Results 1 to 10 of about 62 (60)

Indice du statut socioéconomique du milieu familial des élèves du SACMEQ : construction avec le modèle de Rasch et analyses [PDF]

Mesure et Évaluation en Éducation, 2008
Cet article présente la construction de l’échelle SSE-SACMEQ comme une mesure du statut socioéconomique (SSE) du milieu familial des élèves du primaire des systèmes éducatifs du Consortium de l’Afrique australe pour le pilotage de la qualité de l ...
Stéphanie Dolata
doaj   +2 more sources

The relationship between school-related gender-based violence and absenteeism: Evidence from 14 Southern and Eastern African countries

South African Journal of Education, 2022
Children in sub-Saharan African countries face higher exposure to gender-based violence (GBV) compared to their counterparts in other world regions (United Nations Children’s Fund [UNICEF], 2014).
Sora Lee, Robert Rudolf
doaj   +1 more source

Student achievement, school quality, and an error-prone family background measure: exploring the sensitivity of the Heyneman-Loxley effect in Southern and Eastern Africa

Large-scale Assessments in Education, 2022
Background We examine the sensitivity of the Heyneman-Loxley Effect to the influence of an error-prone family background measure in 15 education systems from Southern and Eastern Africa.
W. Joshua Rew, Anabelle Andon, Thomas F. Luschei   +2 more
doaj   +1 more source

The influence of gender, parents and background factors on Grade 7 students’ beliefs and attitudes towards mathematics in Mozambique

Perspectives in Education, 2013
The third study by the Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ) revealed that achievement in mathematics among Grade 6 children in Mozambique is declining, and gender differences favouring boys persist. This study
Adelino Evaristo Murimo
doaj   +3 more sources

What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007 [PDF]

International Journal of Educational Development, 2015
Abstract There is consensus in the international mathematics teacher education literature that teachers should, at the most basic level, have mastery of the content knowledge they are required to teach. In this paper we test this assumption empirically by analyzing the South African SACMEQ 2007 mathematics teacher test data which tested 401 grade 6 ...
Hamsa Venkat, Nicholas Spaull
openaire   +1 more source

Teacher characteristics and student performance: An analysis using hierarchical linear modelling

South African Journal of Childhood Education, 2015
This research makes use of hierarchical linear modelling to investigate which teacher characteristics are significantly associated with student performance. Using data from the SACMEQ III study of 2007, an interesting and potentially important finding is
Paula Armstrong
doaj   +1 more source

The Relationships between Teacher Quality and Sixth Grade Students’ Mathematics Competencies in Kenya and Zimbabwe

African Journal of Teacher Education, 2018
Students should begin to engage in problem-solving and higher order thinking skills in mathematics in the early years of school in preparation for 21st-century technology and problem-solving competencies.
Rachel Angela Ayieko, Gibbs Kanyongo, Bryan Nelson   +2 more
doaj   +1 more source

What international educational evaluations tell us about education quality in developing nations

Education Policy Analysis Archives, 2018
Few developing countries participate in external educational evaluations. Information gaps on education quality make it imperative to expand such evaluations. Furthermore, international comparability across different evaluations should be improved.
Servaas van der Berg
doaj   +1 more source

Does it matter if some learners read slowly? Exploring relationships between reading comprehension and oral reading fluency

South African Journal of Childhood Education
Background: Although Zimbabwe has performed quite well on Grade 6 SACMEQ literacy assessments compared to other African countries, reading levels are generally low and there is little research on reading literacy in Zimbabwean primary schools.
Fungai Mutema, Elizabeth J. Pretorius
doaj   +1 more source

Evaluating gender gaps in STEM achievement in African secondary schools: a quantile regression and mediation analysis approach

Frontiers in Education
IntroductionDespite global efforts to close gender gaps in education, persistent disparities in STEM achievement remain a critical challenge in many African secondary schools, Q9 warranting rigorous empirical investigation. This study investigated gender
Tapela Bulala, Simon Ntumi
doaj   +1 more source