A Comparison of the Mathematical Knowledge and Skills of First-Year Student Cohorts from a Transmission and an Outcomes-Based Curriculum

Autor/inn/en	Froneman, Sonica; Plotz, Mariana; Benadé, Trudie; Vorster, Hannatjie
Titel	A Comparison of the Mathematical Knowledge and Skills of First-Year Student Cohorts from a Transmission and an Outcomes-Based Curriculum
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 19 (2015) 1, S.45-56 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2015.1010349
Schlagwörter	Mathematical Aptitude; Mathematics Skills; Cohort Analysis; Comparative Analysis; Outcome Based Education; Performance Based Assessment; Statistical Analysis; Statistical Significance; Diagnostic Tests; Units of Study; Educational Change; Foreign Countries; College Freshmen; Curriculum Evaluation; South Africa + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kohortenanalyse; Lernerfolgsmessung; Leistungsermittlung; Statistische Analyse; Diagnostic test; Diagnostischer Test; Lerneinheit; Bildungsreform; Ausland; Studienanfänger; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The traditional transmission-based school curriculum in South Africa has been replaced by an outcomes-based school curriculum since 1998.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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01