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Format: MS WORD
| Chapters: 1-5
| Pages: 78
COMPARISON OF JUNIOR SECONDARY SCHOOL ACADEMIC PERFORMANCE IN INTERNAL AND EXTERNAL EXAMINATION IN ACCOUNTING
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The academic performance of students in junior secondary schools plays a pivotal role in shaping their educational journey and future prospects. One subject that holds particular importance in this regard is Accounting. This discipline not only equips students with essential financial knowledge but also serves as a fundamental stepping stone for those aspiring to pursue careers in commerce and finance. Evaluating the performance of students in Accounting is a critical measure of their understanding and competence in financial principles. In the realm of educational assessments, two distinct types of examinations hold significance: internal and external. The comparison of junior secondary school academic performance in Accounting between these two examination modes is the focus of this discussion. Exploring the nuances, advantages, and challenges associated with each type of assessment provides valuable insights into the effectiveness of our educational system and its impact on the future prospects of young learners. This essay delves into the intricacies of these examinations, highlighting the factors that influence students' performance and the implications of the choice between internal and external assessments. In doing so, it sheds light on the broader debate surrounding the educational assessment landscape and its potential consequences for students and the educational system at large. The comparison of academic performance in Accounting between internal and external examinations at the junior secondary school level invites a closer examination of the distinctive characteristics and objectives of these assessment methods. Internal examinations, often referred to as school-based assessments, are typically designed and administered by the schools themselves. These assessments aim to evaluate students' understanding of the subject matter based on the curriculum taught within their specific educational institution. In contrast, external examinations are standardized tests that are conducted by an external examination body or authority, such as a state or national board of education. These assessments are designed to be uniform across various schools and regions, providing a common benchmark for evaluating students' proficiency in a given subject.
The choice between internal and external examinations can significantly impact students' academic performance in Accounting. Internal examinations, being more closely aligned with the school's curriculum, often reflect the teaching style and content emphasis of a particular institution. This can provide students with a sense of familiarity and comfort, as they have been exposed to
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The academic performance of students in junior secondary schools plays a pivotal role in shaping their educational journey and future prospects. One subject that holds particular importance in this regard is Accounting. This discipline not only equips students with essential financial knowledge but also serves as a fundamental stepping stone for those aspiring to pursue careers in commerce and finance. Evaluating the performance of students in Accounting is a critical measure of their understanding and competence in financial principles. In the realm of educational assessments, two distinct types of examinations hold significance: internal and external. The comparison of junior secondary school academic performance in Accounting between these two examination modes is the focus of this discussion. Exploring the nuances, advantages, and challenges associated with each type of assessment provides valuable insights into the effectiveness of our educational system and its impact on the future prospects of young learners. This essay delves into the intricacies of these examinations, highlighting the factors that influence students' performance and the implications of the choice between internal and external assessments. In doing so, it sheds light on the broader debate surrounding the educational assessment landscape and its potential consequences for students and the educational system at large. The comparison of academic performance in Accounting between internal and external examinations at the junior secondary school level invites a closer examination of the distinctive characteristics and objectives of these assessment methods. Internal examinations, often referred to as school-based assessments, are typically designed and administered by the schools themselves. These assessments aim to evaluate students' understanding of the subject matter based on the curriculum taught within their specific educational institution. In contrast, external examinations are standardized tests that are conducted by an external examination body or authority, such as a state or national board of education. These assessments are designed to be uniform across various schools and regions, providing a common benchmark for evaluating students' proficiency in a given subject.
The choice between internal and external examinations can significantly impact students' academic performance in Accounting. Internal examinations, being more closely aligned with the school's curriculum, often reflect the teaching style and content emphasis of a particular institution. This can provide students with a sense of familiarity and comfort, as they have been exposed to
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