This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
This study investigates whether the quality of school-based assessment (SBA) influences matriculation performance in Mathematics within quintile 1 to 3 schools in Limpopo, South Africa. It builds on previous literature that identified poor schools in Limpopo excelling in Mathematics achievement at the matriculation level.
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