Home resources as a measure of socio-economic status in Ghana

Bofah, Emmanuel Adu-tutu; Hannula, Markku S.

doi:10.1186/s40536-017-0039-5

Cited by 13 publications

(10 citation statements)

References 58 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The American Psychological Association (APA) defines socioeconomic status as "the social standing or class of an individual or group" (APA 2018). SES has been commonly used as a latent construct for measuring family background (Bofah and Hannula 2017). However, among empirical studies, there is no consensus on how to best operationalize the concept.…”

Section: Socioeconomic Status and Related Constructs And Measuresmentioning

confidence: 99%

Socioeconomic Inequality and Educational Outcomes

Broer

Bai

Fonseca

2019

IEA Research for Education

100

View full text Add to dashboard Cite

translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Regarding these commercial rights a non-exclusive license has been granted to the publisher. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

show abstract

Section: Socioeconomic Status and Related Constructs And Measuresmentioning

confidence: 99%

Socioeconomic Inequality and Educational Outcomes

Broer

Bai

Fonseca

2019

IEA Research for Education

100

View full text Add to dashboard Cite

show abstract

“…When the meta-analysis studies are evaluated together, it can be said that the relationship between SES and academic achievement has become stronger in the following years. There are many studies in the literature that examine the relationships between home resources which are under the scope of SES and cognitive and affective characteristics (Yıldırım, 2019;Acar Güvendir, 2017;Bofah & Hannula, 2017;Caponera & Losito, 2016;Bouhlila, 2014;Walzeburg, 2014;Azina & Halimah, 2012;Shen, 2005). However, these past studies do not contain evidence that measurement invariance between groups is achieved.…”

Section: Measurement Invariancementioning

confidence: 99%

Investigation of Measurement Invariance According to Home Resources: TIMSS 2015 Mathematical Affective Characteristics Questionnaire

Eser

2021

International Journal of Assessment Tools in Education

View full text Add to dashboard Cite

This study aimed to examine the measurement invariance of the mathematical affective characteristics model obtained from TIMSS 2015 4 th grade Turkey administration according to home resources. For this purpose, firstly, the factor structure of the mathematical affective characteristics questionnaire was examined by explanatory factor analysis and Velicer's maximum average partial (MAP) test. It was revealed that the questionnaire had three factors. Then the structure was validated by confirmatory factor analysis. In the next stage, multigroup confirmatory factor analysis was employed with a purpose to examine whether the model displayed measurement invariance across the variables of home resources such as internet connection, heating system, cooling system, and dishwasher. The results showed that the strict measurement invariance of the mathematical affective characteristics model was achieved among the subgroups of each of the internet connection, heating system, cooling system, and dishwasher variables. Accordingly, means, variance, covariances, and item residual variances in the subgroups were found to be similar. According to the results of the study, the comparison of the mathematical affective characteristics model based on the home resources is found to be significant and comparisons made show that possible differences arise from the relevant home resource.

show abstract

“…Parents of rural school children are generally unable to provide the educational needs for their children because of poverty. This constraint negatively affects the academic potentials of the child as evidenced by prior studies (Bofah & Hannula, 2017;Bofah & Hannula, 2015). Thus, children from economically disadvantaged households are typically educationally disadvantaged right from the onset of their formal education (Bashir et al, 2018;Kim, Cho & Kim, 2019; Organization for Economic Co-operation and Development [OECD], 2016).…”

Section: School Location and Pupils' Academic Achievementmentioning

confidence: 99%

Impact of school locale on pupils’ competencies in selected subjects. Does it matter more for specific regions in Ghana?

Nyatsikor

Abroampa

Esia-Donkoh

2020

Global Jrn Transform Ed

View full text Add to dashboard Cite

This study examined the impact of school locale on pupils’ competencies in the English language and mathematics tests. The sample comprised 16,481 Primary 3 and 14,495 Primary 6 pupils from 448 and 426 schools respectively. The schools were selected using the stratified random sampling technique and the data analysed using a multilevel modelling technique. There was a statistically significant impact of school locale on the national and regional level achievements in both subjects. Rural schools were consistently associated with lower achievement except for the Northern region. The findings suggest that it significantly mattered which part of the country a child attends school in Ghana. This runs counter to the nation’s educational policies and the realisation of the United Nation’s Sustainable Development Goal 4. Hence, to provide quality and inclusive education for all pupils, resources for schools and communities should be equitably distributed and effectively utilised.

show abstract

Home resources as a measure of socio-economic status in Ghana

Cited by 13 publications

References 58 publications

Socioeconomic Inequality and Educational Outcomes

Socioeconomic Inequality and Educational Outcomes

Investigation of Measurement Invariance According to Home Resources: TIMSS 2015 Mathematical Affective Characteristics Questionnaire

Impact of school locale on pupils’ competencies in selected subjects. Does it matter more for specific regions in Ghana?

Contact Info

Product

Resources

About