Difference in students' mathematics achievement: A comparative study of TOC and non-TOC schools

Chi Keung Eddie LEUNG, Yiu Kwong MAN, Siu Cheung KONG

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Many schools have started the TOC approach, however it is still arguable whether this approach is effective in the context of local mathematics education. Many educationalists perceive TOC as learner-centered. Some others are sceptical to the TOC initiative in the area of mathematics. Eighty-five TOC schools and thirty-seven non-TOC schools participated in this study during the summer of 1997. Their primary one students were invited to take a standard mathematics achievement test near the end of the academic year. It was found that there were no significant differences in the overall performances of TOC and Non-TOC streams. However, when breaking down into individual items, students of TOC schools did better in items with pictures but were weaker in basic arithmetic skills and did worse with word-problems. The possible reasons for the differences are believed to be related with the changes in textbook contents and the teaching approach. Copyright © 2000 The Hong Kong Institute of Education.
Original languageEnglish
Title of host publicationProceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century
Place of PublicationHong Kong
PublisherHong Kong Institute of Education
Pages1-6
ISBN (Print)9629490382
Publication statusPublished - 2000

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mathematics
school
student
achievement test
textbook
Teaching
performance
education

Bibliographical note

Leung, C. K., Man, Y. K., & Kong, S. C. (2000). Difference in students' mathematics achievement: A comparative study of TOC and non-TOC schools. In Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century [CD-ROM] (pp. 1-6). Hong Kong: Hong Kong Institute of Education.