The Multiple Schemes for Entering Secondary High Schools and the Basic Achievement Tests for Junior High School Students have influenced the right of almost three hundred thousand middle school graduates each year. The schemes have become the most important educational issue so far since they change apace, and bring huge dispute and problems, comparing to the former Senior (Vocational) High School Joint Entrance Exam. The main topic of this study is " The Multiple Schemes for Entering Secondary High Schools." We mainly use history research method, with the assistance of history review method, to examine the development and history of our multiple schemes for entering secondary high schools domestically. The four purposes of this research are, firstly, to understand the development and history of the multiple schemes for entering secondary schools in our country. Secondly, we analyze a series of practical contents and working conditions in the multiple enrollment programs. Thirdly, we discuss gains and losses of the multiple schemes for entering secondary high schools and its combined programs. Fourthly, we propose improvement suggestions for the multiple schemes of entering secondary high schools. According to the results of the study, we gain the following conclusions: 1.The enrolment system of multiple schemes for entering secondary high schools shows multiple appearances and multiple functions. (1)The Multiple Schemes for Entering Secondary High School is the most enormous reform of our secondary admission system in these years in Taiwan. (2)The ways of enrolment go toward multiple evaluations and it helps cultivate students' basic abilities, multiple intelligence and promote balance development of five ethics. (3)Taking care of both excellent and average students, it can helps students learn happily, grow healthily and also develop their talents freely. (4)It helps practice the system of separating examination and recruiting students, develop the function of choosing schools and students with autonomy. (5)It strengthens the relationship and helps its educational development between Senior (Vocational) High School and Junior High School. (6)The Basic Achievement Tests, the center of Multiple Enrolments, are the biggest, the most extensively standardized test and including the most students in our educational history. (7)The Multiple Schemes for Entering Secondary High School have become the new emphasis of living and learning to our middle school education. (8)The tests in each subject in the Basic Achievement Tests are connected to life, and with flexibility and high quality. Thus, it gets many positive notes from junior high school students and teachers. 2.Here come several problems of the multiple schemes for entering secondary high schools. (1)Moving admission systems doesn't take ethics of policy into consideration. (2)The policy of Multiple Schemes for Entering Secondary High Schools has become a super "Research of Action " educational reform. (3)The Multiple Schemes for Entering Secondary High Schools depart from the spirit of multiple evaluations. (4)The education reform of admission system should not stop at the point of its technical amendment. (5)The Multiple Schemes for Entering Secondary High Schools becomes another kind of Joint Entrance Examination; the value of having superstition on star schools is still the difficulty of practicing the Multiple Schemes for Entering Secondary High Schools. (6)9-year Joint Curricula Plan for Elementary and Junior High Schools that belongs to curriculum reform is behind, but the reform of Enrolment system, which belongs to curriculum evaluation, is ahead. The reforming procedure is upside-down, increasing the difficulty of moving the Multiple Schemes for Entering Secondary High Schools. (7)We short of educational funds in middle schools, so it is hard to achieve balance and build school features between the country school and city school. That will also be harmful to the competitive abilities of our middle schools. (8)Using the grades of Basic Achievement Tests as the only criteria for entering senior and vocational high schools is misused. We offer the following suggestions toward the problems of findings in this research paper: (1)The construction and amendment of the Multiple Schemes for Entering Secondary High School should return to the thinking direction of educational essence and standpoint and should never go back to the old way of Joint Entrance Examination. (2)The Multiple Schemes for Entering Secondary High School are the main criteria of education reform. Thus, the ministry of education should be careful, clear and stable to the policy planning. (3)Make the Basic Achievement Tests as a reference criteria of admission ways for entering secondary high schools, bur not the only criteria. (4)Simplify and synthesize the two admission ways of "Application for Admission" and "Selection for Admission," and have the "Application for Admission" become the main stream in our admission system. (5)We should continually discuss to synthesize and simplify the pattern of recruiting students, "The Multiple Schemes for Entering Senior and Vocational High School" and "The Multiple Schemes for Entering Junior College." (6)The ministry of education should establish the specialized test-making institute and the center of registered distribution as soon as possible. (7)The ministry of education should plan to balance the educational level of secondary school in each area and make secondary high school education exquisite. (8)We suggest to continually strengthen the constructions of test questions in the Basic Achievement Tests and the work of deepening and extending test questions, in order to elevate qualities of test questions. (9)It should be an inevitable trend to take academic performance at junior high school into consideration gradually in the Multiple Schemes for Entering Secondary High School after full preparations. (10)We should aggressively discuss to synthesize the three big recent schemes of educational reform," The Multiple Schemes for Entering Senior and Vocational High Schools", "The Schemes for Joining Senior and Vocational High Schools in each community" and "9-year Joint Curricula Plan for Elementary and Junior High Schools." Also, we should move 12-year compulsory education actively in order to construct excellent environment of secondary education and develop great multiple schemes for entering secondary high schools.

