Preparing Students for Computer & Paper/Pencil-Based National Exam, National Standard School Exam, National Science Olympiad, and State University Entrance Exam: An Evaluation

Fadly Azhar, Erni Erni, Afrianto Afrianto


This type of evaluative research using Self-Examination Strategy (SES) Evaluation model aimed at evaluating (a) teachers’ efforts in preparing students for CPBNE, NSSE, and NSO based on the aspects of gender, academic qualification, and teaching experience; (b) principals’ efforts in relation to schools’ infrastructures, inhibitions & supports, and recruitment system; and (c) students’ efforts in preparing themselves for SUEE. The research findings revealed that female teachers (3,576925) were better than males (3.13335) in NSO; but males (4,1487230) were better than females (3,9822384) in CPBNE; and males (4,5299) were better than females (4,51111) in NSSE. Then, teachers with Bachelors’ degree (3,51785) were better than those with Masters’ degree (3,22915) in NSO; but Masters’ degree (4,2820153) were better than those with Bachelors’ degree (3,9560384) in CPBNE; and Masters’ degree (4,6666666) were better than those with Bachelors’ degree (4,4843333) in NSSE. Finally, those teaching more than 20 years (3,85555) were the best in NSO and in NSSE (4,7037333); but 16 – 20 years (4,3384615) was the best in CPBNE. Meanwhile infrastructures, inhibitions & supports to teaching-learning process are better facilitated at state schools; but the recruitment system for new teachers is better conducted at private schools. However, the students of these schools still need extracurricular tutorial lessons from educational tuitions/courses for SUEE and CPBNE. In summary, whatever maximum preparations have been made by the teachers and the principals through SES, students’ great success cannot be separated from the role of educational tuitions/courses.

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