Literaturnachweis - Detailanzeige
Autor/in | Kadio, Kadio Eric |
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Titel | Academic Achievements in Sub-Saharan Africa: Contexts, Peers and Inequalities |
Quelle | In: Education Economics, 31 (2023) 2, S.166-188 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Kadio, Kadio Eric) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0964-5292 |
DOI | 10.1080/09645292.2022.2052807 |
Schlagwörter | Academic Achievement; Institutional Characteristics; Foreign Countries; Disadvantaged; Social Differences; School Location; Educational Resources; Educational Quality; Reading Achievement; Mathematics Achievement; Language Tests; Peer Groups; Equal Education; International Assessment; Achievement Tests; Socioeconomic Status; Comparative Education; Gender Differences; Correlation; Africa Schulleistung; Ausland; Sozialer Unterschied; Schulgelände; Bildungsmittel; Quality of education; Bildungsqualität; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Language test; Sprachtest; Gleichaltrigengruppe; Peer Group; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Socio-economic status; Sozioökonomischer Status; Vergleichende Erziehungswissenschaft; Geschlechterkonflikt; Korrelation; Afrika |
Abstract | This paper provides empirical evidence on students' achievements determinants in Sub-Saharan Africa based on a sample of 26602 students from the ten countries that participated in the PASEC 2014 assessment. By using a two-level hierarchical linear model, I find that learning inequalities are primarily explained by differences in schools' characteristics. Furthermore, the estimation findings corroborate this result by showing the relevance of resources at the school level and how it affects students' performances depending on school type and location. Additionally, my results showed gender disparities and peer effects related to socioeconomic status, which disproportionately influence children from disadvantaged backgrounds. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |