Learning barriers among Grade 6 pupils attending rural schools in Uganda: implications to policy and practice
Abstract The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Hungi, Njora [verfasserIn] Ngware, Moses [verfasserIn] Mahuro, Gerald [verfasserIn] Muhia, Nelson [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2016 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Educational research for policy and practice - Dordrecht : Springer Science + Business Media B.V., 2002, 16(2016), 2 vom: 03. Nov., Seite 129-155 |
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| Übergeordnetes Werk: |
volume:16 ; year:2016 ; number:2 ; day:03 ; month:11 ; pages:129-155 |
| Links: |
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| DOI / URN: |
10.1007/s10671-016-9199-2 |
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| Katalog-ID: |
SPR012370347 |
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| 520 | |a Abstract The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga and Mayuge in Uganda. Data used in this paper are part of a larger study which sought to examine the schooling patterns, as well as the quality of education received by children living in rural settlements in Uganda. Among the learning barriers with the greatest impact on pupil achievement at the individual-level were lack of parental involvement, lack of pre-primary school attendance, grade repetition, and lack of basic learning resources such as writing materials. At the school-level, the barriers with the most impact on pupil achievement were lack of teacher lesson preparedness, lack of teacher-classroom support by subject advisors, distance between school and teachers’ place of residence, lack of basic classroom resources, and whether or not the teacher kept pupil learning progress records. Implications of the findings for policy and practice are outlined. | ||
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10.1007/s10671-016-9199-2 doi (DE-627)SPR012370347 (SPR)s10671-016-9199-2-e DE-627 ger DE-627 rakwb eng 150 370 ASE 77.00 bkl Hungi, Njora verfasserin aut Learning barriers among Grade 6 pupils attending rural schools in Uganda: implications to policy and practice 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga and Mayuge in Uganda. Data used in this paper are part of a larger study which sought to examine the schooling patterns, as well as the quality of education received by children living in rural settlements in Uganda. Among the learning barriers with the greatest impact on pupil achievement at the individual-level were lack of parental involvement, lack of pre-primary school attendance, grade repetition, and lack of basic learning resources such as writing materials. At the school-level, the barriers with the most impact on pupil achievement were lack of teacher lesson preparedness, lack of teacher-classroom support by subject advisors, distance between school and teachers’ place of residence, lack of basic classroom resources, and whether or not the teacher kept pupil learning progress records. Implications of the findings for policy and practice are outlined. Uganda education (dpeaa)DE-He213 Learning achievement (dpeaa)DE-He213 Learning barriers (dpeaa)DE-He213 Quality of education (dpeaa)DE-He213 Primary education (dpeaa)DE-He213 Ngware, Moses verfasserin aut Mahuro, Gerald verfasserin aut Muhia, Nelson verfasserin aut Enthalten in Educational research for policy and practice Dordrecht : Springer Science + Business Media B.V., 2002 16(2016), 2 vom: 03. Nov., Seite 129-155 (DE-627)359786677 (DE-600)2098298-7 1573-1723 nnns volume:16 year:2016 number:2 day:03 month:11 pages:129-155 https://dx.doi.org/10.1007/s10671-016-9199-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 16 2016 2 03 11 129-155 |
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10.1007/s10671-016-9199-2 doi (DE-627)SPR012370347 (SPR)s10671-016-9199-2-e DE-627 ger DE-627 rakwb eng 150 370 ASE 77.00 bkl Hungi, Njora verfasserin aut Learning barriers among Grade 6 pupils attending rural schools in Uganda: implications to policy and practice 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga and Mayuge in Uganda. Data used in this paper are part of a larger study which sought to examine the schooling patterns, as well as the quality of education received by children living in rural settlements in Uganda. Among the learning barriers with the greatest impact on pupil achievement at the individual-level were lack of parental involvement, lack of pre-primary school attendance, grade repetition, and lack of basic learning resources such as writing materials. At the school-level, the barriers with the most impact on pupil achievement were lack of teacher lesson preparedness, lack of teacher-classroom support by subject advisors, distance between school and teachers’ place of residence, lack of basic classroom resources, and whether or not the teacher kept pupil learning progress records. Implications of the findings for policy and practice are outlined. Uganda education (dpeaa)DE-He213 Learning achievement (dpeaa)DE-He213 Learning barriers (dpeaa)DE-He213 Quality of education (dpeaa)DE-He213 Primary education (dpeaa)DE-He213 Ngware, Moses verfasserin aut Mahuro, Gerald verfasserin aut Muhia, Nelson verfasserin aut Enthalten in Educational research for policy and practice Dordrecht : Springer Science + Business Media B.V., 2002 16(2016), 2 vom: 03. Nov., Seite 129-155 (DE-627)359786677 (DE-600)2098298-7 1573-1723 nnns volume:16 year:2016 number:2 day:03 month:11 pages:129-155 https://dx.doi.org/10.1007/s10671-016-9199-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 16 2016 2 03 11 129-155 |
