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School composition effect on achievement and self-concept of pupils in Bunia and Kisangani in DR Congo

In this study, we examine the composition effect of school on the achievement of schoolchildren in cognitive and non-cognitive field. To do so, we used data from the Service de Planification et d'Evaluation en Education of the University of Kisangani. In analyzing the data, we found that in reading, 59.48% of the variance in performance was at the student level, 11.44% at the class level and 29.09% at the school level. In mathematics, 68.87% of the variance is at the student level, 12.97% at the class level and 18.16% at the school level. In grade 5, the student level explains 57.99% of variance, while the class and school levels contain 5.70% and 36.31% of variance in reading respectively. In mathematics, the variances in performance identified were 62.40% at the student level, 9.02% at the class level and 28.57% at the school level. In grade 6, 55.64% of the variance in reading performance is at the student level, 7.19% at the class level and 37.17% at the school level. For mathematics, 54.22% of the variance is found at the student level, 15.47% at the class level and 30.31% at the school level. Of the variables analyzed, language composition determines student performance in reading in grade 4 and in mathematics in grade 6; while socioeconomic composition shows a significant relationship with student performance in mathematics in grades 4 and 6.

Date:18 Jan 2022 →  Today
Keywords:School composition effect
Disciplines:Primary education
Project type:PhD project