Gotowe bibliografie tematyczne / Senior School Certificate

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Gotowa bibliografia na temat „Senior School Certificate”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Senior School Certificate"

Adewuni, David Adebayo, and Michael Bamidele Ojo. "Analysis of Students’ Academic Performance in 2021 - 2023 Nigerian Senior School Certificate Examination Multiple Choice Objective Tests in Government." International Journal of Education, Learning and Development 13, no. 5 (2025): 1–10. https://doi.org/10.37745/ijeld.2013/vol13n5110.

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This study investigated and analyzes academic performance of students in Nigerian senior school certificate examination multiple-choice objective tests in Government in South-Western, Nigeria between years 2021 and 2023. Exploratory survey research design was adopted for this study. The population of this study consisted of all senior secondary school students (SSS) in all 1735 public senior secondary schools in South-western States of Nigeria. A total sum of One thousand three hundred and forty-eight (1,348) participated in the study. Multi-stage sampling and systematic random sampling techni

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Ntow, Godfried, Paul Kwame Butakor, Samuel Ahenkora, and Anna Wartemberg. "Entry and School-based Assessment Grades as Predictors of Senior School Certificate Examination Grades in Mathematics." African Journal of Educational Studies in Mathematics and Sciences 17, no. 2 (2022): 27–36. http://dx.doi.org/10.4314/ajesms.v17i2.3.

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The study investigated the extent to which students’ entry grades and scores from their school-based assessment grades (i.e., end of term and mock examination grades) can predict their senior school leaving certificate examination grades in core mathematics. The study employed the exploratory research design to investigate the predictive validity of students’ high school entry grades and their school-based assessment grades in determining their West African Senior School Certificate Examination (WASSCE) grades. The study involved 989 students in a high school in the Eastern Region of Ghana who

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Idris Mohammed Jimoh, Rashidat Omotayo Abdulsalam-Nuhu, and Rasaq Sulyman. "Investigating Item Invariance in Geography Essay Questions of West African Senior Certificate Examinations for Nigerian Candidates." TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE 6, no. 1 (2025): 62–74. https://doi.org/10.30738/tijes.v6i1.17215.

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The distinctive feature of test items in an instrument is its quality that brings about fairness, consistency, and reliability. The study, therefore, examined item invariance in geography essay questions for Nigerian candidates in West African Senior Certificate Examinations across gender and school location The design was descriptive survey. The population comprised Senior geography students attending senior secondary schools 1, 2 and 3, while the target population included Senior Secondary School students 3 who registered 2020–2021 academic session across Nigeria. Multiphase sampling process

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Olutola, A. T. "Assessing Students’ Performance in Senior School Certificate Multiple Choice Test in Biology." Issues and Ideas in Education 4, no. 1 (2016): 11–20. http://dx.doi.org/10.15415/iie.2016.41001.

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A, T. Olutola. "ASSESSING STUDENTS' PERFORMANCE IN SENIOR SCHOOL CERTIFICATE MULTIPLE CHOICE TEST IN BIOLOGY." Issues and Ideas in Education 4, no. 1 (2016): 11–20. https://doi.org/10.15415/iie.2016.41001.

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This study investigated the assessment of students’ performance in Senior School Certificate (SSC) multiple-choice test in biology. The survey research design was employed for the study. Sample for the study consisted of 1450 Senior Secondary Three (SSIII) students drawn from 20 randomly selected secondary schools in Ekiti State, Nigeria. The instruments used for the study were 2008 SSC National Examination Council (NECO) multiplechoice Biology test paper. Findings from the study showed that significant different existed between students’ performance in NECO SSCE multiple choice test in biolog

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Priskila, Kamati Naalo, and Elock Emvula Shikalepo. "An Analysis of Challenges Facing the Implementation of Namibia Senior Secondary Certificate Advanced Subsidiary." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 5138–45. http://dx.doi.org/10.47772/ijriss.2024.803383s.

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The study intended to explore the readiness of the implementation of Namibia Senior Secondary Certificate Advanced Subsidiary in secondary schools in Ohangwena region. A qualitative research methodology was used, carried out through a case study design. Purposive sampling was used to select participants for the study. Questionnaires and interview were used as data collection methods. The collected data was analysed using thematic analysis. Key findings revealed that participants were unaware of the criteria’s used to select the schools that shall offer Advanced Subsidiary Curricullum. Schools

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Aldophus, Madu, and Ebere Collins. "Predictive validity of mock senior school certificate examination on neco senior secondary school certificate examination scores in agricultural science in Abia state." International Journal of Current Research and Academic Review 4, no. 2 (2016): 237–57. http://dx.doi.org/10.20546/ijcrar.2016.402.028.

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Mohammed Alhaji Dauda, Mohammed Sani Galadima, and Ibrahim Mohammed Dibal. "New strategy to control the rate of mathematics failure in secondary schools." World Journal of Advanced Research and Reviews 15, no. 1 (2022): 297–305. http://dx.doi.org/10.30574/wjarr.2022.15.1.0688.

