The Competence-Based Advanced Level Mathematics Curriculum: Implications for Students’ Enrolment in one University in Zimbabwe
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2021
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Abstract
The study set out to examine the relevance of the competencebased Advanced Level mathematics curriculum for entry into
university mathematics-related degree programmes. The study
adopted a qualitative approach ingrained in the interpretive
paradigm which employed a case study design. Four A-Level
mathematics teachers, eighteen Lower Sixth and six Upper Sixth
mathematics major students were purposively sampled to respond
to semi-structured face-to-face interviews and focus group
interviews. The study found that the implementation of the
competence-based Advanced Level mathematics curriculum was
negatively affected by incompetent teachers and supervisors, lack
of resources and lack of support from other stakeholders. The study
concluded that these impediments impacted negatively on
students who aspired to pursue mathematics-related degree
programmes at university and that there is a mismatch on the
mathematics units in the competence-based Advanced Level
mathematics curriculum and university requirements for
mathematics-related degree programmes. The study recommends
ministerial corroboration fostering university degree programmes
requirements to be taught in high school, stakeholder involvement
and continuous professional development for mathematics
teachers and supervisors.
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Chikusvura, N., Sibanda, L. and Mathwasa, J. (2021) The Competence-Based Advanced Level Mathematics Curriculum: Implications for Students’ Enrolment in one University in Zimbabwe. RIELS Journal, 2(1): 8-19