Equal Opportunities in Learning in Diverse Groups in Nepal in the Pre-COVID Realm: Socioeconomic Status, Mathematics Learning, and the Diverse Groups

Autor/inn/en	Shakya, Sunita; Metsämuuronen, Jari
Titel	Equal Opportunities in Learning in Diverse Groups in Nepal in the Pre-COVID Realm: Socioeconomic Status, Mathematics Learning, and the Diverse Groups
Quelle	In: Education Quarterly Reviews, 4 (2021) 4, S.39-65 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2657-215X
Schlagwörter	Foreign Countries; Equal Education; Mathematics Education; Grade 3; Grade 5; Grade 8; Socioeconomic Status; Gender Differences; Social Class; Language Usage; Poverty; Gender Bias; Mathematics Achievement; Correlation; Age Differences; Student Diversity; Geographic Regions; Elementary Secondary Education; Achievement Gap; Nepal; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Social classes; Soziale Klasse; Sprachgebrauch; Armut; Geschlechterstereotyp; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Age; Difference; Age difference; Altersunterschied
Abstract	The article discusses the diversity and equity issues behind the learning outcomes of mathematics in the pre-COVID context in Nepal. The article intends to give a baseline for the further studies on the effect of COVID-19 pandemic in the educational realm. Datasets from the national assessment of student achievement in Nepal at grades 3 and 5 and grade 8 are reanalyzed based on socioeconomic status (SES), gender, caste-ethnicity, language, and geographical variables. In Nepal, where the society is customarily highly structured, gender-biased, and poverty-driven, SES influences remarkably in mathematics achievement. The datasets show notable relationships between SES and mathematics achievement (r = 0.35, 0.27 and 0.30 in grade 3, 5 and 8, respectively). In lower grades, the difference between the highest and lowest SES in the achievement of girls is wider than boys and it is reverse in grade 8. Nepali speakers had high scores when they had high SES but, when SES was very low, the non-Nepali speakers performed better in all grades. The advantageous castes tended to always perform higher irrespective of their level of SES. Nevertheless, it is difficult to know with certainty when average and marginalized caste/ethnic groups perform better. (As Provided).
Anmerkungen	Asian Institute of Research. 5th Floor, Kavling 507, Fajar Graha Pena Tower, Jl. Urip Sumohardjo No.20, Makassar, South Sulawesi, 90234, Indonesia. Tel: +62-411-366-2280; Fax: +62-411-366-2101; e-mail: editorial@asianinstituteofresearch.org; Web site: https://www.asianinstituteofresearch.org/eqr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01