Analysis of factors affecting pupil performance in Malawi’s primary schools based on SACMEQ survey results

D, Mulera; Ndala, Ken Kaziputa; Nyirongo, Richard Walibwe

doi:10.1016/j.ijedudev.2017.04.001

Cited by 11 publications

(7 citation statements)

References 14 publications

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“…A recent study by Mulera, Ndala, and Nyirongo (2017) showed that whilst the gender difference for reading reduced over age, such that by 22 years there was no observable difference in the mean reading level of males and females, the gender difference in mathematics widened with age. This suggests particular attention should be paid to educational interventions that prevent early gender differences in mathematics from emerging, as early learning experiences are a significant predictor of attainment at the end of primary school (Sylva, Melhuish, Sammons, Siraj-Blatchford, & Taggart, 2010).…”

Section: Current Studymentioning

confidence: 98%

Interactive apps prevent gender discrepancies in early‐grade mathematics in a low‐income country in sub‐Sahara Africa

Pitchford

Chigeda

Hubber

2019

Developmental Science

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Globally, gender differences are reported in the early acquisition of reading and mathematics as girls tend to outperform boys in reading, whereas boys tend to outperform girls in mathematics. This can have long‐term impact resulting in an under‐representation of girls in Science, Technology, Engineering and Mathematics subjects. Recent research suggests that sociocultural factors account for differences across genders in the acquisition of these foundational skills. In this study, we investigated whether a new technology‐based intervention, that included activities accessible to both boys and girls, can reduce gender differences from emerging during the early primary school years. The novel instructional method used in this study employed apps developed by onebillion© delivered individually through touch‐screen tablets. Over a series of experiments conducted in Malawi, a low‐income country in sub‐Sahara Africa, we found that when children were exposed to standard pedagogical practice typical gender differences emerged over the first grade (Experiment 1). In contrast, boys and girls learnt equally well with the new interactive apps designed to support the learning of mathematics (Experiment 2) and reading (Experiment 3). When implemented at the start of primary education, before significant gender discrepancies become established, this novel technology‐based intervention can prevent significant gender effects for mathematics. These results demonstrate that different instructional practices influence the emergence of gender disparities in early mathematics. Digital interventions can mitigate gender differences in countries where standard pedagogical instruction typically hinders girls from acquiring early mathematical skills at the same rate as boys. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=55x-6hhAY9M&feature=youtu.be

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Section: Current Studymentioning

confidence: 98%

Interactive apps prevent gender discrepancies in early‐grade mathematics in a low‐income country in sub‐Sahara Africa

Pitchford

Chigeda

Hubber

2019

Developmental Science

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“…Annetta Alexander, Wallis Wyke, Theodore Lewis, Maureen Taylor-Ryan Three types of oral reading errors recurred in this study, two thirds of the students at grade levels tested had deficient word recognition capability, and comprehension difficulties abounded in both grades studied. P erhaps because of the Education for All (EFA) movement, launched in Dakar in 2010 when governments pledged to attain six literacyrelated goals by 2015, the volume of publications devoted to creating readers in the primary schools of the developing world has grown (e.g., Friedlander & Goldenberg, 2016;Mulera, Ndala, & Nyirongo, 2017). The challenges facing developing countries as they seek to meet reading literacy goals are daunting.…”

Section: Providing Reading Competence Feedback To the National School System Of Trinidad And Tobagomentioning

confidence: 99%

“…Perhaps because of the Education for All (EFA) movement, launched in Dakar in 2010 when governments pledged to attain six literacy‐related goals by 2015, the volume of publications devoted to creating readers in the primary schools of the developing world has grown (e.g., Friedlander & Goldenberg, ; Mulera, Ndala, & Nyirongo, ). The challenges facing developing countries as they seek to meet reading literacy goals are daunting.…”

mentioning

confidence: 99%

Providing Reading Competence Feedback to the National School System of Trinidad and Tobago

Alexander¹,

Wyke²,

Lewis³

et al. 2019

The Reading Teacher

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The authors report findings from an evaluation of the reading competence of students in selected elementary schools in Trinidad and Tobago. The work was conducted in eight schools and involved the testing of 450 students in standards (grades) 1 and 5 for competence in comprehension, oral reading, and word recognition. Methods and results relating to each of these three areas of inquiry are described.

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“…Findings in article [10] could reinforce the need for research on the negative motivational pathways which link controlling teaching to poor quality student motivation. In paper [11] were employed techniques of multilevel modelling and geographical information systems (GIS) to identify factors affecting pupil performance in primary education Journal of the Institute of Electronics and Computer of Malawi. The study reveals that in some districts pupils performed much better than others.…”

Section: Introductionmentioning

confidence: 99%

Neuro-fuzzy assessment of pupil performance based on e-learning platform implementation

Petković¹,

Denić²

2020

JIEC

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Learning and teaching process for the both, learners and teachers, could be challenging task since every learner has different cognitive preconditions. Hence every learner should have different learning material and different learning paths in order to achieve given learning goals. In this article was made an e-learning platform for teacher and learners based on object-oriented approach. In the platform every learner could has personalized learning contents based on the learners' background. The personalized learning contents could be achieved by different learning paths for each learner. Object-oriented technique by unified modelling language (UML) was performed for the modelling process of the learning platform. Afterwards the pupil performance was analyzed after the introduction of the e-learning platform by computational intelligence approach.

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Analysis of factors affecting pupil performance in Malawi’s primary schools based on SACMEQ survey results

Cited by 11 publications

References 14 publications

Interactive apps prevent gender discrepancies in early‐grade mathematics in a low‐income country in sub‐Sahara Africa

Interactive apps prevent gender discrepancies in early‐grade mathematics in a low‐income country in sub‐Sahara Africa

Providing Reading Competence Feedback to the National School System of Trinidad and Tobago

Neuro-fuzzy assessment of pupil performance based on e-learning platform implementation

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