An investigation into the factors contributing to the poor performance of grade 12 (COSC) learners in Lesotho

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dc.contributor.advisorVos, M.S.
dc.contributor.authorJackson, M.M.
dc.date.accessioned2011-12-12T08:51:45Z
dc.date.available2011-12-12T08:51:45Z
dc.date.issued2009
dc.descriptionA dissertation submitted to the Faculty of Education in fulfilment requirement for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2009.en_US
dc.description.abstractThe performance of learners in national tests and examinations is broadly used as an indicator of the effectiveness of the school (Naidu, Joubert, Mestry, Mosoge & Ngcobo, 2008:39). According to Bernard (1999:28) learners test results have become such an accepted indicator of school performance that for manY,a school with high test scores is per force a good school. Often, academic results constitute the only criterion by which the success of a school is measured even to the extent that solely on this basis schools are labelled as effective or ineffective, resulting in unpleasant outcomes for the school regarded as 'failing' schools (Naidu etsl, 2008:39). This trend is manifested in Lesotho in the uproar generated by publication of case (Grade 12) examination results (setot, 1999:2).en_US
dc.identifier.urihttps://hdl.handle.net/10530/965
dc.language.isoenen_US
dc.subjectAcademic performanceen_US
dc.subjectGrade 12 learnersen_US
dc.titleAn investigation into the factors contributing to the poor performance of grade 12 (COSC) learners in Lesothoen_US
dc.typeThesisen_US
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