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 |
| 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 |
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