Nigerian students' credit-pass rates in WASSCE mathematics remained poor from 1999 to 2011, peaking at about 57.3% in 2008¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change

Subclaims¶

q2 i? Over thirteen years of WASSCE May/June mathematics results, the percentage obtaining A1-C6 was as low as 18.3% in 1999, about 35% in 2000-2005, about 45% in recent years, and about 57.3% only in 2008. → Sabainah Oyebola Akinoso 2015

Evidence¶

Sabainah Oyebola Akinoso 2015¶

Sabainah Oyebola Akinoso. (2015). Teaching Mathematics in a Volatile, Uncertain, Complex and Ambiguous (VUCA) World: The Use of Concrete – Representational – Abstract Instructional Strategy. JISTE Vol. 19, No. 1, 2015. https://eric.ed.gov/?id=EJ1177074

q2 · i? · causal · r1

Descriptive summary of WAEC Senior Secondary School Certificate Examination entries and results for 1999-2011 printed in Table 1; the author concludes "This trend is poor for a very important subject like mathematics" and questions classroom teaching effectiveness.

"Table 1 shows that it was only in 2008 that students recorded fairly good results with about 57.3% obtaining credit pass and above in the subject. The percentage pass was as low as 18.3% in 1999 while in years 2000-2005, it revolved around 35%"

Discussion¶

Related Claims¶

• Senior secondary students taught with CRAIS achieved significantly higher mathematics posttest scores than students taught with modified conventional teaching strategy