Original Research

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

Onyumbe Okitowamba, Cyril Julie, Monde Mbekwa
Pythagoras | Vol 39, No 1 | a377 | DOI: https://doi.org/10.4102/pythagoras.v39i1.377 | © 2018 Onyumbe Okitowamba, Cyril Julie, Monde Mbekwa | This work is licensed under CC Attribution 4.0
Submitted: 16 May 2017 | Published: 28 June 2018

About the author(s)

Onyumbe Okitowamba, School of Science and Mathematics Education, University of the Western Cape, South Africa
Cyril Julie, School of Science and Mathematics Education, University of the Western Cape, South Africa
Monde Mbekwa, School of Science and Mathematics Education, University of the Western Cape, South Africa


Share this article

Bookmark and Share

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.

Keywords

No related keywords in the metadata.

Metrics

Total abstract views: 392
Total article views: 265


Crossref Citations

No related citations found.