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

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.