This paper presents findings from a comparative study involving five developing nations and from a longitudinal study involving one of these relating educational transition rates at several points in the background education system to basic mathematical skills displayed by upper secondary (Grade 11 or equivalent) entrants as measured by a test instrument developed for the study.
A consistent and statistically significant inverse relationship is revealed for transition rates at all points investigated and the basic mathematical ability of sample populations tested, and apparently residual effects of transition rates operating at cohorts' time of entry to junior secondary level are evident. Results are discussed with reference to the educational policies of the countries involved in the study.
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Vlaardingerbroek, B., Ros, L. Educational transition rates and upper secondary students' arithmetical ability in five developing countries. Educ Stud Math 21, 451–460 (1990). https://doi.org/10.1007/BF00398863
- Longitudinal Study
- Inverse Relationship
- Sample Population
- Education System
- Transition Rate