Report written by

1

• Report written by
• Ave Maria McIntosh
• and
• Loraine Fuller
• Mathematics and Statistics Division
• University of Technology, Jamaica

2
Are we adequately preparing our children to
survive in a quantitative world?
3
Mathematics Importance For Survival

• Gal (2000) speaks of adult numeracy as a growing
  area in many countries which has resulted in
• Empowerment
• Effective functioning
• Economic status and well being of citizen

4
Importance of Mathematics

• Interdisciplinary
• Helps to make rational decision
• Marjoram (1973) states that it gives an
  intuitive grasp of economic social and political
  principles
• Eltom (1978) alludes that there is a shortage of
  trained people to work systematically in dealing
  with concrete problems

5
Instruments to measure survival

• Examination involving Mathematics at the end of
  primary school. Grade Six Achievement Test (GSAT)
• Examinations involving Mathematics at the end of
  secondary school. Caribbean Secondary Examination
  Certificate (CSEC) or Caribbean Examination
  Council Examination (CXC)

6
The Caribbean Examination Council(CXC)

• Who are they?
• Established in 1972 under the agreement by the
  participating governments in the area.
• Conduct examinations as it may think appropriate.
• Award certificate and diplomas on the results of
  any such examination.
• Empowered to regulate the conduct of any such
  examination.
• Prescribe the qualification requirements of
  candidate.

7
CXC Council Members

• The Vice Chancellor of the University of the West
  Indies
• The Vice Chancellor of the University of Guyana
• Three representatives from the University of the
  West Indies appointed by the Vice Chancellor
• Representatives from the participating government
  in the region
• One representative of the teaching profession
  appointed by each National Committee

8
CXC Grading Scheme 1

• Up to 1997 CSEC results were published on a five
  point grading scheme system with grades 1 and
  11 being accepted as entry into most tertiary
  institutions.
• Since 1998 CSEC has instituted a six-point
  grading system with grades 1, 11 and 111 now
  being accepted.

9
CXC Grading Scheme 11

• The CSEC since 1998 has
• six overall grades,  I, II, III, IV, V, VI 
  which indicate the candidates overall performance
  in the particular subject
• while the profile grades, A, B, C, D, E, F are
  used to indicate strengths and/or weaknesses in
  the specific skills tested.
•  

10
CXC Grading Scheme 111

• The Caribbean Advanced Proficiency Examinations
  (CAPE) is offered for post-secondary candidates
  who require certification and advanced
  standing.                      
• uses seven overall grades,  I, II, III, IV, V,
  VI,
• V11  which indicate the candidates overall
  performance in the particular subject
• while the profile grades, A, B, C, D, E, F and G
  are used to indicate strengths and/or weaknesses
  in the specific skills tested.
•  

11
Participating Territories

• Guyana
• Jamaica
• Montserrat
• St. Kitts and Nevis
• St. Lucia
• St. Vincent and the Grenadines
• Trinidad and Tobago
• Turks and Caicos Islands

• Anguilla
• Antigua
• Barbuda
• Barbados
• Belize
• British Virgin Island
• Cayman Islands
• Dominica
• Grenada

