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Title:Student performance in mathematical tasks on IEA literacy study
Author:Jaji, G.ISNI
Periodical:Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Geographic terms:Zimbabwe
Southern Africa
mathematics education
secondary education
Abstract:This study of student performance in mathematical reading skills in Zimbabwe was carried out in 1991 under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). A stratified random sample of 2749 Form II pupils in 143 schools in Zimbabwe were administered tests and questionnaires. Their teachers (143) and the heads of their schools also completed background questionnaires. A number of the items in the tests were concerned with the reading of tables, including timetables and graphs, which is a specifically mathematical reading skill. On the whole less than half of the pupils and in some cases less than one-third were able to perform these tasks. Thus Zimbabwean pupils are not acquiring mathematical reading skills in spite of these skills being specifically provided for in the primary and lower secondary school mathematics syllabuses. Further it was found that better resourced schools, particularly in terms of textbooks and library books, performed better than poorly resourced schools. Additionally, schools with more experienced heads showed better levels of performance. Bibliogr., sum.