Background and classroom correlates of child achievement, cognitive, and behavioural outcomes in rural Kenyan schoolchildren

In the current study, background data (sex, age, and SES) and classroom factors were examined as predictors of scholastic achievement and child cognitive and behavioural outcomes in a group of rural Kenyan schoolchildren during their first year of formal schooling. Previous research in this area has provided mixed results regarding the characteristics of children and school environments that best predict optimal outcomes for children. This study extended previous research through the use of multiple culturally grounded predictor and outcome variables; in addition to using observational techniques to assess the classroom environment, this study examined cognitive, academic, and behavioural measures. Results suggested that while background factors such as child age and SES are important predictors of child outcomes, inclusion of classroom factors significantly improved prediction for all types of child outcomes, and the addition of behaviour as a predictor shows an even greater effect. The largest effect was seen for the outcome variables most closely tied to classroom activities.