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10.1007/s10671-016-9199-2 doi (DE-627)SPR012370347 (SPR)s10671-016-9199-2-e DE-627 ger DE-627 rakwb eng 150 370 ASE 77.00 bkl Hungi, Njora verfasserin aut Learning barriers among Grade 6 pupils attending rural schools in Uganda: implications to policy and practice 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga and Mayuge in Uganda. Data used in this paper are part of a larger study which sought to examine the schooling patterns, as well as the quality of education received by children living in rural settlements in Uganda. Among the learning barriers with the greatest impact on pupil achievement at the individual-level were lack of parental involvement, lack of pre-primary school attendance, grade repetition, and lack of basic learning resources such as writing materials. At the school-level, the barriers with the most impact on pupil achievement were lack of teacher lesson preparedness, lack of teacher-classroom support by subject advisors, distance between school and teachers’ place of residence, lack of basic classroom resources, and whether or not the teacher kept pupil learning progress records. Implications of the findings for policy and practice are outlined. Uganda education (dpeaa)DE-He213 Learning achievement (dpeaa)DE-He213 Learning barriers (dpeaa)DE-He213 Quality of education (dpeaa)DE-He213 Primary education (dpeaa)DE-He213 Ngware, Moses verfasserin aut Mahuro, Gerald verfasserin aut Muhia, Nelson verfasserin aut Enthalten in Educational research for policy and practice Dordrecht : Springer Science + Business Media B.V., 2002 16(2016), 2 vom: 03. Nov., Seite 129-155 (DE-627)359786677 (DE-600)2098298-7 1573-1723 nnns volume:16 year:2016 number:2 day:03 month:11 pages:129-155 https://dx.doi.org/10.1007/s10671-016-9199-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 16 2016 2 03 11 129-155 |
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10.1007/s10671-016-9199-2 doi (DE-627)SPR012370347 (SPR)s10671-016-9199-2-e DE-627 ger DE-627 rakwb eng 150 370 ASE 77.00 bkl Hungi, Njora verfasserin aut Learning barriers among Grade 6 pupils attending rural schools in Uganda: implications to policy and practice 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga and Mayuge in Uganda. Data used in this paper are part of a larger study which sought to examine the schooling patterns, as well as the quality of education received by children living in rural settlements in Uganda. Among the learning barriers with the greatest impact on pupil achievement at the individual-level were lack of parental involvement, lack of pre-primary school attendance, grade repetition, and lack of basic learning resources such as writing materials. At the school-level, the barriers with the most impact on pupil achievement were lack of teacher lesson preparedness, lack of teacher-classroom support by subject advisors, distance between school and teachers’ place of residence, lack of basic classroom resources, and whether or not the teacher kept pupil learning progress records. Implications of the findings for policy and practice are outlined. Uganda education (dpeaa)DE-He213 Learning achievement (dpeaa)DE-He213 Learning barriers (dpeaa)DE-He213 Quality of education (dpeaa)DE-He213 Primary education (dpeaa)DE-He213 Ngware, Moses verfasserin aut Mahuro, Gerald verfasserin aut Muhia, Nelson verfasserin aut Enthalten in Educational research for policy and practice Dordrecht : Springer Science + Business Media B.V., 2002 16(2016), 2 vom: 03. Nov., Seite 129-155 (DE-627)359786677 (DE-600)2098298-7 1573-1723 nnns volume:16 year:2016 number:2 day:03 month:11 pages:129-155 https://dx.doi.org/10.1007/s10671-016-9199-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 16 2016 2 03 11 129-155 |
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10.1007/s10671-016-9199-2 doi (DE-627)SPR012370347 (SPR)s10671-016-9199-2-e DE-627 ger DE-627 rakwb eng 150 370 ASE 77.00 bkl Hungi, Njora verfasserin aut Learning barriers among Grade 6 pupils attending rural schools in Uganda: implications to policy and practice 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga and Mayuge in Uganda. Data used in this paper are part of a larger study which sought to examine the schooling patterns, as well as the quality of education received by children living in rural settlements in Uganda. Among the learning barriers with the greatest impact on pupil achievement at the individual-level were lack of parental involvement, lack of pre-primary school attendance, grade repetition, and lack of basic learning resources such as writing materials. At the school-level, the barriers with the most impact on pupil achievement were lack of teacher lesson preparedness, lack of teacher-classroom support by subject advisors, distance between school and teachers’ place of residence, lack of basic classroom resources, and whether or not the teacher kept pupil learning progress records. Implications of the findings for policy and practice are outlined. Uganda education (dpeaa)DE-He213 Learning achievement (dpeaa)DE-He213 Learning barriers (dpeaa)DE-He213 Quality of education (dpeaa)DE-He213 Primary education (dpeaa)DE-He213 Ngware, Moses verfasserin aut Mahuro, Gerald verfasserin aut Muhia, Nelson verfasserin aut Enthalten in Educational research for policy and practice Dordrecht : Springer Science + Business Media B.V., 2002 16(2016), 2 vom: 03. Nov., Seite 129-155 (DE-627)359786677 (DE-600)2098298-7 1573-1723 nnns volume:16 year:2016 number:2 day:03 month:11 pages:129-155 https://dx.doi.org/10.1007/s10671-016-9199-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 16 2016 2 03 11 129-155 |
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Hungi, Njora @@aut@@ Ngware, Moses @@aut@@ Mahuro, Gerald @@aut@@ Muhia, Nelson @@aut@@ |
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150 370 ASE 77.00 bkl Learning barriers among Grade 6 pupils attending rural schools in Uganda: implications to policy and practice Uganda education (dpeaa)DE-He213 Learning achievement (dpeaa)DE-He213 Learning barriers (dpeaa)DE-He213 Quality of education (dpeaa)DE-He213 Primary education (dpeaa)DE-He213 |
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learning barriers among grade 6 pupils attending rural schools in uganda: implications to policy and practice |
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Learning barriers among Grade 6 pupils attending rural schools in Uganda: implications to policy and practice |
| abstract |
Abstract The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga and Mayuge in Uganda. Data used in this paper are part of a larger study which sought to examine the schooling patterns, as well as the quality of education received by children living in rural settlements in Uganda. Among the learning barriers with the greatest impact on pupil achievement at the individual-level were lack of parental involvement, lack of pre-primary school attendance, grade repetition, and lack of basic learning resources such as writing materials. At the school-level, the barriers with the most impact on pupil achievement were lack of teacher lesson preparedness, lack of teacher-classroom support by subject advisors, distance between school and teachers’ place of residence, lack of basic classroom resources, and whether or not the teacher kept pupil learning progress records. Implications of the findings for policy and practice are outlined. |
| abstractGer |
Abstract The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga and Mayuge in Uganda. Data used in this paper are part of a larger study which sought to examine the schooling patterns, as well as the quality of education received by children living in rural settlements in Uganda. Among the learning barriers with the greatest impact on pupil achievement at the individual-level were lack of parental involvement, lack of pre-primary school attendance, grade repetition, and lack of basic learning resources such as writing materials. At the school-level, the barriers with the most impact on pupil achievement were lack of teacher lesson preparedness, lack of teacher-classroom support by subject advisors, distance between school and teachers’ place of residence, lack of basic classroom resources, and whether or not the teacher kept pupil learning progress records. Implications of the findings for policy and practice are outlined. |
| abstract_unstemmed |
Abstract The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga and Mayuge in Uganda. Data used in this paper are part of a larger study which sought to examine the schooling patterns, as well as the quality of education received by children living in rural settlements in Uganda. Among the learning barriers with the greatest impact on pupil achievement at the individual-level were lack of parental involvement, lack of pre-primary school attendance, grade repetition, and lack of basic learning resources such as writing materials. At the school-level, the barriers with the most impact on pupil achievement were lack of teacher lesson preparedness, lack of teacher-classroom support by subject advisors, distance between school and teachers’ place of residence, lack of basic classroom resources, and whether or not the teacher kept pupil learning progress records. Implications of the findings for policy and practice are outlined. |
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Learning barriers among Grade 6 pupils attending rural schools in Uganda: implications to policy and practice |
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https://dx.doi.org/10.1007/s10671-016-9199-2 |
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Ngware, Moses Mahuro, Gerald Muhia, Nelson |
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Ngware, Moses Mahuro, Gerald Muhia, Nelson |
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| doi_str |
10.1007/s10671-016-9199-2 |
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2024-07-04T02:50:52.589Z |
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| score |
7.399639 |