50 Classes Not In Use: Reflection onSchool Achievement inSwaziland; 2014-2016 Junior History Examinations
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 5
Abstract
This study reflects on academic achievement of 25 schools that sit for the Swaziland history Juniorexaminations 2014-2016 academic years. The objectives: examine school performances of 25 schools in the year 2014-2016 in relation to 50% pass mark; examine the school performance of 25 schools on compulsory questions; explore how the classroom teachers’ practices regarding the use of sources influenced school performance. The macro/micro political theory was used. 25 schools were randomly sampled from 258. Examination scores were used as data and analysed using content analysis procedures. It was presented in tables, showing students who performed less 50% in both papers. The findings indicated that school performance was unsatisfactory because of the methods of instructions, design of lesson plans used in class and nature of the history examinations, more (2244 students, which equates to 50 classes) performed below 50%.The study concluded that school performance in history was unsatisfactory and for the past three years financial resources have been “wasted” in building classroom not fully utilised. It is recommended that lesson plans, classroom instructions and classroom assessment should be improved by ensuring that they are student centred and communicate same expectations to students for both classroom assessment and exit examinations.
Authors and Affiliations
Boyie S. Dlamini
Keywords
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- EP ID EP419156
- DOI 10.9790/0837-2305094759.
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