Effect of pupil factor on mathematics achievement in cambodian urban primary school

Abstract

After Cambodia was liberated from the auto-genocidal Pol Pot regime from [1975][1976][1977][1978][1979] (during which schools were almost completely closed), the newly established Cambodian government reopened schools to respond to the needs of the nation's children. Urgent action was needed not only in fulfilling the needs of basic education but also in terms of construction of school buildings and the acquisition of teaching and learning materials. Moreover, since 75 per cent of teachers and/or educated people were either killed or fled the country since the beginning of the chaotic year of 1975 (Ministry of Education, Youth and Sports [MoEYS], 1998b) there was a shortage of suitably literate people from which to recruit new teachers. These efforts to reestablish the educational system from scratch were evidenced with the reopening of over 5,000 primary schools, the bringing in of Sitha Chhinh, Graduate School for International Development and Cooperation, Hiroshima University. Correspondence concerning this article should be addressed to Sitha Chhinh, 1-5-1 Kagamiyama, Higashi-Hiroshima, 739-8529, Japan. Electronic mail should be sent to sitha@hiroshima-u.ac.jp 1,300,000 eligible children back in the classrooms and the recruitment of 30,000 teachers despite problems with the question of standards (Kiernan, 1982). The substantial provision in basic education especially at the primary level was aimed at achieving a massive educational rehabilitation for the large numbers of youngsters who missed schooling during the Khmer Rouge, (United Nations Children and Education Funds [UNICEF], 1989).After the general election in 1993, educational access and quality for the nation's children was one of the major concerns amongst the general public, educators and foreign donors to Cambodia. The Royal Government of Cambodia paid particular attention to education by setting the objectives and targets for primary and lower secondary education for the years 2000 in the first "Socioeconomic Development Plan 1996-2000" that:1. Extend the duration of primary education by one year as part of the introduction of a 6+3+3 school system; 2. Increase the net enrollment ratio to 90%; Effect of Pupil Factor on Mathematics Achievement in Cambodian Urban Primary School Sitha ChhinhHiroshima University JapanIt is generally observed in the literature of school effectiveness research that there are two broadly categorized factors influencing pupil achievement. However, the results of the studies based on empirically collected data vary from country to country and from time to time. Premised on this inconsistency of results and gaps in knowledge of this field in Cambodian education, this study was conducted in order to examine the effect of pupil factor on their mathematics achievement. The data were collected from pupils by means of questionnaires and a mathematics test. After controlling such factors as pupils' poverty during the research design, the results of the stepwise regression analysis showed that pupils' interest in mathematics was ...

The immediate impacts of preschool attendance on Turkish children’s mathematics achievement

“…The findings of this study are different from the results of studies that have claimed that preschool attendance does not have any effect (Maripatricia 1996;Pagani et al 2004;Adams 2008;Conner 2008;Nichols 2009) or even has a negative effect (Chhinh 2003) on the mathematics achievement of children. The effects of preschool attendance on the mathematics achievement of children during elementary school and beyond have been examined in the studies mentioned above.…”

“…The effects of preschool attendance on children's mathematics performance may decrease or disappear over time. Moreover, the differences in the findings might be derived from the variety in the quality of the preschool education programmes that children attend (Chhinh 2003;Adams 2008).…”

“…Some studies indicate that preschool has a negative impact on children's achievement in mathematics. Chhinh (2003) determined that preschool attendance had a negative effect on mathematical output: children who did not attend preschool had significantly higher achievement in mathematics compared with the children who did.…”

Empirical Directions to Designing Sustainable in-Service Training Framework for Primary School Teacher in Cambodia

“…Within this extent, the author of the present study focused on discovering a native, indigenous model of in-service training plan based on Cambodian insiders" experience and their expectation. The existing studies such as Fregusson and Massion (1997), Fujigaki (2002), Tan (2007), Duggan (1996), Kitamura (2008), Kim andRouse (2011), Khlork (2001), Chhinh (2002), Chhinh andTabata (2003), Courtney (2007), Tan and Ng (2012), Berkvens (2009), Prigent, 2016and Kuroda, Kartika and Kitamura (2017 depicted: education officials" awareness of prior tasks, conducting further study on qualified teachers in dense and spare areas, improving teaching service conditions, further exanimating the relation of untrained teachers and low literacy and numeracy of children, recognizing the effectiveness of aids and decentralization against the lack of capacity of local officials to manage, clarifying teacher"s role and acknowledging the development and training opportunities, raising teacher capacity through establishing standard of pre-service teacher training -for example: training at university for bachelor degree or even higher to master degree, raising teacher quality through in-service training programs, elaborating messy system of teacher training and unreached outcomes, observing in-service training program if it virtually contributes to the success of education reform, strengthening competence of teacher trainers on how to use facilities and content of the training which influence on the level of quality of trainees, spending more time not just on academic knowledge upgrading during inservice training program, creating and sustaining ongoing professional learning routine of teachers, making proper use of aids to strengthening weak policy and practice in professional development -for example: to develop skills of officials at ministry level-while there requires having personal commitment, personal willingness and ability to learn in addition to amount of supports from outsiders.…”

Untitled

“…The limitations of training workshops in Cambodia were first identified a decade ago, but it took a long time for the message to be widely recognized. Chhinh and Tabata (2002) describe an early evaluation of the effectiveness of in-service training of MoEYS teachers in a sample of Phnom Penh schools in the school year 2001-2002. The summary of the results is instructive:…”