<p>The aim of this study was to investigate whether there is a correlation between birth order, academic performance and need for achievement. 166 students from Alvesta Gymnasium/ High school and Växjö Fria Gymnasium/ High school participated in the study. The result showed a significant correlation between birth order and study result, but unlike previous studies this study showed that it was the youngest siblings that had the best academic performance. Furthermore, a significant correlation between academic performance and need for achievement was found, also that higher need for achievement results in higher academic performance. The study also showed that there is a significant correlation between birth order and need for achievement, and it is the youngest children that have the highest need for achievement. Finally the study shows, in resemblance with previous studies, that sibship size has a negative effect on study results. Most prominent in this current study was that the number of brothers has a significant negative correlation with study result.</p> / <p>Syftet med denna föreliggande studie är att undersöka huruvida det finns samband mellan syskonplacering, studieresultat och prestationsbehov. 166 elever från Alvesta Gymnasium och Växjö Fria Gymnasium deltog i studien. Resultatet visade ett signifikant samband mellan syskonplacering och studieresultat, men i motsats till tidigare studier visar resultatet av föreliggande studie att yngstabarnen har högst studieresultat. Dessutom påvisades ett signifikant samband mellan studieresultat och prestationsbehov, där högre prestationsbehov leder till högre studieresultat. Slutligen visar studien, i likhet med tidigare forskning, att en stor syskonskara påverkar studieresultaten negativt. Mest framträdande i föreliggande studie är att antal bröder visar sig ha ett signifikant negativt samband med studieresultat.</p>

published_or_final_version / Medical Sciences / Master / Master of Medical Sciences

<p>During Apartheid, South African education policies were largely based on a system of&nbsp / racial segregation, resulting in unequal educational opportunities between black and white students.&nbsp / Current education policies centred on Access and Equity have been ratified to address the education issues of the past. However, there still remains a concern about the poor performance and&nbsp / consequently, the high drop out rate, particularly amongst black South African university students. The findings of various studies have shown that the factors that contribute to poor academic performance range from inadequate pre-university schooling and financial issues to poor language proficiency, inadequate social support and insufficient social integration. The present study employed a qualitative approach to explore first-year students&rsquo / perceptions of the influence of social integration on academic performance. Tinto&rsquo / s Student Integration Model provided the conceptual basis for the conduction of the study. Three focus groups were used to collect the data which were analysed according to thematic analysis procedures. The main finding of the study&nbsp / was that academic and social experiences were intrinsically linked in the first year of study. Moreover, the findings indicate that friends, belonging to nonacademic organisations and lecturer-student interaction (as three indicators of social integration) influenced first-year students&rsquo / academic performance. South African contextual factors such as socio-economic status and language&nbsp / were found to be a potential hindrance to good academic performance. The implications of these findings are discussed.</p>

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

