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

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dc.contributor.advisor Vos, M.S.
dc.contributor.author Jackson, M.M.
dc.date.accessioned 2011-12-12T08:51:45Z
dc.date.available 2011-12-12T08:51:45Z
dc.date.issued 2009
dc.identifier.uri http://hdl.handle.net/10530/965
dc.description A 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.abstract The 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.language.iso en en_US
dc.subject Academic performance en_US
dc.subject Grade 12 learners en_US
dc.title An investigation into the factors contributing to the poor performance of grade 12 (COSC) learners in Lesotho en_US
dc.type Thesis en_US


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