Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda
This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 scho...
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| Format: | Article |
| Language: | English |
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Education Association of South Africa
2015-08-01
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| Series: | South African Journal of Education |
| Subjects: | |
| Online Access: | http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002015000300008&lng=en&tlng=en |
| _version_ | 1818335828027375616 |
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| author | Henry Nsubuga Kiwanuka Jan Van Damme Wim Van Den Noortgate Dickson Nkafu Anumendem Speranza Namusisi |
| author_facet | Henry Nsubuga Kiwanuka Jan Van Damme Wim Van Den Noortgate Dickson Nkafu Anumendem Speranza Namusisi |
| author_sort | Henry Nsubuga Kiwanuka |
| collection | DOAJ |
| description | This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and school level, respectively. Of all the considered explanatory variables at the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental support, peer influence, class mean of prior Mathematics achievement and of students' perception of good classroom assessment, school mean of class climate (class mean of attitude toward mathematics) and of parental support were significant predictors of Mathematics achievement. The relevant factors could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom- and school-level differences. Implications of our study are considered. |
| first_indexed | 2024-12-13T14:29:37Z |
| format | Article |
| id | doaj.art-988b9376039a416788aa05437ed7c30a |
| institution | Directory Open Access Journal |
| issn | 2076-3433 |
| language | English |
| last_indexed | 2024-12-13T14:29:37Z |
| publishDate | 2015-08-01 |
| publisher | Education Association of South Africa |
| record_format | Article |
| series | South African Journal of Education |
| spelling | doaj.art-988b9376039a416788aa05437ed7c30a2022-12-21T23:41:52ZengEducation Association of South AfricaSouth African Journal of Education2076-34332015-08-0135311610.15700/SAJE.V35N3A1106S0256-01002015000300008Factors affecting Mathematics achievement of first-year secondary school students in Central UgandaHenry Nsubuga Kiwanuka0Jan Van Damme1Wim Van Den Noortgate2Dickson Nkafu Anumendem3Speranza Namusisi4Centre for Educational Effectiveness and EvaluationCentre for Educational Effectiveness and EvaluationFaculty of Psychology and Educational SciencesCentre for Educational Effectiveness and EvaluationUganda Martyrs UniversityThis study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and school level, respectively. Of all the considered explanatory variables at the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental support, peer influence, class mean of prior Mathematics achievement and of students' perception of good classroom assessment, school mean of class climate (class mean of attitude toward mathematics) and of parental support were significant predictors of Mathematics achievement. The relevant factors could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom- and school-level differences. Implications of our study are considered.http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002015000300008&lng=en&tlng=enmathematics achievementmultilevel analysissecondary schoolUganda |
| spellingShingle | Henry Nsubuga Kiwanuka Jan Van Damme Wim Van Den Noortgate Dickson Nkafu Anumendem Speranza Namusisi Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda South African Journal of Education mathematics achievement multilevel analysis secondary school Uganda |
| title | Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda |
| title_full | Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda |
| title_fullStr | Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda |
| title_full_unstemmed | Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda |
| title_short | Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda |
| title_sort | factors affecting mathematics achievement of first year secondary school students in central uganda |
| topic | mathematics achievement multilevel analysis secondary school Uganda |
| url | http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002015000300008&lng=en&tlng=en |
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