ASSIGNMENT

Assignment



Assignment

Introduction

European International has decided, after eighteen years of policy making through its Congresses and Conferences at the international and regional levels, to develop a comprehensive policy on education. This policy will encapsulate the very essence of what has made EI what it is today and reflect the goals which should underpin an education that is consistent with EI's traditions. This policy challenges explicitly the narrow, instrumentalist view of education as solely teaching students to become skilled employees. Instead, it argues for a perspective on education that serves both the values of the society at local and global levels, as well as cultural, democratic, social, economic and environmental needs.

It recognises that education is a human right and a public good in its own right, enabling people at all stages in their lives to achieve their maximum potential and to better understand themselves and their role and relationships. Education is also a key means for the transmission, analysis and application of knowledge and experience, and plays a central role in the creation of new knowledge through research and innovation. Its role is broader than the mechanistic and instrumental role that many proponents of market forces and “customer-provider” models acknowledge. Every citizen of every state has the right to a quality education. Providing quality education that caters to students' aptitudes and needs will be a primary challenge for lifelong learning, from early childhood education through to further and higher education. Quality education must be underpinned by credible educational research. The findings of such research should inform the theories and practice of teaching. Research should also draw on the actual professional experience of teachers and involve teachers in the process. This should culminate in an inseparable link between education and research which would help to generate new understandings and knowledge and improve pedagogical skills.

This research paper examines the overall performance of students based their performance in respective course units in first year of MBS Education.

Research Hypotheses

H10: There is no significant difference in terms of the averge overall perforamcne of male and female students.

H1a: There is a significant difference in terms of the averge overall perforamcne of male and female students.

H20: There is no significant difference in terms of the averge overall perforamcne of regular and mature age students.

H2a: There is a significant difference in terms of the averge overall perforamcne of regular and mature age students.

H30: There is no significant difference in terms of the averge overall perforamcne of UK, EU, and overseas students.

H3a: There is a significant difference in terms of the averge overall perforamcne of UK, EU, and overseas students.

Statistical Testing and Analysis

Regression and correlation analysis have been conducted on the data to determine the existence of relationship between the variables. Table presented below shows the regression analysis results for the predictors that are influencing the overall performance. Goodness-of-Fit (F-Statistics) show that the overall relation of the performance across units with the overall performance is highly significant having F-statistic value of ...