FACULTY OF SOCIAL, HUMAN AND MATHEMATICAL SCIENCESEducation Thesis for degree of Doctor of Philosophy Educational process factors for effective education in resource-constrained countries: A multilevel analysis Hamis MugendawalaEarlier conceptualisations of educational effectiveness magnified the importance of the need for significant amounts of fiscal and material resources to attain effective education. In the past, this has seemed to be justification for resource-constrained countries to seek mainly external support to fund their educational budgets in anticipation of attaining an effective education. Indeed, on many occasions any attempt to attain effective education in resourceconstrained countries has been thwarted by the perceived lack of fiscal and material resources. Nonetheless, it is emerging that resource-constrained countries can actually have access to effective education. Using hierarchical linear modelling analysis, this study draws on the Southern and Eastern Africa Consortium on Monitoring Educational Quality (SACMEQ) database to generate an effective education model for resource-constrained countries, through a critical analysis of educational process factors that account for significant variations in educational outcomes.The Rasch technique was used to construct most of the educational process indicators that were fed into the estimated multilevel models for reading and mathematics outcomes. On adjusting for pupil characteristics, contextual factors and school resource inputs, the process factors that significantly predict both mathematics and reading outcomes include opportunity to learn (OTL), school management competences, school-community relationships and schoolbased HIV/AIDS support. Further, for both mathematics and reading there is a significant interaction effect between teacher academic and professional capital (TAPC) and OTL; the effects of TAPC are completely mediated by OTL. On the other hand, whereas resource usage significantly predicts reading attainment, it does not predict mathematics attainment. Additionally, educational processes jointly explain more variance in mathematics attainment (16.5%) than that in reading (6%). Nonetheless, the preferred models explain about 25% and 26% of total variance in reading and mathematics, respectively. Overall, each of the two models explains more variance at Level 3 (school level) than other levels. Unexpectedly, whereas there is inequity in the distribution of school inputs and opportunities for pupils to learn (OTL), there is limited evidence of inequity in the general distribution of learning outcomes by socio-economic status (SES) groupings.The findings of this study extend the theory and practice of educational effectiveness, especially in developing countries where educational effectiveness research has always been limited to examining the potential impact of easily quantifiable educational inputs (using production functions) on educational outputs. Moreover, the study provides the various educational constituencies with sound evide...
In response to higher perceived risks of HIV infection in the education sectors, many sub-Sahara African countries have school-and community-based HIV/AIDS awareness (SCBHA) and school-based HIV/AIDS support (SBHS) initiatives. Using ordinal logistic and Rasch scaling, this study utilizes the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) data to predict the strength and direction of the associations between school-and community-based initiatives and the perceived risk of HIV infection reported by head teachers. Findings indicate SCBHA and SBHS significantly predict the odds of the perceived risk of HIV/AIDS infection. Sociodemographic and contextual factors confound some of the associations.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.