The Effect of Islamic Secondary School Attendance on Academic Achievement

Asadullah, M. Niaz

doi:10.1142/s0217590815500526

Cited by 9 publications

(6 citation statements)

References 23 publications

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“…Our analysis once again confirms that enrolment does not imply learning. This finding adds to the recent evidence for South Asia and other developing countries as to the ineffectiveness of government schools in teaching numeracy and literacy and a shallow gradient in learning with respect to school enrolment and grade (Asadullah & Chaudhury, 2013; Alcott & Rose, ; Asadullah, ; Bold et al., ; World Bank, ). The findings are also consistent with Pritchett and Sandefur () who use Demographic and Health Surveys (DHS) data on reading ability among adult women in 51 developing countries and conclude that universal female literacy is unlikely to be achieved through girls’ universal completion of primary school.…”

Section: Resultssupporting

confidence: 64%

Enrolling girls without learning: Evidence from public schools in Afghanistan

Asadullah

Alim

Hossain³

2019

Development Policy Review

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While more girls are now attending school in Afghanistan than prior to 2010, there is a lack of evidence on how school attendance is helping their cognitive development. We use data from a large sample of all-girls state-funded school students to estimate for the first time the "learning profile" for Afghanistan. Students enrolled in grades 4 to 9 were assessed using the Early Grade Reading Assessment (EGRA) and the Early Grade Mathematics Assessment (EGMA) test items.We find that higher grade progression (particularly in grades 6-9) leads to almost no gain in numeracy (addition and subtraction) skills that should have been achieved in early grades.Similar results follow from the analysis of student performance in the EGRA test, particularly in oral reading fluency (correct words read per minute) and oral reading comprehension (number of correct answers out of 12). These findings warn that simply enrolling girls in school without improving the relationship between grade completion and learning is unlikely to transform the lives of women in Afghanistan. K E Y W O R D SAfghanistan, cognitive ability, gender inequality, school quality

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Section: Resultssupporting

confidence: 64%

Enrolling girls without learning: Evidence from public schools in Afghanistan

Asadullah

Alim

Hossain³

2019

Development Policy Review

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“…It harkens to the Bénabou, Ticchi, and Vindigni (2015) mechanism through which religion impedes economic success. Moreover, it helps to explain the findings of Delavande and Zafar (2015), Asadullah (2014), and others regarding the absence of major differences in educational outcomes between the students of Islamic and secular schools. All such works suggest that the primary order effects of Islam on education work not through Islamic schools but, rather, through structural factors that handicap schooling generally in heavily Muslim societies.…”

Section: Related Work Bymentioning

confidence: 91%

“…Lower-level madrasas have also been studied for possible economic effects. Focusing on secondary school children in rural Bangladesh, Asadullah (2014) compares registered madrasas and non-religious schools in terms of student achievement. When selection effects are accounted for, he finds, the two sets of schools are identical with regard to quality of mathematics instruction.…”

Section: Islamic Educationmentioning

confidence: 99%

Islam and Economic Performance: Historical and Contemporary Links

Kuran

2018

Journal of Economic Literature

110

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This essay critically evaluates the analytic literature concerned with causal connections between Islam and economic performance. It focuses on works since 1997, when this literature was last surveyed comprehensively. Among the findings are the following: Ramadan fasting by pregnant women harms prenatal development; Islamic charities mainly benefit the middle class; Islam affects educational outcomes less through Islamic schooling than through structural factors that handicap learning as a whole; Islamic finance has a negligible effect on Muslim financial behavior; and low generalized trust depresses Muslim trade. The last feature reflects the Muslim world’s delay in transitioning from personal to impersonal exchange. The delay resulted from the persistent simplicity of the private enterprises formed under Islamic law. Weak property rights reinforced the private sector’s stagnation by driving capital from commerce to rigid waqfs. Waqfs limited economic development through their inflexibility and democratization by keeping civil society embryonic. Parts of the Muslim world conquered by Arab armies are especially undemocratic, which suggests that early Islamic institutions were particularly critical to the persistence of authoritarian patterns of governance. States have contributed to the persistence of authoritarianism by treating Islam as an instrument of governance. As the world started to industrialize, non-Muslim subjects of Muslim-governed states pulled ahead of their Muslim neighbors, partly by exercising the choice of law they enjoyed under Islamic law in favor of a Western legal system.( JEL N25, N45, O43, O53, P51, Z12)

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“…This condition also happens in other countries. Asadullah (2016), in his study of madrasah in Bangladesh, found a difference in mathematical ability scores between madrasah and nonmadrasah students, with the average score of non-madrasah students being superior. However, madrasah students have more advantages in religious lessons.…”

Section: Discussionmentioning

confidence: 98%

Does opportunity to learn explain the math score gap between madrasah and non-madrasah students in Indonesia?

Umar

Kusaeri²,

Ridho³

et al. 2022

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The opportunity to learn (OTL) is one of the important aspects of achieving the goal of the learning process. There have been three dimensions of OTL: instructional time (IT), content covered during instruction (CC), and quality of instruction (QI) mentioned in the literature and used as a framework in this article. This study aims to reveal the gap in math ability between madrasah and non-madrasah students in Indonesia and the contribution of the three OTL aspects toward math scores. This study employed a cross-sectional survey approach with self-report instruments. The data were obtained from a survey of participants in the New Students National Selection for Madrasah Aliyah Negeri (Islamic High-school managed by the ministry of religious affairs) in 2021. There were 8,258 participants, consisting of 4,842 students from madrasah and 3,416 from non-madrasah. This study used multilevel structural equation modeling (SEM) to analyze the data. The findings show that (a) there is a gap in math ability score between madrasah and non-madrasah students which is -27, with a mean math ability score of madrasah students being lower than non- madrasah students, and (b) the time invested in learning significantly affects the occurrence of gaps in math ability scores, while the scope of the materials and the quality of learning do not affect the occurrence of the gap in math ability scores. These findings suggest that it is important for the Ministry of Religious Affairs to consider the addition of mathematical lesson duration in madrasah while restructuring the allocation for Islamic lessons.

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The Effect of Islamic Secondary School Attendance on Academic Achievement

Cited by 9 publications

References 23 publications

Enrolling girls without learning: Evidence from public schools in Afghanistan

Enrolling girls without learning: Evidence from public schools in Afghanistan

Islam and Economic Performance: Historical and Contemporary Links

Does opportunity to learn explain the math score gap between madrasah and non-madrasah students in Indonesia?

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