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Jun 3, 2022Keywords:
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Main Article Content
A correlational analysis of the relationship between Congolese students’ achievement in relations in sets and domains of functions
Abstract
This paper explores whether there is any relationship between Congolese students’ achievement in relations in sets and their achievement in domains of functions. Since 2005, in Democratic Republic of the Congo (DRC), the secondary mathematics curriculum reform has brought many changes including the suppression of sets and relations (SR) topics in the first and second forms of secondary. At the same time, the same reform provided for the teaching of the concepts of the domains of definition of functions (DDF) at the final level of secondary schools. Data collection was carried out through a coherent survey questionnaire administered to a sample of 354 out of 3050 finalist students in Bukavu-Town. Those selected students from 7 schools generated 7 pairs of the form data (x, y), where, x represents students’ achievement on SR concepts (independent variable), and y represents students’ performance on DDF concepts (dependent variable). At 0.05, level of significance, the study reveals existence of strong positive correlation between students’ achievement on SR concepts and their performance on DDF concepts among respondents. We don’t understand what basis of curriculum designers which motivated them to remove the SR from the mathematics curriculum. The study recommends to the reform designers in order to reformulate a plea to the Ministry of National Education to be able to include the SR concepts back into the DRC's mathematics curriculum.
