The effects of examination-driven teaching on mathematics achievement in Grade 10 school-based high-stakes examinations

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dc.contributor.authorOkitowamba, Onyumbe
dc.contributor.authorJulie, Cyril
dc.contributor.authorMbekwa, Monde
dc.date.accessioned2018-07-05T08:48:57Z
dc.date.available2018-07-05T08:48:57Z
dc.date.issued2018
dc.description.abstractVarious 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.en_US
dc.identifier.citationOkitowamba, 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.en_US
dc.identifier.issn1012-2346
dc.identifier.urihttps://doi.org/10.4102/pythagoras.v39i1.377
dc.identifier.urihttp://hdl.handle.net/10566/3848
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherAOSISen_US
dc.rights© 2018. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.
dc.status.ispeerreviewedTRUE
dc.subjectMathematicsen_US
dc.subjectExamination-drivenen_US
dc.subjectSchool mathematicsen_US
dc.titleThe effects of examination-driven teaching on mathematics achievement in Grade 10 school-based high-stakes examinationsen_US
dc.typeArticleen_US

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