Educational outcomes: Pathways and performance in South African high schools
We analysed the pathways and performances in mathematics of high (secondary) school students in South Africa using a panel-like data set of Grade 8 students who participated in the 2002 Trends in International Mathematics and Science Study (TIMSS) and who were tracked to Grade 12 examination data se...
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| Format: | Article |
| Language: | English |
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Academy of Science of South Africa
2012-03-01
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| Series: | South African Journal of Science |
| Subjects: | |
| Online Access: | http://archive.sajs.co.za/index.php/SAJS/article/view/620 |
| _version_ | 1811301728566378496 |
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| author | Vijay Reddy Servaas van der Berg Dean Janse van Rensburg Stephen Taylor |
| author_facet | Vijay Reddy Servaas van der Berg Dean Janse van Rensburg Stephen Taylor |
| author_sort | Vijay Reddy |
| collection | DOAJ |
| description | We analysed the pathways and performances in mathematics of high (secondary) school students in South Africa using a panel-like data set of Grade 8 students who participated in the 2002 Trends in International Mathematics and Science Study (TIMSS) and who were tracked to Grade 12 examination data sets. We examined the relationship between TIMSS mathematics performance and reaching Grade 12, the selection of and performance in Grade 12 mathematics, and success rates in the matriculation examination. The progression of students from schools serving middle-class (Subsystem M) and poorer students (Subsystem P, the majority) was compared. Firstly, mathematics achievement scores in South Africa are low and different performance patterns were shown between the two subsystems. Secondly, students who started with similar Grade 8 mathematics scores had different educational outcomes 4 years later. In Subsystem M schools, Grade 8 mathematics scores were a good indicator of who would pass matric, whilst this relationship was not as strong in Subsystem P schools. Thirdly, there was a stronger association between TIMSS Grade 8 scores and subject choice of matric mathematics in Subsystem M schools than in Subsystem P schools. Fourthly, there was a strong correlation between Grade 8 mathematics performance and matric mathematics achievement. Mathematics performance in the earlier years predicted later mathematics performance. To raise exit level outcomes, mathematics scores need to be raised by Grade 8 or earlier. To improve educational and labour market outcomes, the policy priority should be to build foundational knowledge and skills in numeracy. |
| first_indexed | 2024-04-13T07:14:05Z |
| format | Article |
| id | doaj.art-fb8fb3d593d347b88153c258f091f939 |
| institution | Directory Open Access Journal |
| issn | 0038-2353 1996-7489 |
| language | English |
| last_indexed | 2024-04-13T07:14:05Z |
| publishDate | 2012-03-01 |
| publisher | Academy of Science of South Africa |
| record_format | Article |
| series | South African Journal of Science |
| spelling | doaj.art-fb8fb3d593d347b88153c258f091f9392022-12-22T02:56:48ZengAcademy of Science of South AfricaSouth African Journal of Science0038-23531996-74892012-03-011083/410.4102/sajs.v108i3/4.620620Educational outcomes: Pathways and performance in South African high schoolsVijay Reddy0Servaas van der Berg1Dean Janse van Rensburg2Stephen Taylor3Human Sciences Research CouncilUniversity of StellenboschHuman Sciences Research CouncilUniversity of StellenboschWe analysed the pathways and performances in mathematics of high (secondary) school students in South Africa using a panel-like data set of Grade 8 students who participated in the 2002 Trends in International Mathematics and Science Study (TIMSS) and who were tracked to Grade 12 examination data sets. We examined the relationship between TIMSS mathematics performance and reaching Grade 12, the selection of and performance in Grade 12 mathematics, and success rates in the matriculation examination. The progression of students from schools serving middle-class (Subsystem M) and poorer students (Subsystem P, the majority) was compared. Firstly, mathematics achievement scores in South Africa are low and different performance patterns were shown between the two subsystems. Secondly, students who started with similar Grade 8 mathematics scores had different educational outcomes 4 years later. In Subsystem M schools, Grade 8 mathematics scores were a good indicator of who would pass matric, whilst this relationship was not as strong in Subsystem P schools. Thirdly, there was a stronger association between TIMSS Grade 8 scores and subject choice of matric mathematics in Subsystem M schools than in Subsystem P schools. Fourthly, there was a strong correlation between Grade 8 mathematics performance and matric mathematics achievement. Mathematics performance in the earlier years predicted later mathematics performance. To raise exit level outcomes, mathematics scores need to be raised by Grade 8 or earlier. To improve educational and labour market outcomes, the policy priority should be to build foundational knowledge and skills in numeracy.http://archive.sajs.co.za/index.php/SAJS/article/view/620education pathwaysfoundation phaseearly developmentTIMSSsecondary educationmathematics |
| spellingShingle | Vijay Reddy Servaas van der Berg Dean Janse van Rensburg Stephen Taylor Educational outcomes: Pathways and performance in South African high schools South African Journal of Science education pathways foundation phase early development TIMSS secondary education mathematics |
| title | Educational outcomes: Pathways and performance in South African high schools |
| title_full | Educational outcomes: Pathways and performance in South African high schools |
| title_fullStr | Educational outcomes: Pathways and performance in South African high schools |
| title_full_unstemmed | Educational outcomes: Pathways and performance in South African high schools |
| title_short | Educational outcomes: Pathways and performance in South African high schools |
| title_sort | educational outcomes pathways and performance in south african high schools |
| topic | education pathways foundation phase early development TIMSS secondary education mathematics |
| url | http://archive.sajs.co.za/index.php/SAJS/article/view/620 |
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