@article{oai:naruto.repo.nii.ac.jp:00029339,
 author = {TAWAKE, Wiliame Tabuaniika and ISHIMURA, Masao},
 journal = {鳴門教育大学国際教育協力研究, NUE Journal of International Educational Cooperation},
 month = {Feb},
 note = {Over the years, the Fiji Education portfolio has undergone many reforms in terms of curriculum and assessment. The Ministry of Education has localized the curriculum, and with the pressure of having external exams, teachers are still comfortable with the rote memorization style of teaching. According to Doochin. D, 2019 English is regarded as a universal language, there are still some significant concerns regarding the Fijian studentsʼ lack of comprehension skills. It is evident from the current information acquired from the National Examiners report (2015-2019) concerning the decline in the science achievement level. Students seem to excel and achieve above the benchmark in the knowledge, understanding, and cognitive application domain. However, students struggle to grasp abstract scientific terminologies, which have disallowed them to think critically or solve complex problems on some of the toughest exams, such as the Fiji Year 6 Intermediate Examination. There are a lot of factors surrounding low achievement levels. The purpose of this article is to analyze and highlight some of the significant factors limiting achievement levels in science subjects. The suggested pedagogy, namely Inquiry-Based Learning, can be strengthened to improve teaching competencies and address the need to prioritize the constructive philosophy of teaching and learning. A pre-requisite of high order thinking skills is to first obtain and familiarize with low order thinking skills; these need to be enhanced in children as per the prescribed curriculum for the elementary level in Fiji.},
 pages = {153--162},
 title = {Factors Limiting High Achievement Level in Grade 6 Science Subjects in Fiji : External Examination Items and Results from 2017, 2018 and 2019},
 volume = {15},
 year = {2022}
}