the failure reinforced the importance of regular inspection of piping systems; even those high energy piping systems such as the cold reheat lines not normally associated with catastrophic failures.
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Yin, Yuqun, Yixin Huang, Yongkuan Yao, Daoyuan Wang, Yonglong Wu, and Douglas G. Stalheim. "Improved DWTT Performance on Heavy Gauge API Plate and Coil From 150 and 180 mm Thickness Slab at Nanjing Iron and Steel Company, Nanjing China." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64213.

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Economical movement of energy through densely populated regions of China to support economic growth has resulted in typical natural gas transmission pipeline designs of API grade X70 that utilize wall thicknesses in a range between 17 and 32 mm and OD at 1016 mm. The DWTT requirement for many of the specifications is ≥ 85% shear average at −10 °C to −15 °C in the plate or coil. Achievement of good fracture toughness, such as DWTT is heavily related to the total reduction from slab thickness to finish plate thickness. Ideally a total slab to finish plate thickness reduction in excess of 12:1 or at a minimum 10:1 is desirable to properly condition the austenite grains for good DWTT performance. Many of the Chinese steel producers, including Nanjing Iron and Steel Company (NISCO) have slab thicknesses less than 250 mm with several less than 200 mm, especially in wider widths to support the 1016 mm OD. This results in total slab to finish plate thickness reductions less than 10:1 and in some designs total reductions down to 7:1. This challenges the steel producer of plate or coil in achieving the required specification average DWTT percent shear on a consistent basis. For heavy gauge plate and coil in the widths required for the Chinese pipeline industry NISCO typically uses a 150 mm slab or a 180 mm slab. NISCO has to routinely use slab to finish plate or coil thickness total reductions less than 10:1. This paper will describe NISCO’s successful development related to production of heavy gauge API X70/X80 grade plate and coil meeting the DWTT percent shear requirement in China utilizing slabs that result in total slab to finish plate/coil reductions of less than 10:1.
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Reports on the topic "Performance in Grade 12 examinations"

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NUMERICAL STUDY ON SHEAR BEHAVIOUR OF ENHANCED C-CHANNELS IN STEEL-UHPC-STEEL SANDWICH STRUCTURES. The Hong Kong Institute of Steel Construction, September 2021. http://dx.doi.org/10.18057/ijasc.2021.17.3.4.

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This paper firstly developed a three-dimensional (3D) finite element model (FEM) for enhanced C-channels (ECs) in steel-UHPC-steel sandwich structures (SUSSSs). The FEM was validated by 12 push-out tests on ECs with UHPC. With the validated FEM, this paper performed in-depth parametric studies on shear behaviours of ECs with ultra-high performance concrete (UHPC). These investigated parameters included bolt-hole gap (a), grade (M) and diameter (d) of bolt, core strength (fc), length of C-channel (Lc), and prestressing force ratio on bolt (ρ) in ECs. Under shear forces, the ECs in UHPC exhibited successive fractures of bolts and C-channels. Increasing the bolt-hole gap within 0-2 mm has no harm on the ultimate shear resistance, but greatly improves the slip capacity of ECs. Increasing grade and diameter of bolts improves the shear resistance and ductility of ECs through increasing the PB/PC (shear strength of bolt to that of C-channel) ratio. Increasing the core strength increased the shear resistance, but reduced the ductility of ECs due to the reduced PB/PC ratio. The ECs with Lc value of 50 mm offer the best ductility. Prestressing force acting on the bolts reduced the shear strength and ductility of ECs with UHPC. Analytical models were proposed to estimate the ultimate shear resistance and shear-slip behaviours of ECs with UHPC. The extensive validations of these models against 12 tests and 31 FEM analysis cases proved their reasonable evaluations on shear behaviours of ECs with UHPC.
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