Officials from the Caribbean Examination Council (CXC), on Tuesday (May 12), observed candidates sitting the Caribbean Targeted Education Certificate (CTEC) Mathematics Module 1 at Dinthill Technical High School, as the regional examination body piloted the new qualification.
CTEC is a new modular certification that allows students to complete subjects in smaller units tailored to their learning pace.
The St. Catherine-based Dinthill Technical High is one of the regional institutions where the CTEC pilot is being introduced, starting with mathematics.
Pro-Registrar and Deputy Chief Executive Officer at CXC, Dr. Eduardo Ali, who spoke to journalists, said that CTEC is aimed at improving student performance and offer a more “flexible and accessible pathway” to certification.
“People want flexibility, they want options. They want to be able to have pathways to cater to their needs,” he said.
Dr. Ali explained that the Mathematics syllabus has been modularised into three “bite-sized” qualifications, allowing students to complete sections of the subject in stages rather than sitting one comprehensive examination at once.
He explained that the three-module structure allows students to complete smaller sections of the mathematics examination at different stages, giving them a greater opportunity to improve their overall performance.
Dr. Ali said that the pilot is intended to give CXC direct feedback from schools about the implementation of the new programme and how students are preparing for the examinations.
Teams from CXC simultaneously engaged schools in Jamaica and Barbados to gather information on the teaching and assessment process.
“We have decided that given that we are piloting the project, we will meet with random schools to interview and get a sense from them as to how the exam has been prepared for and what is actually happening in the context of the examination,” he stated.
The CXC official pointed to years of declining student performance in mathematics as well as English language as one of the major reasons for introducing the modular approach.
He said the decline became even more pronounced following the COVID-19 pandemic, when many students experienced learning loss after being forced into online instruction.
Dr. Ali noted that gaps in learning, reduced classroom interaction, and difficulties adapting to virtual education affected students’ ability to acquire essential skills and knowledge.
He expressed hope that students who may have previously failed the traditional CSEC mathematics examination would now be able to secure passing or acceptable grades through the modular format.
The pilot programme is currently being offered free of cost through collaboration with regional ministries of education. While there are fees attached to the modules, Dr. Ali said that the total cost of completing all three CTEC mathematics modules is equivalent to that of sitting the traditional CSEC mathematics examination.
He noted that the feedback from students at Dinthill Technical High School has been encouraging, with many expressing excitement about the flexible structure and the possibility of improved outcomes.
He further noted that CXC is engaging employers across the region to ensure recognition of the CTEC qualification for employment purposes.
Principal of Dinthill Technical High School, Anthony Garwood, welcomed the initiative, describing it as a positive step for student success in mathematics.
He said that mathematics has long been an area of concern for many students and educators, and the modular approach could help to change negative perceptions surrounding the subject leading to more positive outcomes.
“If you do it the same way, you get the same result. Therefore, this change and this bite-size chunking of the math curriculum should see improvement in our math grades,” Mr. Garwood said.
He noted that students appeare enthusiastic about the new system and parents have also expressed support for the approach.
Head of the Mathematics Department at the school, Petrona Hemans-Mighty, said that teachers immediately embraced the modular concept when it was first introduced.
She noted that the approach allows educators to better match students with the level of assessment they are prepared to handle.
“We believe that you’re ready for module one, so you can do module one. You can do module one and two, you can do the entire paper,” she pointed out.
Mrs. Hemans-Mighty noted that over the years some students have struggled to complete the full examination paper within the allotted time, but the modular option gives students a more manageable and confidence-building pathway to success.
