Quintile ranking of schools in South Africa and learners' achievement in probability

Show simple item record

dc.contributor.author Ogbonnaya, U.I. (Ugorji)
dc.contributor.author Awuah, Francis K.
dc.date.accessioned 2020-01-16T07:34:44Z
dc.date.available 2020-01-16T07:34:44Z
dc.date.issued 2019-05
dc.description.abstract There is some disparity in the quality of education among the various races and provinces in South Africa. Since the dawn of democracy in 1994, the government has tried to bridge the gap using quintile categorisation of public schools and its concomitant funding. The categorisation is based on the socioeconomic status of the community in which the schools are located. This study investigated the achievement of learners in the first four quintiles from one school district on the topic of probability. The study employed a quantitative research approach and used Bloom's taxonomy as the conceptual framework. A total of 490 Grade 12 learners from seven schools participated in the study. Results showed that learners in Quintile 4 had significantly higher achievement scores than learners in the lower quintiles at all levels of Bloom's taxonomy except synthesis. Counter intuitively, Quintile 1 students had higher achievement than those in Quintiles 2 and 3 at all cognitive levels of Bloom's taxonomy, with the exception of synthesis. The educational implications of the findings are discussed in relation to quintile ranking of schools and learner achievement. en_ZA
dc.description.department Science, Mathematics and Technology Education en_ZA
dc.description.librarian hj2019 en_ZA
dc.description.uri http://iase-web.org/Publications.php?p=SERJ en_ZA
dc.identifier.citation Ogbonnaya, U.I. & Awuah, F.K. 2019, 'Quintile ranking of schools in South Africa and learners' achievement in probability', Statistics Education Research Journal, vol. 18, no. 1, pp. 106-119. en_ZA
dc.identifier.issn 1570-1824 (online)
dc.identifier.uri http://hdl.handle.net/2263/72837
dc.language.iso en en_ZA
dc.publisher International Association for Statistical Education en_ZA
dc.rights © International Association for Statistical Education (IASE/ISI), May, 2019 en_ZA
dc.subject Reputation en_ZA
dc.subject Institutional evaluation en_ZA
dc.subject Institutional characteristics en_ZA
dc.subject Probability en_ZA
dc.subject School location en_ZA
dc.subject Classification en_ZA
dc.subject Achievement tests en_ZA
dc.subject Socioeconomic status en_ZA
dc.subject Foreign countries en_ZA
dc.subject School effectiveness en_ZA
dc.subject Comparative analysis en_ZA
dc.subject Educational finance en_ZA
dc.subject Public schools en_ZA
dc.subject School districts en_ZA
dc.subject Racial segregation en_ZA
dc.subject Social change en_ZA
dc.subject Educational change en_ZA
dc.subject Racial differences en_ZA
dc.subject Educational quality en_ZA
dc.subject Scores en_ZA
dc.subject Correlation en_ZA
dc.subject Academic achievement en_ZA
dc.subject High school students en_ZA
dc.subject Grade 12 en_ZA
dc.subject Statistics education research en_ZA
dc.subject Bloom’s taxonomy en_ZA
dc.subject Cognitive levels en_ZA
dc.title Quintile ranking of schools in South Africa and learners' achievement in probability en_ZA
dc.type Postprint Article en_ZA


Files in this item

This item appears in the following Collection(s)

Show simple item record