Abstract
The study looked at the location of schools as it relates to the academic performance of students in Botswana. The study population was the results of Junior Certificate (JC) Agriculture Examinations conducted in 2009 among 206 secondary schools in rural, peri-urban and urban areas of Botswana. One hypothesis was formulated and tested. Data were analysed using regression. When comparing three pairs (urban and peri-urban), (urban and rural) and (peri-urban and rural), the results show that the beta weights when transformed into z-values are not significantly different and are less than the critical values (1.96) given alpha level of 0.05. The results showed no significant difference between students’ academic performance in rural, peri-urban and urban secondary schools in agriculture junior school certificate examinations. The study has proven that school location has no bearing on student academic performance in agriculture junior school certificate examinations in Botswana.
Highlights
One of the most topical debates in the education system is the prediction of success in examinations
Thobega & Masole (2008) in their study on use of forecast grades at Botswana General Certificate of Secondary Education (BGCSE) found out that the mean mark for agriculture practical at BGCSE was skewed towards the highest possible mark whereas for theoretical papers were around the median
Similar view was expressed by Gana (1997) in his study on the effect of using designed visual teaching models on the learning of mathematics at Junior Secondary level of Niger State, who found out that there was no significant difference in mathematics achievement scores of students in urban and rural locations
Summary
One of the most topical debates in the education system is the prediction of success in examinations. Thobega & Masole (2008) in their study on use of forecast grades at Botswana General Certificate of Secondary Education (BGCSE) found out that the mean mark for agriculture practical at BGCSE was skewed towards the highest possible mark whereas for theoretical papers were around the median. They further said that this scenario puts the professionalism of teachers who are entrusted with the production of coursework marks on the spotlight. Their assertion culminates into skepticism on the validity, reliability, and monitoring of the school-based examinations. McGaw (2006) underscored the importance of reliability and validity of examinations irrespective of the type, format or even purpose of the examination during his work on assessment fit for a purpose study
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