The purpose of this research was to determine whether adolescents who participate in sport perform better academically in comparison to their non–participating counterparts. An availability sample of 210 learners between 14 and 24 years from a secondary school in the Dr Kenneth Kaunda District took part in this research. The participants were assessed by a Biographical Questionnaire adapted from Mpshe (1996); an adapted version of The Physical Activity Index of Sharkey (1979); the General Scholastic and Aptitude Test (GSAT)(Claassen, De Beer, Hugo & Meyer,1998); The revised two–factor Study Process Questionnaire: R–SPQ–2F of Biggs (1987a, 1987b); The Rosenberg Self–Esteem Scale (RSES), Rosenberg (1965); an adapted version of The Self–concept and Motivation Questionnaire of Bester (2003), and The Psychological Wellbeing (PWB) Scales of Ryff (1989). To obtain an overview of the participants’ academic performance, averages obtained in the June 2010 examinations in the four compulsory learning areas, i.e. Setswana First Language, English First Additional Language, Life Orientation and either Mathematics or Mathematical Literacy, were calculated. A significant relationship between sport participation and academic performance was yielded by a cross–tabulation with a practical significance of 0.09. Univariate regression models with academic performance as dependent variable and the following variables as independent variables were calculated as separate models, namely: IQ, Deep approach and Surface Approach as dimensions of the R–SPQ–2F, Motivation, Self–esteem and Psychological well–being. Only self–esteem was found to significantly predict academic performance. A further analysis using an interaction between sport participation and self–esteem did not yield a significant finding. It was concluded that it is important that Educational planners should take cognisance of the literature and research findings of this study. In future studies bigger samples can be used and the interaction between cognitive, non–cognitive and sociodemographic variables in the prediction of academic performance can be studied. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

The purpose of this research was to determine whether adolescents who participate in sport perform better academically in comparison to their non–participating counterparts. An availability sample of 210 learners between 14 and 24 years from a secondary school in the Dr Kenneth Kaunda District took part in this research. The participants were assessed by a Biographical Questionnaire adapted from Mpshe (1996); an adapted version of The Physical Activity Index of Sharkey (1979); the General Scholastic and Aptitude Test (GSAT)(Claassen, De Beer, Hugo & Meyer,1998); The revised two–factor Study Process Questionnaire: R–SPQ–2F of Biggs (1987a, 1987b); The Rosenberg Self–Esteem Scale (RSES), Rosenberg (1965); an adapted version of The Self–concept and Motivation Questionnaire of Bester (2003), and The Psychological Wellbeing (PWB) Scales of Ryff (1989). To obtain an overview of the participants’ academic performance, averages obtained in the June 2010 examinations in the four compulsory learning areas, i.e. Setswana First Language, English First Additional Language, Life Orientation and either Mathematics or Mathematical Literacy, were calculated. A significant relationship between sport participation and academic performance was yielded by a cross–tabulation with a practical significance of 0.09. Univariate regression models with academic performance as dependent variable and the following variables as independent variables were calculated as separate models, namely: IQ, Deep approach and Surface Approach as dimensions of the R–SPQ–2F, Motivation, Self–esteem and Psychological well–being. Only self–esteem was found to significantly predict academic performance. A further analysis using an interaction between sport participation and self–esteem did not yield a significant finding. It was concluded that it is important that Educational planners should take cognisance of the literature and research findings of this study. In future studies bigger samples can be used and the interaction between cognitive, non–cognitive and sociodemographic variables in the prediction of academic performance can be studied. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 99-103).

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 99-103). Also available in print.

Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The objective of this study is to determine whether the psychometric evaluation procedure, used by the South African Military Academy to make selection decisions, can validly predict academic performance of first year learners, whether this procedure is fair and whether the procedure is efficient. The sample used for this study consisted of three year groups (First Year Students of 2001, 2002 and 2003) enrolled at the Military Academy. In theory specific learning behaviours (learning competencies) are instrumental in attaining academic performance. These learning behaviours, in turn, depend on and are expressions of a complex nomological network of person-centered characteristics (learning competency potential). Differences in learning performance can be explained in terms of learning behaviours. Learning competencies are instrumental in achieving the learning outcomes for which the academic programme exists. Learning competencies, in turn, can be explained in terms of learner characteristics. In order to differentiate between candidates who have better or poorer training prospects in terms of a construct orientated approach to selection, a performance hypothesis on the person-centered drivers of the learning competencies is used. It is argued that the degree of competence in: (1) the core cognitive processes/competencies that constitute learning (transfer and automatization) and are necessary to create meaningful structure in novel learning material, (2) the intellectual drivers of these learning competencies (fluid intelligence and information processing capacity), (3) proficiency in English and (4) past academic performance, should discriminate between better or poorer academic performance of learners attending the academic programmes at the SA Military Academy. The grade point average of the first year first semester academic results is used as a measure of the criterion construct. Almost all of the results obtained in this study support the theory and propositions made by the performance hypothesis. Only one variable, accuracy of information processing, did not perform as predicted by the performance hypothesis. Prior learning explained the most variance in the criterion (r=0,4312). The inter-correlation amongst the predictors is used to infer the proportion of unique variance each predictor accounts for in the composite criterion. A regression of the composite criterion on the array of predictors (X2 – X12) revealed that only memory and understanding (X9) and prior learning (X12) uncovered relevant and unique information about determinants of performance on the criterion not conveyed by the remaining predictors in the model. The remaining predictors in the selection battery can consequently be considered redundant since they provide no new information not already conveyed by X9 and X12. When YGPA is regressed on the weighted combination of X9 and X12, only X12 significantly explains unique variance in YGPA when included in a regression model already containing X9. In the light of the reported findings there is no need to create a combined weighted linear predictor composite (Xcomp) which would form the basis of the actuarial mechanical decision rule that would guide selection decisions. Prior learning proved to be the only predictor that warrants inclusion in the actuarial mechanical prediction rule that will form the basis of selection decisions. In terms of the derived actuarial prediction rule the expected criterion performance of all applicants (E[Y|X12]) could consequently be estimated by inserting the measures obtained during selection of prior learning into the derived regression equation. The use of this equation could be regarded as permissible to the extent to which E[Y|X12] correlates significantly with YGPA. Since E[Y|X12] correlates 0,431 and statistically significantly (p<0,05) with YGPA, the predictions derived from this equation are valid. The findings of this research suggest that black and white students were sampled from the same population and therefore the use of the single, undifferentiated prediction rule would lead to fair selection decisions. To answer the question whether the selection procedure under investigation is adding any value to the organization, utility analysis is done based on the Taylor-Russell utility model as well as the Naylor-Shine interpretation of selection utility. A criterion-referenced norm table that expresses the risk of failure conditional on expected academic performance is derived from the use of only X12. Recommendations for further research are put forward. