Literaturnachweis - Detailanzeige
| Autor/in | Heyneman, Stephen P. |
|---|---|
| Titel | Influences on Academic Achievement: A Comparison of Results from Uganda and More Industrialized Societies. |
| Quelle | (1975), (22 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Developing Nations; Educational Assessment; Educational Planning; Educational Research; Educational Status Comparison; Predictor Variables; Schools; Socioeconomic Influences; Teacher Characteristics; Uganda |
| Abstract | Findings in industrialized countries, such as those of Jencks and Coleman, indicate that socioeconomic status has a strong influence on academic achievement and that school effects are of lesser importance. This study of socioeconomic influences and school influences on the performance of 23,615 Ugandan children taking the Primary Leaving Examination (PLE) tests the validity of these findings for Uganda, a less developed nation. Participants representing socioeconomic cross sections of Uganda provided information about their parent's education, occupation, and types of personal possessions. Schools effects were gauged by teacher characteristics, by the ratio of books per child, and by the presence of various physical facilities in the schools. Findings were correlated with the PLE exam scores and compared with those for science education from the study by the International Association for the Evaluation of Educational Achievement (IEA). No correlation between PLE achievement and socioeconomic factors was discovered. The effect of school, teacher, and book variables explain 30-50 percent of the "accounted for" variance. Results with respect to socioeconomic influences are not inconsistent with the results among the less industrialized countries in the IEA study. These findings in Uganda caution the use of the Coleman and Jencks data for decision making in less developed societies. (JH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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