Findings and Discussions Sample Clauses

Findings and Discussions. The purpose of having student leadership in the school is to involve the students in the running of the school organization since this will result in improved discipline and the building of a democratically active society. Botswana’s philosophy on Education, Education for Xxxxxxxx, sees democracy as a very important element of the country’s education system. Xxxxxxxx (2005) contends that the first Commission on Education of 1977 took further the principle of democracy and emphasized that the structure and organization of education must reflect the four national principles (democracy, development, self-reliance and unity) and that any features of the education system which impaired democracy should be changed. Botswana schools therefore should be seen to be using the prefectship system as one way of teaching or advancing democratic values for robust citizenship. Democracy Through the Prefectship System: Easier Preached than Practiced Although some of the interviewees acknowledged the presence of democracy in the prefect election process, this study has revealed that there is still a lot to be done in terms of the duties of the prefects in the schools. Schools are supposed to empower students through the creation of little democratic pockets where the students can put their hearts and mind in the decision-making process but apparently the prefectship system acts towards the disempowerment of students. Below is a presentation of the analysis of data from School Heads, Department Heads, Teachers, Prefects and Students on the issue of the prefectship system in schools. Heads of Departments’ Views When asked about what specific duties one thinks prefects should carry out in schools, a Head of Department at Batanani responded: Prefects should continue doing what they have been doing all along. They should supervise others during meal times and extracurricular activities. Help teachers in the supervision of study and general cleaning. (Interview Excerpt) A Head of Department at Ramoja responded by saying: Here prefects, dish food during meals times, conduct assembly, supervise afternoon and Saturday studies, help teachers in supervising general cleaning and sometimes help teachers in organizing “June 16” (The Day of the African Child) commemoration.(Interview Excerpt) When asked whether the issue of electing prefects has an influence on the active participation of students in the general elections as future citizens, a Head of Department at Batanani answered: Yes,...
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  • Results and Discussion Table 1 (top) shows the root mean square error (RMSE) between the three tests for different numbers of topics. These results show that all three tests largely agree with each other but as the sample size (number of topics) decreases, the agreement decreases. In line with the results found for 50 topics, the randomization and bootstrap tests agree more with the t-test than with each other. We looked at pairwise scatterplots of the three tests at the different topic sizes. While there is some disagreement among the tests at large p-values, i.e. those greater than 0.5, none of the tests would predict such a run pair to have a significant difference. More interesting to us is the behavior of the tests for run pairs with lower p-values. ≥ Table 1 (bottom) shows the RMSE among the three tests for run pairs that all three tests agreed had a p-value greater than 0.0001 and less than 0.5. In contrast to all pairs with p-values 0.0001 (Table 1 top), these run pairs are of more importance to the IR researcher since they are the runs that require a statistical test to judge the significance of the per- formance difference. For these run pairs, the randomization and t tests are much more in agreement with each other than the bootstrap is with either of the other two tests. Looking at scatterplots, we found that the bootstrap tracks the t-test very well but shows a systematic bias to produce p-values smaller than the t-test. As the number of topics de- creases, this bias becomes more pronounced. Figure 1 shows a pairwise scatterplot of the three tests when the number of topics is 10. The randomization test also tends to produce smaller p-values than the t-test for run pairs where the t- test estimated a p-value smaller than 0.1, but at the same time, produces some p-values greater than the t-test’s. As Figure 1 shows, the bootstrap consistently gives smaller p- values than the t-test for these smaller p-values. While the bootstrap and the randomization test disagree with each other more than with the t-test, Figure 1 shows that for a low number of topics, the randomization test shows less noise in its agreement with the bootstrap com- Figure 1: A pairwise comparison of the p-values less than 0.25 produced by the randomization, t-test, and the bootstrap tests for pairs of TREC runs with only 10 topics. The small number of topics high- lights the differences between the three tests. pared to the t-test for small p-values.

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