Effects of prior learning on mathematics performance at secondary level

Abstract

This research study was triggered by the relatively low percentage of students who successfully study mathematics at the Higher School Certificate (HSC )level. While pass rate in mathematics averages 76% at primary level, it remains a concern that only around 42% of School Certificate (SC) students get a good grade (distinction or credit) in that subject. Causes are multifaceted but this study particularly sought to investigate the effects of prior learning achievement at the Certificate of Primary Education (CPE) level on academic performance at secondary level in Mathematics. It analyzed the distribution of grades at SC and established a relationship with results obtained five years before by the same group of students. The trend was analyzed using data from the Mauritius Examinations Syndicate (MES) for three cohorts of CPE students. Compared to the number of students taking the CPE exams, it was found that only 18% of them studied the subject at HSC level. Grades at SC proved to be significantly influenced by CPE grades. Students consistently regressed in their mathematics learning over the five years of secondary schooling. This study unveils that to some extent mathematics disabilities can be diagnosed right at CPE level and confirms that prior knowledge has a determining effect on future learning achievement.

Investigating Mathematics Learning Trajectories: A Comparative Analysis of Grades at Two Major Turning Points

“…But a grade A at CPE does not automatically lead to a grade A at SC, such that, only around one third of those who scored a grade A at CPE could manage to get a similar grade at SC. This is very close to the theoretical pattern developed by Appavoo et al (2013) (Table 1) where it depicted that only around one third (1894/5494) of those who got a grade A at CPE, obtained a similar grade at SC.…”

“…In a previous study (Appavoo et al, 2013) it was found that although good grades at primary level were not a guarantee of good grades at secondary level, yet the majority of students who did well at the latter level were those who obtained good grades at the primary level. In a nutshell, this study reveals that:…”

“…There is a general outcry from educators who constantly draw attention to the low level of mathematics skills which many students demonstrate when joining secondary schools. In a recent study, Appavoo et al (2013) report that on average, 76 % of students are successful in mathematics at the Certificate of Primary Education (CPE) examinations. Among these students, on average, only 42% managed to get a grade A, B or C at the School Certificate examinations.…”

Assessing Young Learners’ Readiness to Embrace Ict for Pedagogical Gain

“…This study purports that students are ready to embrace ICT for pedagogical gains. We are also aware that teachers' perception and beliefs of the merits of ICT are on the positive side [8]. The schools in Mauritius therefore have two of the most important ingredients to make ICT integration a successful learning endeavour.…”

“…We are therefore at a major crossroad where we hope to see ICT reshaping the learning abilities of students. This research is of particular interest as Mathematics learning disabilities are rampant among too many students [8] and it is worth investigating if ICT can offer prospective avenues to remedy the situation.…”