A multilevel analysis of educational inputs and academic achievement among primary students in Nigeria
<p>Global efforts to increase primary enrollment in the past few decades have fallen short of improving academic achievement within low- and middle-income countries: a conundrum the United Nations Educational, Scientific and Cultural Organization has referred to as the “global learning crisis....
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| Format: | Thesis |
| Language: | English |
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2020
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| _version_ | 1817932909389021184 |
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| author | Algergawi, A |
| author_facet | Algergawi, A |
| author_sort | Algergawi, A |
| collection | OXFORD |
| description | <p>Global efforts to increase primary enrollment in the past few decades have fallen short of improving academic achievement within low- and middle-income countries: a conundrum the United Nations Educational, Scientific and Cultural Organization has referred to as the “global learning crisis.” Nigeria has been no exception. In the wake of declining educational funds and stagnating student performance in the West-African nation, this study empirically examines the association between six educational inputs (i.e. good classroom conditions, functional desk conditions, presence of toilet/s, textbook availability, exercise book availability, and the presence of corner library/ies) and overall academic achievement (i.e. aggregation of English, Mathematics, and Science assessment scores) among fourth grade students. Using secondary data from the World Bank collected in 2019, this study pursues a multilevel model approach (two-level ordinal logistic regression) to analyze the input-achievement nexus with a sample of 3,262 students nested across 97 randomly selected primary schools. The study revealed mixed findings, but an overall inclination towards a positive association. With a 95% confidence interval, this study found that good classroom conditions, functional desk conditions, and textbook availability positively predicted higher academic achievement, but corner library/ies negatively predicted higher academic achievement. Toilet/s and exercise book availability yielded statistically non-significant findings. For further analytical nuance, the findings indicated that student biological sex did not statistically significantly predict higher academic achievement nor did educational inputs moderate this association. Ultimately, this study sheds light on how school leaders, policy makers, and multinational organizations can strategically address resource distribution for primary education in Nigeria; thereby, expanding the frontiers of educational literature within under researched contexts in the “Global South.” </p> |
| first_indexed | 2024-03-06T21:21:59Z |
| format | Thesis |
| id | oxford-uuid:41bf91a5-69ed-4ec9-9ac3-26579af39aa5 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-12-09T03:45:24Z |
| publishDate | 2020 |
| record_format | dspace |
| spelling | oxford-uuid:41bf91a5-69ed-4ec9-9ac3-26579af39aa52024-12-07T17:10:09ZA multilevel analysis of educational inputs and academic achievement among primary students in NigeriaThesishttp://purl.org/coar/resource_type/c_bdccuuid:41bf91a5-69ed-4ec9-9ac3-26579af39aa5EnglishHyrax Deposit2020Algergawi, A<p>Global efforts to increase primary enrollment in the past few decades have fallen short of improving academic achievement within low- and middle-income countries: a conundrum the United Nations Educational, Scientific and Cultural Organization has referred to as the “global learning crisis.” Nigeria has been no exception. In the wake of declining educational funds and stagnating student performance in the West-African nation, this study empirically examines the association between six educational inputs (i.e. good classroom conditions, functional desk conditions, presence of toilet/s, textbook availability, exercise book availability, and the presence of corner library/ies) and overall academic achievement (i.e. aggregation of English, Mathematics, and Science assessment scores) among fourth grade students. Using secondary data from the World Bank collected in 2019, this study pursues a multilevel model approach (two-level ordinal logistic regression) to analyze the input-achievement nexus with a sample of 3,262 students nested across 97 randomly selected primary schools. The study revealed mixed findings, but an overall inclination towards a positive association. With a 95% confidence interval, this study found that good classroom conditions, functional desk conditions, and textbook availability positively predicted higher academic achievement, but corner library/ies negatively predicted higher academic achievement. Toilet/s and exercise book availability yielded statistically non-significant findings. For further analytical nuance, the findings indicated that student biological sex did not statistically significantly predict higher academic achievement nor did educational inputs moderate this association. Ultimately, this study sheds light on how school leaders, policy makers, and multinational organizations can strategically address resource distribution for primary education in Nigeria; thereby, expanding the frontiers of educational literature within under researched contexts in the “Global South.” </p> |
| spellingShingle | Algergawi, A A multilevel analysis of educational inputs and academic achievement among primary students in Nigeria |
| title | A multilevel analysis of educational inputs and academic achievement among primary students in Nigeria |
| title_full | A multilevel analysis of educational inputs and academic achievement among primary students in Nigeria |
| title_fullStr | A multilevel analysis of educational inputs and academic achievement among primary students in Nigeria |
| title_full_unstemmed | A multilevel analysis of educational inputs and academic achievement among primary students in Nigeria |
| title_short | A multilevel analysis of educational inputs and academic achievement among primary students in Nigeria |
| title_sort | multilevel analysis of educational inputs and academic achievement among primary students in nigeria |
| work_keys_str_mv | AT algergawia amultilevelanalysisofeducationalinputsandacademicachievementamongprimarystudentsinnigeria AT algergawia multilevelanalysisofeducationalinputsandacademicachievementamongprimarystudentsinnigeria |