How do student and school characteristics influence youth academic achievement in Ghana? A hierarchical linear modeling of Ghana Youth Save baseline data

被引：24

作者：

Chowa, Gina A. N. ^{[1
]}

Masa, Rainier D. ^{[1
]}

Ramos, Yalitza ^{[1
]}

Ansong, David ^{[1
]}

机构：

[1] Univ N Carolina, Chapel Hill, NC 27599 USA

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT | 2015年 / 45卷

关键词：

Academic achievement; Ghana; Literacy; Student trait; School characteristic; International education; CLASS-SIZE; MATHEMATICS ACHIEVEMENT; SOCIOECONOMIC-STATUS; PARENTAL EDUCATION; GENDER-DIFFERENCES; SELF-EFFICACY; HOUSEHOLD; QUALITY; INCOME; RESOURCES;

D O I：

10.1016/j.ijedudev.2015.09.009

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Few attempts have been made to examine the influence of student and school factors on academic achievement of youth in West Africa. We examined student- and school-level predictors of academic achievement of Ghanaian junior high school students. Age, gender, academic self-efficacy, and commitment to school are significantly associated with math and English scores. Class size and the presence of toilet facility are significant predictors of English scores. Given the long-standing debate of whether student characteristics or school resources have larger effects on academic achievement, this study presents evidence on the importance of student characteristics on Ghanaian youth's academic achievement. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：129 / 140

页数：12

共 116 条

[21] TOWARD A MORE APPROPRIATE CONCEPTUALIZATION OF RESEARCH ON SCHOOL EFFECTS - A 3-LEVEL HIERARCHICAL LINEAR-MODEL [J].