scholarly journals The Comparison and Contrast of Higher Education Entrance Examination System in China and Nigeria; Lecturers’ Perspective.

2019 ◽  
Keyword(s):  
Higher Education ◽  
Entrance Examination ◽  
Examination System

scholarly journals Restructuring the Kankor Examination Format; A Feasible Solution for the Existing Issues with the Current Kankor Examination in Afghanistan// Humanitarian and Socio-Economic Sciences Journal 2(13), 2019/ OEAPS Inc.(Open European Academy of Public Sciences); Chief Editor Flora Bertrand - Berlin, Germany. 14.02.2019: OEAPS Inc., 2019. - pp. 12-29.

2019 ◽  
Author(s):  
Hamidullah Bamik
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Feasible Solution ◽  
Higher Education Institutions ◽  
Chief Editor ◽  
Entrance Examination ◽  
Examination System ◽  
European Academy ◽  
National University ◽  
Ministry Of Higher Education

Kankor is a national university entrance examination in Afghanistan. All students from across Afghanistan at the end of their secondary school in case of wishing to enter public universities, free of cost, are required to take the Kankor examination. Every year on average 200,000 students from 34 provinces of Afghanistan attend the Kankor examination between February and April. In Afghanistan, Kankor examination is the only way through which Ministry of Higher Education, the responsible entity for administering Kankor examination, can evaluate secondary school graduates to determine whether they are capable to undertake undergraduate courses at higher education institutions. The findings of this paper demonstrate that the current Kankor examination system does not help university entrants obtain admission in their desired disciplines. Moreover, the findings echo that not considering students’ interests in giving admission to higher education institutions leads to many other challenges for students once they enter universities such as (a) lack of preparation for the admitted major, (b) increasing dropouts, and (c) low academic performance. Hence, the current study aims to discover the existing issues with the current Kankor examination in Afghanistan and propose a new Kankor examination model for Afghanistan’s Ministry of Higher Education.

scholarly journals Promoting Effects of Abilities While Enhancing Probability of College-Success: A Moderation Role of Higher Education

2021 ◽  
Vol 14 (2) ◽  
pp. 101-117
Author(s):  
Lemecha Wariyo ◽  
Amare Asgedom
Keyword(s):  
Higher Education ◽  
General Education ◽  
Grade Point Average ◽  
College Readiness ◽  
College Success ◽  
Entrance Examination ◽  
Education Student ◽  
Grade Point ◽  
Ex Post ◽  
Conditional Effect

Studies revealed that college readiness promotes college success and higher education student learning outcomes. This study opted to 1) analyze the total effect and the conditional effect of college readiness on college success by university generations and departments; 2) analyze the differences in the probability of college success across departments and university generations; 3) describe the quality of university generations in terms of the conditional effects and the probabilities of college success. The study is an ex post facto research. The Ethiopian 1st, 2nd, and 3rd generation universities; and the Ethiopian National Assessment and Evaluation Agency officers were the population of the study. The total sample size was 551. The Ethiopian General Education School Leaving Certificate Examination Grade Point Average, the Ethiopian Higher Education Entrance Examination score, and the College Cumulative Grade Point Average of the students were sources of the data. Using the Process Procedure for Software Package for Social Sciences, the binomial logistic regression was conducted. Maintaining the highest total conditional effect of college readiness on college success while heightening the probability of college success at a value of college readiness has been interpreted as a trait of the high performing university generation.

scholarly journals THE RELATIONSHIP BETWEEN STUDENTS’ BIOLOGY LABORATORY SKILL PERFORMANCE AND THEIR COURSE ACHIEVEMENT

2016 ◽  
Vol 72 (1) ◽  
pp. 6-15
Author(s):  
Getachew Fetahi Gobaw ◽  
Harrison Ifeanyichukwu Atagana
Keyword(s):  
Higher Education ◽  
High School ◽  
Entrance Examination ◽  
Undergraduate Biology ◽  
Skill Test ◽  
Skill Performance ◽  
Course Achievement ◽  
Laboratory Skill ◽  
Biology Laboratory ◽  
The Relationship

The focus of this research study was to investigate the relationship between students’ prior achievement in higher education entrance examination score and their course achievement in undergraduate biology program. It also examined the relationship between students’ high school and college preparatory school biology laboratory experience and their undergraduate biology laboratory skill performance. A correlational study was used. The sample consisted of 55 third year undergraduate biology students. The findings of the study showed that there is significant and positive linear correlation between students’ competences in practical skills and performance in higher education entrance examination scores. There is a significant and a positively linear relationship between the students’ cumulative grade point average (CGPA) with higher education entrance exam scores and biology laboratory skill test score. However, laboratory skill performance test score was not correlated with students’ high school laboratory background and sex. The findings implicated that the Ministry of Education should foster secondary high schools and college preparatory schools to put greater efforts at preparing undergraduate admitted students for students’ better outcome and their retention in universities. Key words: high school achievement, practical skill test, undergraduate biology.

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