The role of expectancy-value theory in upper-secondary level students’ decisions to avoid the study of advanced mathematics

Figures & data

Table 1. Points awarded for grades achieved in leaving certificate examinations.

Examination score	Higher level grade	Higher level points	Ordinary level grade	Ordinary level points
90–100%	H1	100	O1	56
80–89%	H2	88	O2	46
70–79%	H3	77	O3	37
60–69%	H4	66	O4	28
50–59%	H5	56	O5	20
40–49%	H6	46	O6	12
30–39%	H7	37	O7	0
0–29%	H8	0	O8	0

Figure 1. Proportion of students opting to complete their leaving certificate mathematics examination at higher level during the years 2006–2019.

Figure 2. Responses of students in the given sample to selected questionnaire items.

Figure 3. The timing of students’ (with higher level B grades or C grades at junior cycle) decision to opt to study mathematics at ordinary level for senior cycle.