The demand for better results among school leavers in Botswana, like in many other places in the world, has been increasing in recent years, but what do the scores students get in examinations really mean? Do they mean such school leavers are adequately...
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The demand for better results among school leavers in Botswana, like in many other places in the world, has been increasing in recent years, but what do the scores students get in examinations really mean? Do they mean such school leavers are adequately equipped to join the world of work and fully participate in the development process? Is classroom instruction geared towards achieving the goals of the syllabus or it is a mere examination preparedness exercise? To what extent can mid-year and final examinations be taken as a valid measure of the syllabus?
To find the answers to these questions and others, the study, which was survey inferential in nature, comparatively content analysed the subject matter content as well as cognitive skill content of the midyear as well as the final examinations, and the subject matter content as well as well as cognitive skill content of English language syllabi. The data was then analysed using SPSS by conducting Pearson correlation and Fisher’s z-s
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