This paper provides evidence regarding the effects of schools, teachers and teaching processes on enhancing eighth grade mathematics achievement in Nigeria and Swaziland. A principal conclusion is that the achievement of students in both countries was significantly affected by the school/classroom in which they were enrolled, once effects of family characteristics were controlled. However, the specific school and classroom level variables accounting...
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INFORMATION
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1988/08/31
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Document de travail de recherche sur les politiques
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WPS71
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1
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1
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2010/07/01
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School effects on student achievement in Nigeria and Swaziland
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Federal Ministry of Education