Comparative analysis of performance of eighth graders from six African countries

Abstract

School science and mathematics play a critical role in the development of scientists, engineers and technologists required for development. Although many African countries recognize this, the teaching and learning of science and mathematics have not received the necessary support and attention as foundational subjects in the school curriculum. In 2003, six African countries - Ghana Egypt, Tunisia, Morocco, Botswana and South Africa - participated in an international assessment programme in science and mathematics, called the Trends in International Mathematics and Science Study (TIMSS-2003). The study examined the performance of eighth graders in mathematics and science as well as the contextual factors that could have influenced the performance. This paper draws on the results of the TIMSS-2003 which indicated that the African countries performed poorly. The paper presents a comparative analysis of the performance of the eighth graders from the six African countries and discusses the contexts for learning science and mathematics that might have influenced the performance. Recommendations are made for African governments to pay attention to the teaching of science and mathematics in the primary and secondary schools.

Keywords: international assessment, TIMSS, contexts for learning, school science and mathematics