Establishing the Growth Rate of Mauritian Students’ Achievement in Mathematics for the Cambridge School Certificate Examination

  • Karishmaraye Gopaul - Rughoonundun Department of Mathematics, Mauritius College Boys’, Curepipe, Mauritius
  • Kumar Dookhitram Department of Applied Mathematical Sciences, School of Innovative Technologies and Engineering, University of Technology, Mauritius
Keywords: Education, Mathematics, Achievement Growth Rate, Quantitative Research, Verhulst Logistic Model, Cambridge School Certificate Examination

Abstract

As research must measure and precisely assess the effects of changes and advances in an area of endeavor, mathematics has played. It continues to play a key role in developing realms of science and technology. Academic performance is an important factor in determining an individual’s success or failure in mathematics. Mathematics is obligatory in Mauritius until students reach Grade 11, taking the Cambridge School Certificate Examination. However, in the case of Mauritius, the question of student success growth rate has not been properly explored. The aim of this research is to establish the rate of growth in student math performance for the Cambridge School Certificate Examination. The Verhulst logistic model is adapted for this purpose for the period 2012 to 2019. According to the findings, the predicted growth rate of student achievement in Mathematics Syllabus A, Mathematics Syllabus D, and Additional Mathematics are respectively lowered by about 2.42 percent, 1.86 percent, and 7.01 percent per year.

Published
2021-09-01
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How to Cite
Rughoonundun, K. G.-, & Dookhitram, K. (2021). Establishing the Growth Rate of Mauritian Students’ Achievement in Mathematics for the Cambridge School Certificate Examination. Shanlax International Journal of Education, 9(4), 55-58. https://doi.org/10.34293/education.v9i4.4058
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Articles