مدى إسهام تحصيل الطالب في شهادة مرحلة الأساس في تحصيلهم في امتحانات الشهادة الثانوية باستخدام تحليل الدالة التمييزية : دراسة حالة المدارس الحكومية-ولاية الخرطوم الفترة من (2011-2017)‎

Abstract EN

The Study examined the extent to which students ’achieve- ment in the basic stage certificate contributes to their achieve- ment in the secondary certificate examinations using the discrim- inatory function analysis (case Sludy: public schools - Khartoum State).

The problem of the sludy was that the current evaluation syStem for the learner, which is limited to final exams or exams and judged by success or failure, requires the necessity of re- considering his methods as a basic and necessary input in order to achieve educational and educational reform, and the research problem was summarized in the main question; To what extent docs the achievement of Students in the foundation-Stagc certifi- cate contribute to their achievement in the secondary certificate examinations? Questions are divided into: What is the relation- ship between basic school students ’achievement and secondary school achievement? What are the influences on Students’ high school results? It aimed to Study the extent to which Students ’achievement in the basic certificate contributes to their achieve- ment in the secondary certificate examinations, and to identify the influences on students’ results in the secondary certificate using the discriminatory function analysis.

The study tested the hypothesis.

There are no statistically significant differences be- tween evaluating students in the final exams for the foundation stage and secondary school exams.

The study used quantitative research based on inferential descriptive and analytical statistics.

The research reached a number of results, the moSt important of which are: There are statistically significant differences when Students evaluate the achievement of the basic Stage with their achievement in the secondary school certificate, and there is a lack of convergence between the percentage of their achievement in the two Stages.

The Study also recommended a number of rec- ommendations, including: Developing the evaluation process to be able to keep pace with the great development witnessed by the educational process, which depends on the achievement of the learner and the employment of his previous knowledge, increas- ing interest in statistical data for examination results in relation to achievement and continuing evaluation of students and determin- ing the examinations with high and low achievement rates and the standard academic Standards that are achieved.