School infrastructure and resources do matter: analysis of the incidence of school resources on the performance of Latin American students

Torrecilla, Francisco Javier Murillo; Román, Marta San

doi:10.1080/09243453.2010.543538

Cited by 80 publications

(57 citation statements)

References 18 publications

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“…More hours of private studies enabled the students to discover more in their studies. Murillo and Roman (2011) concurs with the findings of the current study that the availability of electricity in the school has an effect on the achievement of primary education. Schools providing basic facilities such as electricity perform much better in achievement growth than schools that did not.…”

Section: Discussionsupporting

confidence: 92%

“…This would finally interfere with quality education since girls value water so much in search that when it is lacking they stressed and partially absent during the lessons. The current findings are in agreement with Murillo and Roman (2011) who found that the availability of water has an effect on the achievement of primary education, but its relative weight varies significantly from country to country, whereas in South Africa it has been pointed out that government failure to provide water and sanitation is undermining the children's chances of obtaining good education. In the Eastern Cape, the Department of Education has stipulated that all schools must have water and sanitation for the improvement of education, while also in the Limpopo province, Mashamba (2004) stresses the importance of water supply in the improvement of education.…”

Section: Discussionsupporting

confidence: 91%

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Stakeholders Contribution to Infrastructure Development in Enhancement of Girls Academic Achievement in Kenya: A Case Study of Siaya County

Ahawo¹,

Simatwa²,

Ayieko³

2015

GJER

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The desire to have quality education for all Kenyan children is one of the concerns of Education. Stakeholders in education such as principals, religious sponsors, parents, politicians and Boards of Management play a key role in addressing this concern. Notwithstanding this concern the girl child's education is usually easily compromised compared with that of the boy child. The study therefore aimed at establishing the contribution of stakeholders to infrastructure development for the provision of quality education to girls in public secondary schools in Siaya County. The objective of the study was to establish the extent to which stakeholders contribute to the development of infrastructure in enhancement of girls' academic achievement in secondary schools in Siaya County. The findings of the study were that parents, principals and Boards of Management contributed highly to school infrastructure development while politicians' and religious sponsors' contribution was low. Nevertheless all stakeholders as partners in school infrastructure development contributed moderately to the development. The principals' ratings were higher than those of the teachers. In essence the stakeholders contributed to quality education as infrastructure is one of the determinants of provision of quality education. Findings of this study are significant to education managers in improving infrastructure in order to promote standards of girls education, help educational policy makers come up with policies that may retain the girl child in school, will make parents know their roles of providing teaching learning resources and will make parents, and motivates religious sponsors on the need to source for funds to improve girl child in secondary schools.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 91%

Stakeholders Contribution to Infrastructure Development in Enhancement of Girls Academic Achievement in Kenya: A Case Study of Siaya County

Ahawo¹,

Simatwa²,

Ayieko³

2015

GJER

View full text Add to dashboard Cite

show abstract

“…Research in developed countries indicate that infrastructure does not have a significant effect on the academic achievement (see Sammons, 1995, and OECD, 2014b for example). According to studies by Velez et al (1994), Espósito et al (2000), Barbosa et al (2001), van Batenburg and Laros (2002), Biondi and Freitas (2007), Franco et al (2007), Murillo (2007), Murillo and Román (2011), and Paget et al (2016), only a modest relationship was found between these two variables. Another important study carried out by OECD (2014b) on the Programme for International Student Assessment (PISA) found only a weak relationship between educational resources and student achievement.…”

