Loading...
Please wait, while we are loading the content...
Similar Documents
AN ASSESSMENT OF THE PERFORMANCE OF FEMALE ADULT LEARNERS : A case of Kansenshi and Chifubu Secondary Schools G . C . E . in Ndola District . ( Conference ID : CFP / 973 / 2018 )
| Content Provider | Semantic Scholar |
|---|---|
| Author | Quintino, Chembo Qchembo |
| Copyright Year | 2019 |
| Abstract | The research on adult female performance has produced startlingly consistent results; Variations in school expenditures are not systematically related to variations in student performance. Enormous differences in teaching materials, amount of teaching experience, or teaching in small classes, teacher’s skill and how they handle female adult learners are strongly related to educational performance, These findings suggest that school decision making must move away from traditional “input directed” policies to ones providing performance incentives instead concentrate on improving the infrastructure and learning materials. The result of the study showed that most of the female adult learners belong to big families. Some parents are non-professional workers thus spend most of their time in watching television when they are at home. The student has good study habit and a neutral attitude towards education but the level of performance in subjects is still considered poor in all the learning spheres. There is significant correlation that exists in the level of performance of student with teacher-related factors such as the lighting system, space, period of learning (time) and what the female adult learners do for their living. Aremu (2000). It was also discovered that those women who are married and are supported by their husband do not pay much attention. From the findings it is recommended that; School career masters or counselor should be empowered to inculcate knowledge in girls so that the girls/women can know the importance of education rather than having children before completing school. Writing of GCE examination in June is recommended than having together with full time grade twelves. Finally, the periods (learning time) for G.C.E students should be increased. The International Journal of Multi-Disciplinary Research ISSN: 3471-7102, ISBN: 978-9982-70-318-5 2 Paper-ID: CFP/973/2018 www.ijmdr.net ABBREVIATIONS F.A.W.E.Z.A – Forum for African women Education in Zambia F.I.M.S – Fist international mathematics studies. G.C.E General Certificate of Education. I.E.A International evaluation of education achievement. M.O.E Ministry of Education. N.A.E.P National assessment of education program. N.W.L.G National women’s lobby Group. AGE Advancement of girl’s education. S.I.M.S Second international mathematics studies. YALS Young adult literacy survey. YWCA Young women Christian association. ZARD Zambia association for research and development. 1.0. INTRODUCTION. Before independence and about fifteen years after independence the standard of Teaching in Zambia was very high. This was by quality products in all areas. Today the concern by stakeholders is that the standard has fallen down at all levels. The pass rate in most schools in different places of the country is low. This especially affects adult learners in GCE centers. Examination analysis of grade twelve results indicated that there is a problem (UNESCO, 1998). Some schools in Ndola district were constructed way back in colonial rule for instance Kansenshi Secondary school was constructed in 1953 and the school had both primary and secondary, it was called Liewlling High School and the first principal was Mr. Noel Roy and the second principal was Mr. R.J. Crawford, the school was heavily supported by British especially that the learners that time were mostly British. The numbers of pupils in classes were reasonably small the first form ones (1) were 72 students and in 1969 the first form fives (5) managed to attain a pass rate at 100%. The Zambian government by then had a full responsibility of funding schools inform of grant and provided support in terms of books, pencils and other learning materials were given for free. However, the G.C E. Centre became operational in the year 2002 and only fewer learners were enrolled. Though as at now the number is on the increase (KHS, 2000). The International Journal of Multi-Disciplinary Research ISSN: 3471-7102, ISBN: 978-9982-70-318-5 3 Paper-ID: CFP/973/2018 www.ijmdr.net Chifubu secondary school was also constructed in 1962 by the World Bank and in same year it had enrolled 65 students as the first form ones (1) currently grade eight. Today the school has grown big with more than 4000 students from grade eight (8) to twelve (12). The tuition paying G.C E. Centre became operational in the year 2006 with only a few learners. The number of learners is also on the increase. (Chifubu Sec Sch Careers Master 2017) The research site is Ndola urban, which is the Provincial headquarters on the Copperbelt province in Zambia. Ndola urban has approximately ten secondary schools previously High schools of which two was picked in this study. These are Chifubu and Kansenshi secondary school G.C.E centers situated in the northern zone. The G.C.E centers have grades 10, 11 and 12. Learners comprise of both female and male young and adults who have either not done well at grade twelve and want to improve their results or just could not continue whilst at school because of financial or other problems. The research was based on the performance of GCE learners for the past three years. The research was also extended to the current adult learners. However, the researches interest was particularly in the female adult learners. (Mwimba .C, 2017) Performance in this sense is referred to how people especially students fair in academic circles the description cannot be complete without mentioning the term Intelligence, it is a term usually referring to a general mental capability to reason, solve problems, think abstractly, learn and understand new material, and profit from past experience (Cole G.A. 2006). Intelligence can be measured by many different kinds of tasks. Likewise, this ability is expressed in many aspects of a person’s life. Intelligence draws on a variety of mental processes, including memory, learning, perception, decisionmaking, thinking, and reasoning. (Aremu, O.A. 2003). Most people have an intuitive notion of what intelligence is, and many words in the English language distinguish between different levels of intellectual skill: bright, dull, smart, stupid, clever, slow, and so on. Yet no universally accepted definition of intelligence exists, and people continue to debate what, exactly, it is. Fundamental questions remain: Is intelligence one general ability or several independent systems of abilities? Is intelligence a property of the brain, a characteristic of behavior, or a set of knowledge and skills? (Adya, M., & Kaiser, K.M 2005). The simplest definition proposed is that intelligence is whatever intelligence tests measure. But this definition does not characterize the ability well, and it has several problems. First, it is circular: The tests are assumed to verify the existence of intelligence, which in turn is measurable by the tests. Second, many different intelligence tests exist, and they do not all measure the same thing. In fact, the makers of the first intelligence tests did not begin with a precise idea of what they wanted to measure. Finally, the definition says very little about the The International Journal of Multi-Disciplinary Research ISSN: 3471-7102, ISBN: 978-9982-70-318-5 4 Paper-ID: CFP/973/2018 www.ijmdr.net specific nature of intelligence. (Encarta, |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.multiresearch.net/cms/publications/CFP9732018.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
