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Student preparation strategy

University education is often seen as a means to better one’s life and is central to enhancing the SES of individuals their families and the community Valentine et 2009. The dream of university education though is not equally fulfilled Student preparation strategy for all though. For instance lower SES students’ enrolment and completion patterns do not see this ideal fulfilled. Student attrition among this particular group is high. Student attrition is indicated as decreased student enrollment because of university transfers or dropouts and has been a persistent issue for universities globally Wilcoxson Cotter & Joy 2011.

Prior to the 1970s student attrition was viewed as proof that an institution’s course of study was rigorous Theelin 2010. Yet Student the monetary losses resulting from student attrition began to impact educational institutions. Apart from that it caused social costs to society and individuals. Therefore academic leaders were called upon to examine their institutional data administrative practices and institutional culture in order to better know why so many students did not finish their courses ACT Inc 2010 Armstrong Campbell & Brogan 2009 Conner 2009 Hawley & Harris 2005 Lilli bridge 2008 Schur Ruble Palombi & Pickerel 1997.

The evolution of student tracking and prediction methods has been accompanied by the widespread adoption of intervention programs Bashford International boarding schools 2008 Blanc Debar & Martin 1983 with the majority of approaches intended to help those students found to be at risk of withdrawing Cabrera et al 2006. Yet, there is no proven theory of student attrition and retention Cabrera et al 2006 Valentine et al 2009. This lack has caused significant problems not just for comparing studies but also for counseling the optimal approach for maximum effectiveness and value for money. There is also a large gap in the available knowledge with regard to the effect that such interventions have on student success.

 Student preparation strategy

The washback notion

The impact of tests on an education curriculum and its accompanying elements, including Student learning aims and objectives, Scholarship schools teaching and learning materials procedures teaching and learning teachers and learners is widely referred to as washback. The notion is a disputed phenomenon that has recently attracted the interest of a large number of applied linguistics researchers. Nevertheless though researchers Cambridge school fees, Cambridge vs Edexcel, Cambridge curriculum benefits, Cambridge exam results 2024, Cambridge International schools, have universally claimed the existence of washback within the field they disagree.

Participants

The participants involved in the project were 80 Iranian male high school students. They were all freshmen learners first-year students ranging from 15–16 years old. The reason for choosing this group resides in the fact that they had to take an English test of high stakes on a national level at the end of the school year while the School bus services other grades examinations were conducted on a local level. The test according to the usual pattern of Iranian high school final exams.

The study verifies the assertion that tests can indeed have an impact on learners learning and strategic behavior. The impacts of high school final tests however are discovered to be somewhat unfavorable although among the utilized strategies there are some which are positive towards the process of language acquisition using logic School lunch ideas applying collocations using lexical cohesions.

Most of the students, preparing themselves for the exam, seem to shift their foci onto the Messam Damasks born in the north of Iran. Guilin province has got his BA and MA degrees in the field of Student Teaching English as a Foreign Language from Kharrazi University Tehran Iran. He has been teaching English at high schools for several years.

Discussion

Government policy shift to enhance low SES applicant participation will be effective only if institutions offer aligned programs to cater to the requirements of at-risk students. In Australia more funds have recently been provided to universities to allow them to operate programs to enhance. Limited assessments Homeschooling options of these programs have been undertaken owing to the recent initiation of most of these schemes. Early evaluations are helpful in order to make sure that the programs are on track and represent value for money.

The purpose of this research was to obtain information from both DU and SCU to better understand their existing intervention programs their philosophical stance on attrition and the cohort tracking systems they are employing to identify support and monitor at-risk student cohorts. Thematic analysis showed that five overarching themes surfaced through the data: preparedness at-risk students intervention types responsibility Homeschooling options, Private, public schools, Online school programs, School uniform suppliers, and governance and technology. The participants made comments regarding the perceived utility of their interventions but these were restricted because the stage of these programs was early.

Study Limitations In this research the data staff reported offer an early snapshot of their views surrounding at-risk students and interventions implemented at the two universities. The actual effect of these initiatives will only be known without a more in depth study being conducted over a far longer timeframe possibly also assessing student measures including outcome measures.

Each intervention could be compared against the theme relevant to the targeted at-risk group.

