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dc.contributor.authorMojapelo, Ottilia.en_US
dc.date.accessioned2009-07-09T18:43:13Z
dc.date.available2009-07-09T18:43:13Z
dc.date.issued1994-07-09T18:43:13Z
dc.identifier.urihttp://hdl.handle.net/10464/2089
dc.description.abstractThis study was particularly aimed at the examinations and the effect they have on schooling at the secondary school level in Zimbabwe. The views and opinions of teachers on the use of terminal examinations for certification and the influence they are seen to have on teachers' approach to the curriculum were examined. The literature has shown that there is widespread criticism of the justice and effects of terminal examinations. It is argued that they lead to an over-emphasis of that which is measured, knowledge and intellectual ability, at the expense of that kind of education progress which is almost impossible to measure in an end-of-the-course assessment. Three hundred and six secondary school teachers responded to a survey which asked for teachers' perceptions of examinations and the curriculum. The findings of this study indicated that teaching is structured towards examinations. Although teachers are trying to teach and develop reasoning skills and other activities, the pressure of examinations and the importance of doing well in them force teachers to restrict themselves to examination requirements.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectHigh schools--Zimbabwe--Examinations.en_US
dc.subjectEducation, Secondary--Zimbabwe--Curricula.en_US
dc.subjectHigh school teachers--Zimbabwe.en_US
dc.subjectCurriculum planning--Zimbabwe.en_US
dc.titleTeachers' perceptions of effects of terminal examinations on teaching and learning at the secondary school level in Zimbabween_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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