Title: Explaining learning gaps in Namibia: the role of language proficiency
Authors: GARROUSTE CHRISTELLE
Citation: INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT vol. 31 no. 3 p. 223-233
Publisher: PERGAMON-ELSEVIER SCIENCE LTD
Publication Year: 2011
JRC N°: JRC59472
ISSN: 0738-0593
URI: http://dx.doi.org/10.1016/j.ijedudev.2010.06.016
http://publications.jrc.ec.europa.eu/repository/handle/JRC59472
DOI: 10.1016/j.ijedudev.2010.06.016
Type: Articles in Journals
Abstract: In a multilingual context, this study investigates the role of language skills on mathematics achievement. It compares characteristics of 5048 Grade-6 learners in 275 Namibian schools. The outcome variable is the standardized SACMEQ mathematics score collected in year 2000. Hierarchical linear modeling is used to partition the total variance in mathematics achievement into its within- and between-school components. The results do confirm the positive correlation between strong language skills variations at the school-level and low pupil mathematics scores, which may question the capacity of the current bilingual policy to provide for an effective and equal learning environment.
JRC Institute:Institute for the Protection and Security of the Citizen

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