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This paper was set up to determine the causes of poor academic performance in mathematics at senior school certificate examination (SSCE). To achieve this, a case study was adopted which targeted three different secondary schools in Damaturu of Yobe state. Participants would be randomly chosen and only those learners doing ‘O’ leve mathematics. Teachers who teach mathematics at ‘O’ level will also be targeted. The information will be gathered through the use of questionnaire, documents analysis, interview and observations. Many researchers/authors showed that teaching methods, student’s negati

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Jessey I. Obunge, Macson J. Ahiakwo, Telima Adolphus, and Muvoke D. Omeodu. "Effects of school ownership on problem-solving abilities in algebra among senior secondary school students in Rivers State." World Journal of Advanced Research and Reviews 13, no. 1 (2022): 398–403. http://dx.doi.org/10.30574/wjarr.2022.13.1.0028.

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The study investigated the effects of school ownership on problem solving abilities in algebra among senior secondary school students, in Rivers State, Nigeria. Ex-post facto design was used in this study. The population was all senior secondary school students in Rivers State. Convenience and purposive sampling technique was employed in this study. 390 senior secondary school students participated in the study. Nine senior secondary schools were selected by purposive sampling for the study in two local government areas. The instrument used was Algebraic Problem Solving Test questions collated

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Jessey, I. Obunge, J. Ahiakwo Macson, Adolphus Telima, and D. Omeodu Muvoke. "Effects of school ownership on problem-solving abilities in algebra among senior secondary school students in Rivers State." World Journal of Advanced Research and Reviews 13, no. 1 (2022): 398–403. https://doi.org/10.5281/zenodo.5894652.

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Rozprawy doktorskie na temat "Senior School Certificate"

Oghu, Comfort Fubara. "Principals' Perceptions of Student Performance on the Nigerian Senior Secondary Certificate Examination." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3315.

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Failure of high school students on the Senior School Certificate Examination (SSCE) in Nigeria is severely limiting the number of students qualified to enroll in college. The purpose of this multiple case study of 6 high schools in southern Nigeria was to describe principals' perceptions of student performance on the SSCE and the principals' influence on school climate, teacher expectations and approaches, and student performance. The theories of reasoned action and planned behavior provided the framework for the study. The research questions focused on the extent to which principals developed

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Adeyemi, Tunji Olusola. "School and teacher variables associated with performance of students in the senior secondary certificate examinations in Ondo State Nigeria." Thesis, University of Hull, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297384.

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Fastier, John Murray Lang. "Teachers' perceptions regarding the implementation of the Level 1 Geography Achievement Standards within the New Zealand Senior Secondary School Context." Thesis, University of Canterbury. Maori, Social and Cultural Studies in Education, 2006. http://hdl.handle.net/10092/1052.

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The National Certificate of Educational Achievement (NCEA) is the recently introduced qualification for New Zealand senior secondary school students. Based on a mix of internal and external assessment against achievement standards, it represents a complete break away from previous norm-reference based qualifications. NCEA was first introduced in 2002 starting at Level 1, involving Year 11 students in their first year in senior secondary school education. The implementation of Level 1 NCEA related assessment changes involved a considerable mind shift in assessment practice for teachers, espe

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Ho, Man-yee Mandy. "Peer assessment a case study of a certificate geography class in Hong Kong /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37597620.

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Ahiaku, Philip Kwashi Atiso. "Factors influencing learners’ performance in Geography in the National Senior Certificate Examination in selected public high schools within uThungulu District." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1589.

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master of Education (Geography) in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017<br>The purpose of this study was to identify factors that influence the low academic performance of learners in geography during the National Senior Certificate examination within the uThungulu District. The study made use of the national and district matriculation results from the examination directorate of the Department of Basic Education. The conceptualisation d

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Wong, Wai-man. "The implementation of project-based learning in economics at certificate level." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37343026.

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Ho, Man-yee Mandy, and 何敏兒. "Peer assessment: a case study of a certificate geography class in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37597620.

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Lam, Y. W. Hazel. "A class of local secondary four student's learning attitudes and perceptions towards the school-based assessment in the Hong Kong Certificate of Education Examination English syllabus." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3672872X.

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Wong, Wai-man, and 黃慧文. "The implementation of project-based learning in economics at certificate level." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37343026.

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Ng, Kit-har Susanna, and 吳潔霞. "Incorporating literature into the certificate level English classroom in Hong Kong: three case studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29651153.

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Książki na temat "Senior School Certificate"

Nigerian Educational Research and Development Council., ed. Performance of Nigerian secondary school students in public examination (part A) GCE/Senior School Certificate Examination (1987-1991). Nigerian Educational Research and Development Council, 1994.

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Ireland. Department of Education and Science., ed. Work experience at senior cycle: Guidelines for schools offering: Transition Year Programme, Leaving Certificate Applied Leaving, Certificate Vocational Programme. Department of Education and Science, 1998.