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om te bepaal of die psigometriese evaluasie-prosedure wat deur die Suid Afrikaanse Militêre Akademie gebruik word vir keuringsbesluite, akademiese prestasie van eerstejaar leerders geldig voorspel, en of hierdie prosedure regverdig en effektief is. Die steekproef vir hierdie studie bestaan uit drie jaargroepe (eerstejaar studente van 2001, 2002 en 2003) wat ingeskryf was by die Militêre Akademie. Teoreties is daar spesifieke leergedrag (leerbevoegdhede) wat instrumenteel is in die bereiking van akademiese prestasie. Hierdie leergedrag hang af van en is weer „n uitdrukking van „n komplekse nomologiese netwerk van persoongesentreerde eienskappe (leerbevoegdheidspotensiaal). Verskille in leerprestasie kan verklaar word in terme van leergedrag. Leerbevoegdhede is instrumenteel in die bereiking van die leeruikomste waarvoor die akademiese program bestaan. Leerbevoegdhede, op sy beurt, kan weer verklaar word in terme van leerdereienskappe. Ten einde „n onderskeid te kan tref tussen kandidate met beter of slegter opleidingsvooruitsigte, in terme van „n konstrukgeorienteerde benadering tot keuring, word „n prestasiehipotese gebruik wat gebaseer is op die persoongesentreerde drywers van die leerbevoegdhede. Dit word aangevoer dat die graad van bevoegdheid in: (1) die kern kognitiewe prosesse/bevoegdhede waaruit leer bestaan (oordrag en outomatisasie) en wat nodig is om sinvolle struktuur in nuwe leermateriaal te skep, (2) die intellektuele drywers van hierdie leerbevoegdhede (vloeibare intelligensie en informasieverwerkingskapasiteit), (3) bevoegdheid in Engels, en (4) vorige akademiese prestasie sal onderskei tussen beter of slegter akademiese prestasie van leerders wat akademiese programme by die SA Militêre Akademie bywoon. Die gemiddelde van eerstejaar eerste semester akademiese uitslae is gebruik as meting van die kriteriumkonstruk. Byna al die resultate wat in hierdie studie verkry is ondersteun die teorie en proposisies soos aangevoer deur die prestasiehipotese. Slegs een veranderlike, akkuraatheid van informasie-prosessering, het nie gereageer soos voorspel deur die prestasiehipotese nie. Vorige leer het die meeste variansie in die kriterium verklaar (r=0,4312). Die inter-korrelasie tussen die voorspellers is gebruik om die proporsie unieke variansie wat elke voorspeller in die saamgestelde kriterium verklaar te skat. „n Regressie van die saamgestelde kriterium op die reeks voorspellers (X2 – X12) toon aan dat slegs geheue en begip (X9) sowel as vorige leer (X12) relevante en unieke informasie in verband met die determinante van prestasie in die kriterium weergee wat nie reeds weergegee word deur die oorblywende voorspellers in die model nie. Die oorblywende voorspellers in die keuringsbattery kan gevolglik as oorbodig beskou word aangesien hulle geen nuwe informasie verskaf wat nie reeds deur X9 en X12 oorgedra word nie. Wanneer YGPA geregresseer word op die geweegde kombinasie van X9 en X12, verklaar slegs X12 unieke variasie in YGPA wanneer dit ingesluit word in „n regressiemodel wat alreeds X9 bevat. In die lig van die gerapporteerde bevindinge is dit onnodig om ‟n gekombineerde geweegde liniêre voorspellerkombinasie (Xcomp) te skep om as basis van „n aktuariële meganiese besluitnemingsreël te dien aan hand waarvan keuringsbesluite geneem sal word. Vorige leer blyk die enigste voorspeller te wees wat insluiting regverdig in die aktuariële meganiese besluitnemingsreël wat die basis van keuringsbesluite sal vorm. In terme van die afgeleide aktuariële besluitnemingsreël sal die verwagte kriteriumprestasie van alle toekomstige aansoekers (E[Y│X12]) geskat word deur die meting van vorige leer verkry tydens keuring in die afgeleide regressievergelyking in te stel. Die gebruik van hierdie vergelyking kan as toelaatbaar beskou word in die mate waartoe E[Y│X12] betekenisvol met YGPA korreleer. Aangesien E[Y│X12] statisties betekenisvol 0,431 (p<0,05) met YGPA korreleer, kan die voorspellings afgelei vanuit hierdie vergelyking as geldig beskou word. Die bevindinge van hierdie navorsing dui daarop dat swart en wit studente van hierdie steekproef uit dieselfde populasie geneem is en daarom sal die gebruik van „n enkele, ongedifferensieerde voorspellingsreël lei tot regverdige keuringsbesluite. Om „n antwoord te verkry op die vraag of hierdie keuringsprosedure enige waarde tot die organisasie toevoeg is „n nutanaliese gedoen wat gebaseer is op Taylor-Russell se nutmodel so wel as die Naylor-Shine interpretasie van keuringsnut. „n Kriteriumgerigde normtabel, wat die voorwaardelike risiko op mislukking gebaseer op akademiese prestasie uitdruk, is afgelei deur die gebruik van slegs X12. Aanbevelings vir verdere navorsing word voorgestel.