Household National Health Insurance Subscription and Learning Outcomes of Poor Children in Ghana

Kofinti, Raymond Elikplim; Baako-Amponsah, Josephine; Danso, Prince

doi:10.1007/s12187-022-09980-y

Cited by 2 publications

(7 citation statements)

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“…The justification for using this approach is two folds. Firstly, it is easy to interpret the coefficients and secondly, its coefficients are similar to the those produced by marginal effect from probit models as well as directly comparable to those from the two stage least squares (TSLS) approach (Afoakwah, 2020;Afoakwah & Koomson, 2021;Koomson & Afoakwah, 2023;and Kofinti et al, 2022). Equation 1…”

Section: Baseline Models: Linear Probability Model (Lpm) and Ordinary...mentioning

confidence: 77%

“…Child's ability to read and write text in Ghanaian language respectively are the third and fourth indicator variables, whereas child's ability to do simple calculations is the fifth indicator variable. Choosing these indicator variables was informed by existing literature (Frempong, Orkoh, & Kofinti, 2021;Kofinti et al, 2022;Koomson & Afoakwah, 2023). Additionally, we constructed an additive index from the 5 indicator variables to measure the overall academic performance of a child in the study.…”

Section: Childs Educational Learning Outcomementioning

confidence: 99%

“…The remaining independent variables used in the study were informed by existing empirical literature to have effect on child education (Stipek & Hoffman, 1980;Murray, Arteche, Fearon, Halligan, Croudace & Cooper, 2010;Kassarnig, Bjerre-Nielsen, Mones, Lehmann, & Lassen, 2017;Afoakwah, 2020;Wang, Li, Zhang, Zhou, & Huang, 2020;Frempong & Stadelmann, 2021;Koomson & Afoakwah, 2023;Kofinti et al, 2022;Nunoo et al, 2023 ). A summary of variable description has been presented in Table A in the appendix.…”

Section: Risk Preference (Rp)mentioning

confidence: 99%

“…This appalling condition has spurred the interest of policy makers and scholars to investigate the possible causes and to suggest solutions to mitigating the poor learning outcomes. In developing countries, aside socio-economic factors, empirical studies have attributed the poor learning outcomes to factors such as lack of teaching resources and learning materials (Mupa & Chinooneka, 2015); malnutrition and child health (Glewwe & Miguel, 2007); dearth of health financing programmes ( Kofinti, Baako-Amponsah, & Danso, 2022); poverty and loss of confidence in education (Imoro, 2010;Koomson & Afoakwah, 2023); child labour (Heady, 2000;Frempong & Stadelmann, 2021); underdeveloped school infrastructure (Chowa, Masa, Ramos & Ansong, 2015); and longer distance travelled to and from school and teacher absenteeism (Afoakwah & Koomson, 2021;Nunoo, Taale, Sebu, & Adama, 2023). However, studies in advanced countries like Italy, Germany, USA, and Mexico have alluded that the risk attitudes of households are key contributing factors to the poor educational outcomes of children (Brown, Ortiz Nunez, & Taylor, 2006;Checchi, Fsiorio, & Leonardi, 2014;Mu & Du, 2017;Sovero, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…We remedy this leveraging the Two Stage Least Squares (TSLS) instrumental variable estimation in which the prevalence of risk preference (risk loving) within the neighbourhood where the child lives is used as an instrument. This instrument aligns with the widely used leave-out mean approach which is employed to ensure instrument validity (Lu, Chin, Lewandowski, et al, 2012;Kofinti et al, 2022). Further, in addition to the heterogeneity analysis by sex (household head and child) and location, we exploited the heterogeneous effect of risk preference on the learning outcomes of children based on the type of school attended.…”

Section: Introductionmentioning

confidence: 99%

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Risk Preference and Child Learning outcomes: A Study on Ghana

Mefful,

Nunoo,

Kofinti

2024

Preprint

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Human capital investment is noted to increase labour market success and future welfare security. But empirical studies have established that investment in human capital formation is a risky venture. Consequently, the risk preference of funders is pivotal in influencing the optimal allocation of household’s scarce resources in educational investment. Against this backdrop, we leveraged the seventh round of Ghana Living Standards Survey data to explore the relationship between parental risk preference and child learning outcomes. The instrumental variable estimation technique was employed to solve the endogeneity problem associated with the two variables. We found that parental risk preference is a significant determinant of children’s learning outcomes in Ghana given that children from risk loving homes have better learning outcomes. In addition, risk loving homes have better learning outcomes for girls and public-school children compared to boys and private school attendees. Further, children from risk-loving female headed households have better learning outcomes compared to children from risk-loving male headed households. Finally, risk loving households spend more on the education of their children than risk averse households. Our empirical test also showed that household expenditure on child education is the channel through which risk preference influence the learning outcome of children. We therefore recommend that policy makers implement programs that induce risk loving attitudes in parents. JEL Classification: JELI22, JEL I20, JEL I21, JEL J24, JEL D81

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Section: Baseline Models: Linear Probability Model (Lpm) and Ordinary...mentioning

confidence: 77%

Section: Childs Educational Learning Outcomementioning

confidence: 99%