MATHEMATICS PERFORMANCE ACROSS MULTIPLE ASSESSMENT STAGES: A COMPARISON OF THREE ACADEMIC PROGRAMMES
DOI:
https://doi.org/10.35631/IJEPC.1164073Keywords:
ANOVA, Assessments, Different Programmes, and Mathematics PerformanceAbstract
Although students from different diploma programmes may differ in their mathematics performance, it remains unclear whether such differences persist across successive assessment stages. Therefore, this study examines whether students’ performance in the Business Mathematics course differs across three diploma programmes at different assessment stages. The sample included 117 Part 1 diploma students at the UiTM Kedah Branch who were enrolled in the course. The individual assessment stages, namely quiz, test, and final examination, are also taken into account. A quantitative approach was used, and the results were analysed with IBM SPSS Statistics using a one-way analysis of variance (ANOVA). This analysis was used to determine whether significant differences existed between the three academic programmes at each assessment stage. The outcomes showed a significant difference in students’ mathematics performance across the three programmes in the quiz at the early assessment stage, F(2, 114)= 3.184, p < 0.05. However, no significant differences were identified among the three programmes in the test and final examination. The implementation of targeted mathematics workshops before the test may explain the disappearance of these differences; however, their specific effect was not directly evaluated in this study. Overall, the findings indicate that differences in students’ mathematics performance were more evident at the early assessment stage and did not persist in subsequent assessments. These outcomes highlight the potential value of continuous assessment and targeted academic support in monitoring and addressing differences in students’ performance.
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