Abstract
A successful transition from primary to secondary school is central to student confidence and the sustainment of student interest and passion for learning. The literature indicates that difficult transitions can result in decreased levels of motivation, negative attitudes towards school, decreased levels of confidence and disengagement particularly in relation to mathematics. This study investigated student performance in mathematics after the transition from primary to secondary education in Ireland. It comes in the aftermath of major educational reform in mathematics in Ireland at both primary and secondary level and is the first Irish study to examine the effect of the transition on mathematical achievement. Academic achievement in mathematics was measured using a standardised test at the end of the final year of primary school and the end of first year of secondary education. Progress in mathematics was measured over the transition by comparing these two test results for 249 students. On average, students’ raw scores decreased by 7% from sixth class (final year of primary school) to the end of first year of secondary education despite an additional year of instruction and extensive overlap of both syllabi. The results showed statistically significant losses in each strand area and in each process skill. This academic transition is not unique to Ireland and the findings from this research study will be of interest to the mathematics education community internationally since it extends the evidence base for studies in school transition.
Highlights
SN Soc Sci (2021) 1:173Successful academic performance during adolescence is a key predictor of lifetime achievement, including occupational and social success. (Serbin et al 2013, p. 1331)Transition to secondary education, once the preserve of a few, is seen as an automatic rite of passage in Ireland and it is a transition experienced by over 50,000 students each year (Smyth et al 2004)
The authors focus on the academic transition in mathematics in Irish schools, measuring student performance for a specific cohort of students using a representative national sample, and identify and discuss issues that impact on this transition
This study is the first Irish study to provide a detailed analysis of academic achievement in mathematics over the transition period
Summary
Transition to secondary education, once the preserve of a few, is seen as an automatic rite of passage in Ireland and it is a transition experienced by over 50,000 students each year (Smyth et al 2004). It is a momentous period of change for students and one of the greatest challenges experienced by students in their school career (Prendergast et al 2019). Getting the academic transition in mathematics from primary to secondary education right is very challenging and extremely important for the future education of the nation’s children; children’s psychological well-being; their academic future; not forgetting the national economic well-being of the country and issues of social justice and participation
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