Okitowamba, OnyumbeJulie, CyrilMbekwa, Monde2018-07-052018-07-052018Okitowamba, O. et al. (2018). The effects of examination-driven teaching on mathematics achievement in Grade 10 school-based high-stakes examinations. Pythagoras, 39(1), a377.1012-2346https://doi.org/10.4102/pythagoras.v39i1.377http://hdl.handle.net/10566/3848Various 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© 2018. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.MathematicsExamination-drivenSchool mathematicsArticle