Learning barriers among Grade 6 pupils attending rural schools in Uganda: implications to policy and practice

Hungi, Njora; Ngware, Moses; Mahuro, Gerald; Muhia, Nelson

doi:10.1007/s10671-016-9199-2

Cited by 6 publications

(8 citation statements)

References 20 publications

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“…Lack of proper teachers' training found another obstacle for untrained teachers which affect the learning of students badly. Same challenge has been identified in other studies (Rahman et al, 2019;Hungi, 2017).…”

Section: Discussionsupporting

confidence: 63%

“…Another common challenge for teachers concerns the availability of resources they require. Unavailability and insufficient funding of teaching resources in rural schools are reported as another obstacle for teachers (Hungi et al, 2017). While the use of multimedia technology, detected as a useful tool for learning English (Yasin et al, 2014), however, teachers have not always been able to access in Pakistani schools (Nawab, 2012).…”

Section: Review Of Literaturementioning

confidence: 99%

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Factors Contributing Low English Language Literacy in Rural Primary Schools of Karachi, Pakistan

Akram¹,

Yu²,

Ahmad³

et al. 2020

IJEL

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Education prepares individuals to contribute constructively in this globalised world. Apart from this, several factors make English learning essential as a part of the educational practice and receive particular importance. Unfortunately, Pakistan is still lagging in achieving English literacy, especially in rural areas. The present study aims to explore the challenges and to suggest solutions to improve English learning and teaching in rural primary schools of Karachi, Pakistan. By employing qualitative design, eighteen teachers (12 females and 6 males) were selected through convenient sampling. Data were collected through semi-structured interviews and classroom observations. All the interviews were analysed through thematic analysis technique and the views of teachers were confirmed by observing their classes for two days. The findings reveal that teachers and students encounter several obstacles that hinder them in acquiring effective English learning. These Include the weak background of English, lengthy course outline, limited resources, crowded and multilingual classes, shortage of English teachers, Lack of parents’ interest and inadequate teachers’ training. Accordingly, the study mainly suggests that language teachers should be equipped with necessary teaching resources along with continuous specialised training to meet the challenges.

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Section: Discussionsupporting

confidence: 63%

Section: Review Of Literaturementioning

confidence: 99%

Factors Contributing Low English Language Literacy in Rural Primary Schools of Karachi, Pakistan

Akram¹,

Yu²,

Ahmad³

et al. 2020

IJEL

View full text Add to dashboard Cite

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“…There is evidence from the extensive international literature that differences in student learning outcomes are generally attributed to several child, school and household characteristics (e.g., Glewwe et al, 2017;Hungi et al, 2017;Iyer et al, 2020). For example, more advantaged students tend to make more learning progress than the disadvantaged (Glewwe et al, 2017); some schools could make a bigger contribution than others on students' learning progress over an academic year (Rolleston et al, 2013), and that nutritional status, parental education, hours spent studying and doing homework contribute to higher learning outcomes (Iyer et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study

Tiruneh¹,

Hoddinott²,

Rolleston³

et al. 2021

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.

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“…This result is explained by the fact that in the sample studied (in a large city, Rabat in 1993), women with a high level of education were more engaged in professional life and entrusted the monitoring and support of their children to household helpers, often illiterate (Mourji and Abbaia, 2013). Hungi and al (2017) show that the level of education of the mother influences the performance of students in mathematics, but not in English in Uganda.…”

Section: ) Review Of the Literaturementioning

confidence: 94%

The determinants of the quality of primary education in Cameroon

KOUAMO

DIENG

2022

JoQiE

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This paper investigates the determinants of school acquisition at the end of primary school in Cameroon. To do so, we use a two-level hierarchical linear modeling on data from the 2014 survey of the “Programme d'Analyse des Systèmes Éducatifs” of CONFEMEN (PASEC). We found that the socio-economic level of the student's families, the language spoken at home, the size of the school, the gender of the teachers, and the legal nature of the school explain significantly and positively the level of students' academic achievements. Recommendations for households and education stakeholders to improve the quality of primary education are discussed.

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Learning barriers among Grade 6 pupils attending rural schools in Uganda: implications to policy and practice

Cited by 6 publications

References 20 publications

Factors Contributing Low English Language Literacy in Rural Primary Schools of Karachi, Pakistan

Factors Contributing Low English Language Literacy in Rural Primary Schools of Karachi, Pakistan

Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study

The determinants of the quality of primary education in Cameroon

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