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Teachers' perceptions of effects of terminal examinations on teaching and learning at the secondary school level in Zimbabwe

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dc.contributor.author Mojapelo, Ottilia. en_US
dc.date.accessioned 2009-07-09T18:43:13Z
dc.date.available 2009-07-09T18:43:13Z
dc.date.issued 1994-07-09T18:43:13Z
dc.identifier.uri http://hdl.handle.net/10464/2089
dc.description.abstract This 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.iso eng en_US
dc.publisher Brock University en_US
dc.subject High schools--Zimbabwe--Examinations. en_US
dc.subject Education, Secondary--Zimbabwe--Curricula. en_US
dc.subject High school teachers--Zimbabwe. en_US
dc.subject Curriculum planning--Zimbabwe. en_US
dc.title Teachers' perceptions of effects of terminal examinations on teaching and learning at the secondary school level in Zimbabwe en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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