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• W2208163652 abstract "This study examined the multilevel factors thatinfluence mathematics and English performance on the PrimaryLeaving Examinations (PLEs) among primary seven pupils (i.e.,equivalent to the United States [U.S.] 7th graders) in Uganda.Existing student state test data from the Wakiso District wereobtained. In addition, a newly created Teacher Quality Measure(TQM) was used to collect teacher data from the same district.Pupil data from primary seven (7th grade) and the TQM data wereanalyzed via Rasch Analysis, Analysis of Covariance, andHierarchical Linear Modeling to investigate the following two mainobjectives: (1) Developing a behavioral frequency measure ofteacher quality for Ugandan teachers, (2) Examining therelationship between pupil-, teacher-, and school-level factors onpupil achievement on the PLEs in Uganda.Specific to the firstobjective, it was found that a psychometrically sound measure ofteacher quality can be developed. The results rendered a38-question measure focusing on four domains: (1) Teacher Planningand Preparation, (2) Classroom Environment, (3) TeacherInstruction, and (4) Teacher Professionalism. The second objectivefound that there are no significant differences between boys andgirls on English achievement controlling for prior ability inEnglish. However, there were significant differences between thesexes on mathematics achievement, with boys having higher scores.Additionally, the results showed that there is a significantrelationship between student SES (i.e., boarding and day schools)and student achievement, with higher SES students (i.e., boardingschools) having higher achievement. It was also found that teacherTQM scores were a significant predictor of student PLE mathematicsand English test scores, with higher teacher quality renderinghigher student mathematics and English scores. There was also asignificant difference between school types (i.e., urban and rural)on student achievement in mathematics, with rural schools (i.e.,lower SES schools) having higher means compared to urbanschools.Future research should continue to define the network ofrelationships between pupil-, teacher-, and school-level factorsand pupil achievement, and maintain the measure revision andvalidation process of the TQM. Assessment is becoming commonplacein the classroom in Uganda, and the need to examine the influenceof the teacher on pupil achievement is in high demand. Results fromthis study can provide insight into the disparities involving sex,student SES, and school SES that influence pupil achievement inUganda. The findings also support administrative demands for moreefficient ways to monitor teacher quality, and in turn, meeteducational standards and increase studentachievement." @default.
• W2208163652 created "2016-06-24" @default.
• W2208163652 creator A5053947603 @default.
• W2208163652 date "2013-01-01" @default.
• W2208163652 modified "2023-09-24" @default.
• W2208163652 title "Pupil, Teacher, and School Factors that Influence Student Achievement on the Primary Leaving Examination in Uganda: Measure Development and Multilevel Modeling" @default.
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