Although the call is for a more Student in-depth study, the initial data do set the foundation for the following recommendations outlined below. Implementation Recommendations The staff beliefs called for intervention programs aimed at all the students so as to catch students who are not necessarily readily apparent as being at risk. Thus parallel interventions would ideally aim at both at-risk student groups as well as retention programs Student preparation strategy for students as a whole. This aligns with the literature that has identified both general interventions. This research has shown that there are several similarities and a few differences between the HEPPP staff perceptions of DU and SCU.

These similarities can be attributed to a shared advancement in knowledge and science, which have been utilized on the HEPPP projects at both universities.

In terms of student readiness both universities were highly congruent when it came to recognizing the culture shock felt by most students at the start of their course.

Additionally, collaboration that universities have with high schools and TAFE colleges, aims, values, and social factors were all put forward as issues of under-preparedness. Process Face-to-face interviews taking about one hour were conducted with each respondent. Participation in the interviews was entirely voluntary and permission was sought during interview.

 Student preparation strategy

Governance Student

Participants were encouraged to describe their experiences and thoughts in terms of university intervention projects structures policies and governance in which they were included rather than merely answering the questions provided a semi-structured method.

The transcripts were mailed back to participants within six to eight weeks allowing them the chance to check the transcripts accuracy. Students demographic Students demographic variables including gender age and parental level of education may possibly affect students test anxiety although research on this front remains pending. When it comes to gender research has indicated that female and male students greatly vary in test anxiety with female students recording higher test anxiety scores compared to their male peers. Conversely Wen et al. established that male students can have higher test anxiety compared to their female peers while other researchers have established that there are no significant differences in test anxiety among male and female students.

Also researchers have explored the influence of age on test anxiety.

Test anxiety has been found to be more in older children compared to their younger peers. School psychologists were however not in consensus concerning the observed significant differences in test anxiety depending on age. Variations in findings may indicate the necessity for further research to determine the influence of age on test anxiety.

Research Design Participants and Setting We used a cross-sectional research design in our research, whereby we wanted to examine the behavioral traits that prevail among our populace by sampling a cross-section of the populace at one time point. Two hundred and forty-eight secondary school students males = 98 females = 150 taking senior secondary school class II SS II were involved in this research. We used the multistage sampling Student method in our research.

Two public senior secondary schools were purposively selected at random from within the Aka metropolis.

purposively

At stage two we purposively selected SS II students in the two schools School A = 40% School B = 60%. Students in SS II class the second last class in senior secondary school in Nigeria receive rigorous academic training required of them to excel in their external examination in SS III Performing well in their tests in this class is highly valued since they are getting ready to start their final year whereby they would be undertaking the West African Senior School Certificate Examination and the National Examination Councils Senior School Certificate Examination which are high stake exams.

These two schools are government Scholarship schools run secondary institutions whose curriculum is the same. Government schools in Anambra State are governed by the state government.

The students however who were part of this study were students who volunteered to be part of the study after we told them the meaning of the study. Instruments Our participants filled out the multidimensional test anxiety scale and the test preparation strategies scale TPSS. The demographic factors were single-item answers offered in section A of the survey questionnaire.

Respondents were instructed to fill in the options that most accurately describe them in terms of gender main residence type of school residence and parental education level. They were required to fill in their ages in the designated space for them. Data Analysis We used SPSS version 28 to conduct the step-wise hierarchical multiple regression analysis. We analyzed the test anxiety components to assist in unbundling the correlations with the test preparation strategy components. The test anxiety components act as the criterion variable while the test preparation strategy components and the sociodemographic.

Student preparation strategy

Conclusion

We established the association Student between students test preparation strategies and test anxiety through examination of each aspect. Our results indicated that cognitive and metacognitive strongly predicted worry and physiological indicators components of test anxiety respectively.

Test preparation strategies were co predictors of the worry component of test anxiety only. We determined that test preparation tactics might be more related to the cognitive subscale worry test anxiety of test anxiety than to the affective physiological subscale and that test preparation tactics involving monitoring and regulation might be linked to physiological markers of test anxiety particularly when mothers education is controlled.

Also sociodemographic student variables might collectively influence the relationships between test preparation strategy and the affective physiological subscale component. The results from this case study will also inform policy and strategy related to raising access participation.

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