12
Map of the Caribbean Region
13
1991-1997 CXC Mathematics Pass Rate Percentage by
Country
Source CXC Examination Office
14
CXC Mathematics Passes 1991
Country
Students' statistics
Country
Students' statistics
Jamaica
No. Sat
12105
No. Pass
3439
Pass
28.41
Montserrat
No. Sat
74
No. Pass
23
Pass
31.08
St Kitts Nevis
No. Sat
133
No. Pass
84
Pass
63.16
St Lucia
No. Sat
579
No. Pass
256
Pass
44.21
St Maarten
No. Sat
15
No. Pass
12
Pass
80.00
St Vincent
No. Sat
368
No. Pass
154
Pass
41.85
Trinidad Tobago
No. Sat
15036
No. Pass
4854
Pass
32.28
Turks Caicos
No. Sat
31
No. Pass
8
Pass
25.81
Country
Students' statistics
Country
Students' statistics
Jamaica
No. Sat
12105
No. Pass
3439
Pass
28.41
Montserrat
No. Sat
74
No. Pass
23
Pass
31.08
St Kitts Nevis
No. Sat
133
No. Pass
84
Pass
63.16
St Lucia
No. Sat
579
No. Pass
256
Pass
44.21
St Maarten
No. Sat
15
No. Pass
12
Pass
80.00
St Vincent
No. Sat
368
No. Pass
154
Pass
41.85
Trinidad Tobago
No. Sat
15036
No. Pass
4854
Pass
32.28
Turks Caicos
No. Sat
31
No. Pass
8
Pass
25.81
Anguilla
No. Sat
32
No. Pass
3
Pass
9.38
Antigua
No. Sat
265
No. Pass
93
Pass
35.09
Barbados
No. Sat
1448
No. Pass
733
Pass
50.62
Belize
No. Sat
454
No. Pass
218
Pass
48.02
B.V.I.
No. Sat
36
No. Pass
21
Pass
58.33
Dominica
No. Sat
296
No. Pass
128
Pass
43.24
Grenada
No. Sat
314
No. Pass
105
Pass
33.44
Guyana
No. Sat
3122
No. Pass
598
Pass
19.15
Anguilla
No. Sat
32
No. Pass
3
Pass
9.38
Antigua
No. Sat
265
No. Pass
93
Pass
35.09
Barbados
No. Sat
1448
No. Pass
733
Pass
50.62
Belize
No. Sat
454
No. Pass
218
Pass
48.02
B.V.I.
No. Sat
36
No. Pass
21
Pass
58.33
Dominica
No. Sat
296
No. Pass
128
Pass
43.24
Grenada
No. Sat
314
No. Pass
105
Pass
33.44
Guyana
No. Sat
3122
No. Pass
598
Pass
19.15
15
CXC English A Passes 1991
16
Comparison between CXC Mathematics and English A
passes for the Caribbean in 1991
17
Performance of Jamaican Secondary School Students
in CXC Mathematics 1999-2005
18
Actual Number Sitting in Jamaica
19
Actual Number Passing in Jamaica
20
Percentage Passing in Jamaica
21
The University of Technology, Jamaica
22
Business Administration Pre Calculus Lecture
23
About Pre Calculus

• A first year course of four credit hours (60
  hours) designed for most first year students
  enrolled in a degree programme at the university.
• The pre-requisite for this course is a passing
  grade in CXC, GCE O Mathematics or their
  equivalence.
• The final score for Pre-Calculus comprises a
  course work component weighted 50 and a 2hr
  final examination weighted 50.
• A student is deemed to have passed if he or she
  attained a final minimum score of 50 in the
  combined coursework and final examination grade.

24
Pre Calculus Contents

• The syllabus revisits some of the topics taught
  in CXC Mathematics and introduces some new areas
  at post CXC level.
• Some of these topics included on the syllabus are
  Set Theory, Relations and Functions, Indices and
  Logarithms, Series and Sequences, Remainder and
  Factor Theorems, Graphs and Matrices.

25
Purpose of study on Pre Calculus Performance 2001

• To determine whether there is a link between the
  Pre-Calculus grade and the CXC Mathematics grade
  the student entered the University with.
• To establish whether or not those students who
  entered with a CXC Mathematics Grade 3 pass are
  more prone to fail the Pre Calculus Examination
  than those students with CXC Mathematics grades 2
  or 1.

26
Results of study on Pre Calculus Performance 2001

• Distinct patterns of relationships were observed
  for some science and engineering groups.
• Correlation coefficient obtained for the overall
  university picture was 0.369 and was significant
  at 0.05 level.

27
Comparison between Pre Calculus score and CXC
Maths grade for BSc. in Computing and Information
Technology group
28
Comparison Between Pre Calculus Score and CXC
Maths Grade for BSc. In Medical Technology Group
29
Comparison between Pre Calculus scores below 50
and CXC Maths grades for all groups
30
Objectives For The Study Into Attitudes And
Perceptions Of UTECHS Students towards Pre
Calculus 1

• To determine the attitudes toward Pre Calculus of
  first year degree students.
• To determine if there is a relationship between
  students attitude towards Pre Calculus and their
  performance in the subject.
• To establish if there is a difference in
  performance between students who see the
  relevance to their specialization and those who
  do not.
• To determine if parents or siblings attitude
  towards Mathematics impact on students attitude
  towards Pre Calculus and Mathematics in general.

31
Objectives For The Study Into Attitudes And
Perceptions Of UTECHS Students Towards Pre
Calculus 11

• To determine if the attitude of mature students
  (those out of the school system for more than 10
  years prior to doing the degree) differs from
  that of non-mature students (those who left the
  school system less than 10 years before)
• To determine if the performance of mature
  students differs from that of non-mature students

32
Instruments Used In The Study On Attitudes And
Perceptions Of UTECHS Students Towards Pre
Calculus

• Questionnaire consisting of 23 items covering
• 9 different aspects of attitude and perception
  to Pre Calculus measured on a five point Leikert
  scale.
• 4 aspects of influence factors which are age,
  gender, faculty and CXC Mathematics grade.

