Explaining learning gaps in Namibia: The role of language proficiency

Christelle Garrouste

MPRA Paper from University Library of Munich, Germany

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.

Keywords: Learning achievement; language skills; multilevel analysis; HLM (search for similar items in EconPapers)
JEL-codes: C13 C3 I2 (search for similar items in EconPapers)
Date: 2011
New Economics Papers: this item is included in nep-afr and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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Related works:
Working Paper: Explaining learning gaps in Namibia: The role of language proficiency (2011)
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Persistent link: https://EconPapers.repec.org/RePEc:pra:mprapa:25066

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