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Title:Multilevel methodology in studying the quality of education with an application to mathematics education in Zimbabwe primary schools
Author:Nyagura, L.M.ISNI
Periodical:Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Notes:biblio. refs., ills.
Geographic terms:Zimbabwe
Southern Africa
Subjects:mathematics education
primary education
Quality of education
Abstract:Using a three-level linear model the author studied school, class and student factors in order to assess their influence on the quality of mathematics education in Zimbabwe's primary schools. The target group of the study consisted of the 1990 grade 7 pupils, their teachers, and heads of schools of 9 former group A (urban low density, formerly white) government schools, 10 former group B (urban high density, formerly black) government schools, 7 private high fee-paying schools, 11 private low fee-paying schools, and 49 rural community schools located in the most disadvantaged communities. The variables used in the study were pupil's age and repetition at the student level; qualification of grade 7 teachers and mathematics textbook availability in grade 7 classes at the class level; boarding status of a school, percentage of trained teachers in the school, and school sex composition at the school level. The results show that the primary school types fall into three categories in terms of resources and performance, namely the high contributing sector consisting of high fee-paying and former group A schools, the average contributing sector consisting of former group B and low fee-paying schools, and the low contributing sector consisting of rural community schools. Differences in teacher quality, availability of mathematics textbooks, and students' age were found to be the major causes of the variation in the quality of mathematics education offered in primary schools in Zimbabwe. Bibliogr., sum.