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Polesel, John. Pre-Employment Skill Formation in Australia and Germany. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.8.

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This chapter provides a critical analysis of the role that vocational education and training plays in preparing young people for the labour market in two contrasting systems – Australia and Germany. In Germany, this occurs mainly within the structure of the “dual system”. In Australia, it occurs within a system of comprehensive high schools, where vocational studies are located within the senior secondary certificates. In Australia, it also occurs to an extent in the adult sector VET institutions and in some specialist providers which focus on school-aged youth. The concepts of education logic

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Części książek na temat "Senior School Certificate"

Dizha, Memory, and M. O. Olawole. "Spatio-Temporal Analysis of Schools Performance at the National Senior Certificate (Matric) Examination in Western Cape Province, South Africa." In Southern Space Studies. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-64213-5_7.

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Fiedler, Gudrun, and Klaus Erich Pollmann. "Engineering Students at Brunswick Institute of Technology during the Period of Industrial Expansion, 1862-1914." In History of Universities. Oxford University PressOxford, 1992. http://dx.doi.org/10.1093/oso/9780198205319.003.0010.

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Abstract The German technological institutes were established in the 1860s and 1870s, mainly developing from commercial and building schools. Civil engineering and architecture, mechanical engineering and, from the 1880s onwards, electrical engineering were only available at the technological institutes, whereas natural sciences were offered at the universities as well as at the technological institutes. The arts and social sciences, law, and economics were only available at the technological institutes to a minimal extent as supplementary subjects. As part of the drive to achieve equality of

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Zanele Yonela, Wambu, and Mpiti Pretty Thandiswa. "An Investigation into the Determinants of Underperformance in Mathematics among Grade 12 Learners in a High School in the Eastern Cape." In Education - Annual Volume 2023 [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.109014.

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Learners in the Eastern Cape Province have over the years performed poorly in the National Senior Certificate Mathematics examinations. This study sought to investigate the determinants of under-performance of Grade 12 learners in Mathematics. The study adopted a qualitative case study in which data were gathered through interviews with teachers and learners. The purposely selected sample comprised three teachers and nine learners from the same school. The findings showed factors that have a direct influence on teaching strategies such as the inadequacy of resources and under-qualified teacher

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Hoa, Nguyen Thi, and James Woodward. "Education and Services for Deaf People in Viet Nam." In Deaf Education Beyond the Western World. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190880514.003.0011.

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This chapter provides an overview of education and services for deaf people in Viet Nam. The first section covers the three distinct but historically related sign languages in Viet Nam: Ha Noi Sign Language, Hai Phong Sign Language, and Ho Chi Minh City Sign Language. The second section discusses education for deaf people, which is provided in elementary schools and junior and senior high schools. Certificate programs are offered in sign language analysis, teaching, and interpretation. Few deaf learners go on to university. The third section of the chapter outlines the lack of audiological and

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Streszczenia konferencji na temat "Senior School Certificate"

Ojerinde, Dibu, and Taiwo O. Luwafemi Ajeigbe. "POST ASSESSMENT OF SENIOR SECONDARY SCHOOL CERTIFICATE EXAMINATION MATHEMATICS TEST USING DICHOTOMOUS AND POLYTOMOUS STRATEGIES USING X-CALIBRE 4.2." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0876.

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Bello, Samuel, Dorcas Daramola, Jumoke Oladele, and Gabriel Obimuyiwa. "Content Validity Analysis of SSCE Financial Accounting Multiple-Choice Tests: A Comparative Study of WAEC, NECO, and NABTEB in 2020." In All-Russian Scientific. Publishing house Sreda, 2024. https://doi.org/10.31483/r-114909.

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The purpose of this study was to assess the content validity of the multiple-choice Financial Accounting Senior School Certificate Examination (SSCE) tests given by the National Business and Technical Examination Board (NABTEB), West African Examinations Council (WAEC), and National Examinations Council (NECO). It primarily assessed how well the test items represented the taxonomy and subject matter of the foundational Financial Accounting program. The 2020 exam items were used as the sample, and the population consisted of all SSCE multiple-choice Financial Accounting question papers from WAE

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Raporty organizacyjne na temat "Senior School Certificate"

Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Thei

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen

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Veung, Naron, and Seyhah Ven. Exploring Insights into Vocational Skills Development and Industrial Transformation in Cambodia. Cambodia Development Resource Institute, 2021. https://doi.org/10.64202/wp.131.202110.

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Industrial development is central to Cambodia’s economic development as it plans to upgrade the country’s status to an upper-middle-income country by 2030 and to a high-income country by 2050. Equipping the workforce with the skills and competencies that match industrial needs requires a great deal of continuous efforts and resources. In this regard, this paper aims to look into the linkage between skills and transformation based on employers’ perspectives. It explores insights into how companies perceive and use the skills and qualifications of their employees to overcome changes in technolog

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