Section: Resultsmentioning

confidence: 98%

Policy Implications of Achievement Testing Using Multilevel Models: The Case of Brazilian Elementary Schools

et al. 2016

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Large-scale educational assessment has been established as source of descriptive, evaluative and interpretative information that influence educational policies worldwide throughout the last third of the twentieth century. In the 1990s the Brazilian Ministry of Education developed the National Basic Education Assessment System (SAEB) that regularly measures management, resource and contextual school features and academic achievement in public and private institutions. In 2005, after significant piloting and review of the SAEB, a new sampling strategy was taken and Prova Brasil became the new instrument used by the Ministry to assess skills in Portuguese (reading comprehension) and Mathematics (problem solving), as well as collecting contextual information concerning the school, principal, teacher, and the students. This study aims to identify which variables are predictors of academic achievement of fifth grade students on Prova Brasil. Across a large sample of students, multilevel models tested a large number of variables relevant to student achievement. This approach uncovered critical variables not commonly seen as significant in light of other achievement determinants, including student habits, teacher ethnicity, and school technological resources. As such, this approach demonstrates the value of MLM to appropriately nuanced educational policies that reflect critical influences on student achievement. Its implications for wider application for psychology studies that may have relevant impacts for policy are also discussed.

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“…El presente análisis de factores asociados permite comprobar la importancia de un conjunto de variables relacionadas con el desempeño de estudiantes que pueden identificarse en estudios internacionales (Greenwald, Hedges y Laine, 1996), así como en estudios realizados en Iberoamérica y Latinoamérica (Murillo, 2003;Murillo y Román, 2012). Por otra parte, en el análisis emergen factores asociados con el rendimiento escolar que responden a las características socio-culturales y económicas del Paraguay, lo que constituye un aporte relevante para las políticas educativas del país.…”

Section: Discusión Y Conclusionesunclassified

Factores asociados al rendimiento académico de estudiantes de Paraguay: un análisis de los resultados del TERCE / Factors Associated with Academic Achievement of Paraguayan Students: An Analysis of TERCE Results

Enciso¹,

Elías²,

Zarza³

2016

reice

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El presente estudio analiza los factores asociados al rendimiento académico de estudiantes de tercer y sexto grado de Paraguay a partir de los resultados obtenidos en el Tercer Estudio Regional Comparativo y Explicativo (TERCE). La reciente realización del estudio TERCE y la disponibilidad de estas bases de datos constituyen una oportunidad para avanzar en el análisis y proponer recomendaciones para la política educativa paraguaya y regional. El modelo utilizado en este estudio fue lineal de dos niveles, considerando características particulares de diseños muestrales complejos tales como pesos muestrales y valores plausibles. Este estudio permitió comprobar la importancia de un conjunto de variables relacionadas con el desempeño de estudiantes que fueron identificados en otros estudios en Iberoamérica y Latinoamérica. Por otra parte, del análisis emergen factores asociados al rendimiento escolar que responden a las características socio-culturales y económicas del Paraguay. Esto constituye un aporte relevante para las políticas educativas del país. This study analyzes factors associated to third and sixth grade Paraguayan students' performance in the Third Regional Comparative and Explanatory Study (TERCE). The availability of TERCE data is a good opportunity to suggest recommendations for Paraguayan and Regional educational policies. A two-level multilevel model analysis that takes into account complex survey design characteristics such as weights and plausible values. This study found similar results as other international studies conducted in Hispanic and Latin-American countries. The results also showed some more contextual variables associated to Paraguayan students' performance. This represents a contribution to the educational policies in the country.

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School infrastructure and resources do matter: analysis of the incidence of school resources on the performance of Latin American students

Cited by 80 publications

References 18 publications

Stakeholders Contribution to Infrastructure Development in Enhancement of Girls Academic Achievement in Kenya: A Case Study of Siaya County

Stakeholders Contribution to Infrastructure Development in Enhancement of Girls Academic Achievement in Kenya: A Case Study of Siaya County

Policy Implications of Achievement Testing Using Multilevel Models: The Case of Brazilian Elementary Schools

Factores asociados al rendimiento académico de estudiantes de Paraguay: un análisis de los resultados del TERCE / Factors Associated with Academic Achievement of Paraguayan Students: An Analysis of TERCE Results

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