School Resources and Student Achievement: A Study of Primary Schools in Zimbabwe

Autor/in	Ndlovu, Ntobeko
Titel	School Resources and Student Achievement: A Study of Primary Schools in Zimbabwe
Quelle	In: Educational Research and Reviews, 13 (2018) 7, S.236-248 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Academic Achievement; Human Resources; Achievement Tests; Scores; Predictor Variables; Textbooks; Correlation; Foreign Countries; Class Size; Hierarchical Linear Modeling; Administrator Qualifications; Mathematics Achievement; Educational Resources; Mathematics Instruction; Gender Differences; Parent Background; Educational Background; Grade 6; Questionnaires; Multiple Regression Analysis; Least Squares Statistics; Statistical Analysis; Zimbabwe + Suchen Sie Ihr Suchwort? Schulleistung; Humankapital; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Prädiktor; Textbook; Text book; Schulbuch; Lehrbuch; Korrelation; Ausland; Klassengröße; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungsmittel; Mathematics lessons; Mathematikunterricht; Geschlechterkonflikt; Elternhaus; Vorbildung; School year 06; 6. Schuljahr; Schuljahr 06; Fragebogen; Statistische Analyse; Simbabwe
Abstract	This study analyses the effects of school resources on student mathematics achievement in Zimbabwe using a 3-Level Hierarchical Linear Model (HLM). The major findings of the research are that a teacher trained in the relevant subject, class size, having a highly qualified school head and having a generally high resource endowment at school level improve student test scores. However, text book possession was seen as an insignificant predictor of student achievement. The implication of these findings is that resources owned by schools have an important effect on student test scores, suggesting that value and more attention should be given to what goes on in schools; as well as improving quality of human resources at school level. The study however has a limitation in that it does not fully explore all the probable school and class level determinants of student achievement due to data constraints. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01