NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1147904
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1029-8457
EISSN: N/A
A Comparison of the Mathematical Knowledge and Skills of First-Year Student Cohorts from a Transmission and an Outcomes-Based Curriculum
Froneman, Sonica; Plotz, Mariana; Benadé, Trudie; Vorster, Hannatjie
African Journal of Research in Mathematics, Science and Technology Education, v19 n1 p45-56 2015
The traditional transmission-based school curriculum in South Africa has been replaced by an outcomes-based school curriculum since 1998. In this article we report on a comparative study on the mathematical knowledge and skills of two cohorts of first-year students: the last cohort to be exposed to a transmission curriculum in Grades 10-12 and the first cohort to complete their entire school career according to an outcomes-based curriculum. The performances of the two cohorts were analysed in terms of procedural, proceptual and conceptual knowledge constructs, as well as topic areas of school mathematics. A t-test statistical analysis of the results of a mathematics diagnostic test was used in the analysis. A statistically significant difference with a small effect size was established for procedural knowledge, indicating that the outcomes-based education cohort has poorer algebraic skills. Statistically significant differences with a small to medium effect were obtained in the question-by-question comparison of topic areas, indicating a possible improvement in the conceptual knowledge of students of the outcomes-based education cohort.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A