Hierarchical linear modelling of predictive validity: The case of Kenya certificate of primary education examination

Predicting Students' Performance in the Senior Secondary Certificate Examinations from Performance in the Junior Secondary Certificate Examinations in Ondo State, Nigeria

“…In some cases, the findings tend to disagree with those of some other researchers (Omonijo, 2001;Asaolu, 2003, Oluwatayo, 2003. The findings indicating significant relationship between the performance of students in the JSC 2000 and the performance of the same students in the SSC 2003 examinations agreed with those of Othuon & Kishor (1994) who found that the Kenya certificate of primary education (CPE) had a moderate linear relationship with the Cambridge secondary certificate (CSE) examination grades. The findings were in consonance with the findings made by Ubokobong (1993) that students with high number of credits in Nigerian secondary school examinations performed well in higher institutions.…”

“…In other developing countries, the index of academic performance varied from one country to another. Othuon & Kishor (1994) too, found that the Kenya Certificate of Primary Education scores had a moderate positive linear relationship with the Certificate of Secondary Education grades. In some other States, performance in JSC examinations has been found to be significantly related to the performance in SSC examinations (Adeyemo, 2001;Adebayo, 2002).…”

Mode of entry as a predictor of success in final year bachelor of education degree examinations in universities in Ekiti and Ondo States, Nigeria

“…This finding was in consonance with the findings in previous studies [19,33,34]. The findings however were contrary to the findings of other researchers [35,36]. The fact the universities matriculation examination (UME) mode of entry was the second strongest predictor of success in the examinations implies this variable as the best predictor of success in the final that even through UME students spent four years in the bachelor of education degree examinations in the universities, their exposure to university academic work universities.…”

Predicting early grade retention: A longitudinal investigation of primary school progress in a sample of rural South African children

“…However, the policy was not implemented the following year, resulting in a further 5% of the cohort being retained in 1998. Similar patterns of weak implementation for policies proscribing retention have been reported elsewhere in the developing world (e.g., Othuon & Kishor, 1994). Exosystemic influences, perhaps because they are often so swingeing in the changes they legislate, may be inconsistent and diminishing over time in many schools of the developing world (Jansen, 1995).…”