Effects of prior learning on mathematics performance at secondary level

摘要

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.