Determinants of Learning Achievements: Empirical Analysis of Seven Schools in Cambodian Primary School

Ishiguro, Kaoru

doi:10.5539/jel.v7n2p174

Cited by 2 publications

(3 citation statements)

References 7 publications

(26 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This may have translated into the learning improvement. The finding also reinforces the report of Ishiguro (2018) that older students in a class scored lower marks on the test than the younger students in the same class. Majority of the younger students might be products of private primary schools believed to have an educational advantage over their older counterparts especially those from the public primary schools.…”

Section: Discussionsupporting

confidence: 89%

See 1 more Smart Citation

Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?

Saka

2021

AJUE

View full text Add to dashboard Cite

The unsatisfactory students’ performance in school subjects in Nigerian secondary schools has been blamed on teachers’ quality and professional development suggested as a remedy. Hence, this study examined the effects of teacher collaboration on students’ academic achievement in mathematics. The study adopted pretest-posttest-control group quasi-experimental design involving a 2x2 factorial matrix. The sample for the study consisted of one hundred and thirty-five (135) students from two intact classes and five teachers of the two junior secondary schools purposively selected for the study. Mathematics Achievement Test (MAT), a researcher-developed instrument with reliability coefficient of 0.86 was used to collect data. The collected data were analyzed using both descriptive and inferential statistics. The results indicated significant difference in the effect of teachers’ group (collaboration and isolation) on students’ achievement in mathematics. Also, the study found no significant effect of students’ age on academic achievement in Mathematics. Additionally, the finding revealed no significant interaction effect of teachers’ group and students’ age on academic achievement in Mathematics. Based on the findings, the study recommended among other that government should restructure the school hours to cater for teacher collaboration activities and that workshops should be organised for teachers on the importance of teacher collaboration as a means of professional development.

show abstract

Section: Discussionsupporting

confidence: 89%

“…This indicates that they study hard and behave responsibly to maintain good academic standing. Ishiguro (2018) determined the influence of age on learning achievements in seven Cambodian primary schools. The results revealed that the age of students had a significant negative influence on learning achievement.…”

Section: Introductionmentioning

confidence: 99%

Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?

Saka

2021

AJUE

View full text Add to dashboard Cite

show abstract

“…Schools are the primary place where learning takes place and thereby school factors influence learning achievements (Ayeni & Adelabu, 2012;Krishnaratne et al, 2013). School resources are related to students' learning achievements (Wokadala, 2016;Ishiguro, 2018). In addition, research has shown that teacher qualifications (e.g., preservice training, in-service training, and experience) are related to the learning achievements of students (Munawaroh, 2017;Bartilol & Ng"eno, 2016).…”

Section: Potential Factors Explaining Learning Inequalities Between Gma and Ngmamentioning

confidence: 99%

Explaining Gold-Mining and Non-Gold Mining Areas' Inequalities in Learning Achievements in Burkina Faso's Primary Education: A Decomposition Analysis

Jean-Baptiste

Ogawa

2021

SER

View full text Add to dashboard Cite

Research shows that learning achievements inequalities exist between students from gold mining areas and those from non-gold mining ones. However, there is no evidence on factors that explain this "new" geographic educational inequality. Exploiting the gold mining boom in Burkina Faso, this study employed re-centered influence function decomposition to explore students' background and school factors which explain these learning achievements inequalities and also estimate the proportion of inequalities explained by unmeasured factors. Findings suggest that, relative to student background factors, most of the learning achievements inequalities between the two types of areas are explained by school factors. Moreover, unmeasured educational factors explain a non-negligible proportion of the inequalities, higher for students on the lower and upper tails of the learning achievements distribution. Suggestions for policymakers are discussed based on the findings of the present study.

show abstract

Determinants of Learning Achievements: Empirical Analysis of Seven Schools in Cambodian Primary School

Cited by 2 publications

References 7 publications

Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?

Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?

Explaining Gold-Mining and Non-Gold Mining Areas' Inequalities in Learning Achievements in Burkina Faso's Primary Education: A Decomposition Analysis

Contact Info

Product

Resources

About