The effects of examination-driven teaching on mathematics achievement in Grade 10 school-based high-stakes examinations
Pythagoras
| Field | Value | |
| Title | The effects of examination-driven teaching on mathematics achievement in Grade 10 school-based high-stakes examinations | |
| Creator | Okitowamba, Onyumbe Julie, Cyril Mbekwa, Monde | |
| Description | Various efforts are underway to improve achievement in high-stakes examinations in school mathematics. This article reports on one such initiative which focuses on the development of quality teaching of school mathematics by embedding it within an examination-driven emphasis. A quantitative approach was used to analyse the performance of Grade 10 learners in three consecutive end-of-year school-based examinations set by the initiative. Results indicate a trend in a positive direction over the three-year period. Nevertheless, there was a discernible decrease between the first and second administration of the examinations. It is concluded that examination-driven teaching holds a promise for enhancing achievement in high-stakes school mathematics examinations if sensibly and sensitively implemented. | |
| Publisher | AOSIS Publishing | |
| Date | 2018-06-28 | |
| Identifier | 10.4102/pythagoras.v39i1.377 | |
| Source | Pythagoras; Vol 39, No 1 (2018); 10 pages 2223-7895 1012-2346 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://pythagoras.org.za/index.php/pythagoras/article/view/377/586
https://pythagoras.org.za/index.php/pythagoras/article/view/377/585
https://pythagoras.org.za/index.php/pythagoras/article/view/377/587
https://pythagoras.org.za/index.php/pythagoras/article/view/377/584
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