The effects of examination-driven teaching on mathematics achievement in Grade 10 school-based high-stakes examinations
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Date
2018
Journal Title
Journal ISSN
Volume Title
Publisher
AOSIS
Abstract
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.
Description
Keywords
Mathematics, Examination-driven, School mathematics
Citation
Okitowamba, O. et al. (2018). The effects of examination-driven teaching on mathematics achievement in Grade 10 school-based high-stakes examinations. Pythagoras, 39(1), a377.