Tracking students’ performance in higher education: The transition from national benchmark tests to quantitative literacy intervention course

Abstract

This study, situated in the context of higher education, seeks to track the performance of students whose National Benchmark Tests (NBT) performance is known in a Quantitative Literacy intervention course. The study used the repeated measures Analysis of Variance and t-tests in tracking the performance of students. Furthermore, student-test answer sheets were used to understand the challenges they were facing in the intervention course. The results show that the trajectory of the students' performances from the NBT Quantitative Literacy test to the end of semester Quantitative Literacy course examination scores had an upward trend. These findings provide a starting point for understanding students' experiences as they transit from NBT Quantitative Literacy to the final examination of Quantitative Literacy intervention course.