33
Cross Tabulation Of Students Perception Of The
Relevance of Pre Calculus To Their Studies And
Pre Calculus Grade

34
Cross Tabulation Of Students Liking Of
Mathematics And Their Pre Calculus Grade

35
Students' Liking of Mathematics Compared With Pre
Calculus Grades
36
Cross Tabulation Of The Time Spent Preparing For
Pre Calculus And CXC/O Level Mathematics Grade

37
Results Of The Study Into Attitudes And
Perceptions Of UTECHS Students Towards Pre
Calculus

• The findings revealed a positive relation
• between students attitude as measured
• Extent of liking Pre Calculus and the
  performance in Pre Calculus
• Self rating of competence and performance in Pre
  Calculus
• Perception of relevance of the subject and
  performance in Pre calculus
• The willingness to attempt tutorial questions
  before tutorial sessions and performance in Pre
  Calculus

38
UTECHS Strategies To Address Poor Performances
In Mathematics 1

• Short Term
• Extend the number of tutorial hours per week from
  one to two for all Pre Calculus groups
• Lecturers are required to provide two hours per
  week for students consultation.
• Developing student- friendly worksheets on each
  topic to provide practice opportunities

39
UTECHS Strategies To Address Poor Performances
In Mathematics 11

• Short Term
• Implementing a seminar series at UTECH with high
  school mathematics teachers concentrating on
  topics identified by CXC and teachers as those
  topics with poorest attempts
• Implementing Mathematics diagnostic tests for
  students entering the university

40
UTECHS Strategies To Address Poor Performances
In Mathematics 111

• Long Term
• Implementing a mobile seminar series with high
  school mathematics teachers in rural areas.
• Implementing Mathematics computer diagnostic
  tests for all students entering the university
  with CXC grades 11 and 111 as well as for mature
  students.
• Establishing a developmental mathematics course
  for students with low scores on the diagnostic
  test

41
UTECHS Strategies To Address Poor Performances
In Mathematics 1V

• Long Term
• Launching a Mathematics and Statistics learning
  resource centre which will have
• Dedicated rooms for individual consultations and
  small group teaching
• A range of complementary resource material to to
  be developed in house or purchased. e.g.. videos,
  computer software packages, workbooks
• Web based support which includes exercises to
  enable students to become competent in areas of
  weakness
• Adequate lecturer support for structured
  consultations
• Carefully selected student proctors to provide
  peer assistance
• Technical support staff

42
Governments Strategies Through The Ministry Of
Education, Youth And Culture To Address Problems 1

• Increased budgetary allocation since 1996 to
  Early Childhood and Primary education institutes
  in order to foster sound education for all
  students
• Ensuring that computers and computer software as
  well as internet connections are available to all
  schools
• Decreasing student-teacher ratios in all schools
  on a gradual basis. For primary schools this was
  targeted to be 135 by the year 2003 and 130 for
  grades 1 and 2 by the year 2005. (Ministry of
  Education, 2001)

43
Governments Strategies Through The Ministry Of
Education, Youth And Culture To Address Problems
11

• Implementing an integrated curriculum in the
  primary schools
• Assisting with the payment of fees for the core
  subjects of Mathematics, English Language and
  Information Technology for CXC examinations at
  the high school levels.
• Improving infrastructure in all schools
• Improving on the training of teachers in the
  basic schools

44
Summary

• Based on the CXC passes over the years we are not
  adequately preparing our children to survive in a
  quantitative world.
• There is a weak positive correlation between CXC
  Mathematics grades and Pre Calculus grades of
  students at UTECH
• There is a weak positive correlation between
  students attitude and performance in Pre
  Calculus
• Measures are being put in place both at the
  University and national levels to attempt to
  solve the problem
• Some of the problems are deep-seated and require
  consistent interventions

45
References
Eltom, M. E. A. (1979). Proceedings of the
international Conference held in Khartoum March
6-9, 1978 Developing Mathematics in Third World
Countries. New York North Holland Publishing
Company Amsterdam Gal, I. (2000). Adult
Numeracy Development , Theory Research, Practice.
(1 st ed.). Cresskill, NJ Hampton Press,
Inc. Holt, M., Marjoram, D. E. T. (1973).
Mathematics in a changing world. London
Heinemann Educational Books. Examinations.
Retrieved on July 21, 2005 from Caribbean
Examinations Council website http//www.cxc.org/
Ministry of Education,Youth and Culture-Jamaica
2001 White Paper The Way Forward Retrieved on
September 3, 2005 from website http//www.moec.gov
.jm/policies/whitepaper.htm