The Key Factors Affecting Grade 5 Achievement in Laos: Emerging Policy Issues

Autor/inn/en	Hungi, Njora; Postlethwaite, Neville T.
Titel	The Key Factors Affecting Grade 5 Achievement in Laos: Emerging Policy Issues
Quelle	In: Educational Research for Policy and Practice, 8 (2009) 3, S.211-230 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-009-9070-9
Schlagwörter	Mathematics Achievement; Reading Achievement; Foreign Countries; Grade 5; Surveys; Predictor Variables; Educational Resources; Age Differences; Educational Improvement; Educational Environment; Developing Nations; Educational Policy; Laos + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Survey; Umfrage; Befragung; Prädiktor; Bildungsmittel; Age; Difference; Age difference; Altersunterschied; Teaching improvement; Unterrichtsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Developing country; Developing countries; Entwicklungsland; Politics of education; Bildungspolitik
Abstract	In this study, the authors employed a multilevel analysis procedure to examine the key pupil- and school-level factors that influenced reading and mathematics achievement among Grade 5 primary school pupils in Laos. The data for this study were collected in 2007 as part of a major project (known as Laos Grade 5 Survey) that sought to examine the quality of education offered in primary schools in Laos. Results show that pupil's age, school resources and learning materials such as pencils, erasers and exercise books are important factors in the prediction of achievement in reading and mathematics at Grade 5 level in Laos. From the results of the analyses, several policy suggestions have been made to improve the facets of education that seem to be worthy of action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10