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Insights into Educational Attainment: Maya City Grade 12 National Examination Outcomes

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Title: Insights into Educational Attainment: Maya City Grade 12 National Examination Outcomes
Language: English
Authors: Chala Mosisa (ORCID 0000-0002-6105-7188), Yilfashewa Seyoum Mekuria, Bayisa Eshetu
Source: Cogent Education. 2024 11(1).
Availability: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Grade 12
High Schools
Descriptors: Foreign Countries, Secondary Schools, High Stakes Tests, Achievement Tests, Exit Examinations, Grade 12, Student Promotion, Private Schools, Public Schools, Evening Programs, Academic Failure, Gender Differences, Teacher Attitudes, Administrator Attitudes, Educational Attainment, National Competency Tests
Geographic Terms: Ethiopia
DOI: 10.1080/2331186X.2024.2380630
ISSN: 2331-186X
Abstract: This research delves into the educational landscape in Maya City Secondary Schools, focusing on the outcomes of the Grade 12 National Examination through a mixed-method case study approach. It scrutinizes student performance in different modalities and fields of study while pinpointing factors that contribute to low pass rates and high failure rates. The findings underscore that the regular mode boasts the highest number of students who passed the exam in the natural and social sciences. Conversely, neither Night nor Private modalities yield any passing students in the field of natural sciences. Gender-based performance disparities emerge, revealing male students' consistent outperformance, especially within the private modality. Most alarmingly, the research disclosed that the Maya City Secondary Schools' low average pass rate of 2.35%, significantly below the national average. The study stresses the urgency of addressing issues that contribute to poor academic performance at the individual, institutional, and systemic levels.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453641
Database: ERIC
FullText Text:
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  Label: Title
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  Data: Insights into Educational Attainment: Maya City Grade 12 National Examination Outcomes
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Chala+Mosisa%22">Chala Mosisa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6105-7188">0000-0002-6105-7188</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yilfashewa+Seyoum+Mekuria%22">Yilfashewa Seyoum Mekuria</searchLink><br /><searchLink fieldCode="AR" term="%22Bayisa+Eshetu%22">Bayisa Eshetu</searchLink>
– Name: TitleSource
  Label: Source
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  Data: <searchLink fieldCode="SO" term="%22Cogent+Education%22"><i>Cogent Education</i></searchLink>. 2024 11(1).
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  Label: Availability
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  Data: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Exit+Examinations%22">Exit Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Promotion%22">Student Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Schools%22">Private Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Evening+Programs%22">Evening Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Failure%22">Academic Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22National+Competency+Tests%22">National Competency Tests</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/2331186X.2024.2380630
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2331-186X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This research delves into the educational landscape in Maya City Secondary Schools, focusing on the outcomes of the Grade 12 National Examination through a mixed-method case study approach. It scrutinizes student performance in different modalities and fields of study while pinpointing factors that contribute to low pass rates and high failure rates. The findings underscore that the regular mode boasts the highest number of students who passed the exam in the natural and social sciences. Conversely, neither Night nor Private modalities yield any passing students in the field of natural sciences. Gender-based performance disparities emerge, revealing male students' consistent outperformance, especially within the private modality. Most alarmingly, the research disclosed that the Maya City Secondary Schools' low average pass rate of 2.35%, significantly below the national average. The study stresses the urgency of addressing issues that contribute to poor academic performance at the individual, institutional, and systemic levels.
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  Data: 2024
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  Label: Accession Number
  Group: ID
  Data: EJ1453641
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      – Type: doi
        Value: 10.1080/2331186X.2024.2380630
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary Schools
        Type: general
      – SubjectFull: High Stakes Tests
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Exit Examinations
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      – SubjectFull: Grade 12
        Type: general
      – SubjectFull: Student Promotion
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Evening Programs
        Type: general
      – SubjectFull: Academic Failure
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: National Competency Tests
        Type: general
      – SubjectFull: Ethiopia
        Type: general
    Titles:
      – TitleFull: Insights into Educational Attainment: Maya City Grade 12 National Examination Outcomes
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            NameFull: Yilfashewa Seyoum Mekuria
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            NameFull: Bayisa Eshetu
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