scholarly journals Learning Domain Covered by the West African Senior School Certificate Examination Questions: Implication for Teaching-Learning Process

2021 ◽  
Keyword(s):  
Learning Process ◽  
West African ◽  
The West ◽  
School Certificate ◽  
Certificate Examination ◽  
Teaching Learning

Seminar on the Teaching of African Literature

1965 ◽  
Vol 3 (3) ◽  
pp. 432-433
Author(s):  
Lalage Bown
Keyword(s):  
Adult Education ◽  
African Literature ◽  
West African ◽  
The West ◽  
School Certificate ◽  
The University ◽  
University Of Ibadan

This seminar was held under the auspices of the Department of Adult Education and Extra-Mural Studies, at the University of Ibadan. For a number of years, the Department has attempted to encourage African writing and the study of African literature, largely under the leadership of Chief Ulli Beier, originator and editor of the magazine Black Orpheus; and now that African works in English are included in the list of set books for the West African School Certificate, it seemed necessary to discuss systematically the teaching problems involved.

Factors Influencing Candidates’ Performance in English Language and Mathematics at West African Senior School Certificate Examination

2017 ◽  
Vol 6 (3) ◽  
pp. 243
Author(s):  
Oluwatomi Modupeola Alade ◽  
Olaotan Oladele Kuku ◽  
Adunola Osoba
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Rating Scale ◽  
Simple Random Sampling ◽  
West African ◽  
School Certificate ◽  
Lagos State ◽  
Economic Background ◽  
Private And Public ◽  
Certificate Examination

<p>The study investigated influence of some factors on the performance of selected West African Senior School Certificate Examination (WASSCE) candidates. It also examined the relationship between these factors and candidates’ performance. Factors investigated include socio-economic background of the candidates (SEB), study hours (SH), attitude towards English Language (ATTENG) and attitude towards Mathematics (ATTMAT). Secondary schools in Lagos State were divided into private and public secondary schools. Simple random sampling was used to select five out of the six educational districts in Lagos State. Then one public and one private secondary schools were selected in each of the five educational districts earlier selected in stage one. Thereafter, 30 senior secondary school III students were selected in each of the ten schools (5 public and 5 private schools). A total of 600 candidates (consisting of male and female participants) were expected, however, only 564 participants with complete data were found suitable for the study. An instrument tagged “Candidates Rating Scale (CRS)” was developed and used to measure their SEB, SH, ATTENG and ATTMA which were the independent variables while candidates’ scores at WASSCE was used as the dependent variable. Obtained data were analyzed by using multiple regressions. The results of the study indicate that there exists a positive correlation between WASSCE grades and all the variables in Mathematics but correlate with socio economic background only for English language.</p>

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

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

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

scholarly journals Students’ Performance in Ghana: A Discriminant Analysis

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

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

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

Sign in / Sign up

Export Citation Format

Share Document