Anticipated Date of Graduation

Spring 2024

Document Type

Thesis

Degree Name

Master of Science in Mathematical Sciences

Department

Mathematical Sciences

First Advisor

Doug Darbro

Abstract

This research study investigated how the competency-based mathematics curriculum, school type, and regional location impacted student mathematical performance in the Dominican Republic. The study was framed within the context of educational reforms and was motivated by the need to understand how these factors influenced mathematical outcomes following the implementation of Ordinance 01-2016, which revised the national evaluation system to align with the curricular reform. The scope of the project included an analysis of data from the mathematics Pruebas Nacionales (National Examinations) over a pre-ordinance period (2017 to 2022) and a post-ordinance period (2023). The dataset was provided by the Ministry of Education of the Dominican Republic (MINERD). A quantitative approach was employed, utilizing independent two-sample t-tests, one-way and two-way ANOVA, and Hierarchical Linear Modeling (HLM) methods. The results revealed that the implementation of Ordinance 01-2016 did not significantly improve student mathematical performance on the Pruebas Nacionales. The analysis showed that students from private schools consistently outperformed those from public schools, and that public schools experienced a larger decline in mean scores post-ordinance compared to private schools. Regional differences were also observed, with certain regions achieving higher mean mathematics scores than others. The implications of these results suggest that while curricular reforms can improve educational outcomes, additional measures are needed to address the inequities observed between the mathematical competency assessment instrument, the policy implementation strategy, and equity issues. Specifically, public schools require more focus and resources to improve the readiness and quality of mathematics teachers, as well as to address issues related to school infrastructure.

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