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Final Pius dissertation July 9.pdf (1.98 MB)
ETD Abstract Container
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Pupil, Teacher, and School Factors that Influence Student Achievement on the Primary Leaving Examination in Uganda: Measure Development and Multilevel Modeling
Author Info
Ochwo, Pius
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=kent1372507711
Abstract Details
Year and Degree
2013, PHD, Kent State University, College of Education, Health and Human Services / School of Foundations, Leadership and Administration.
Abstract
This study examined the multilevel factors that influence mathematics and English performance on the Primary Leaving 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 were obtained. 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 were analyzed via Rasch Analysis, Analysis of Covariance, and Hierarchical Linear Modeling to investigate the following two main objectives: (1) Developing a behavioral frequency measure of teacher quality for Ugandan teachers, (2) Examining the relationship between pupil-, teacher-, and school-level factors on pupil achievement on the PLEs in Uganda. Specific to the first objective, it was found that a psychometrically sound measure of teacher quality can be developed. The results rendered a 38-question measure focusing on four domains: (1) Teacher Planning and Preparation, (2) Classroom Environment, (3) Teacher Instruction, and (4) Teacher Professionalism. The second objective found that there are no significant differences between boys and girls on English achievement controlling for prior ability in English. However, there were significant differences between the sexes on mathematics achievement, with boys having higher scores. Additionally, the results showed that there is a significant relationship between student SES (i.e., boarding and day schools) and student achievement, with higher SES students (i.e., boarding schools) having higher achievement. It was also found that teacher TQM scores were a significant predictor of student PLE mathematics and English test scores, with higher teacher quality rendering higher student mathematics and English scores. There was also a significant 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 urban schools. Future research should continue to define the network of relationships between pupil-, teacher-, and school-level factors and pupil achievement, and maintain the measure revision and validation process of the TQM. Assessment is becoming commonplace in the classroom in Uganda, and the need to examine the influence of the teacher on pupil achievement is in high demand. Results from this study can provide insight into the disparities involving sex, student SES, and school SES that influence pupil achievement in Uganda. The findings also support administrative demands for more efficient ways to monitor teacher quality, and in turn, meet educational standards and increase student achievement.
Committee
Aryn Karpinski, Dr. (Committee Chair)
Tricia Niesz, Dr (Committee Member)
Andrew Lepp, Dr. (Committee Member)
Pages
161 p.
Subject Headings
Educational Evaluation
Keywords
Student Achievement, Primary Leaving Examination, Measure Development and Multilevel Modeling
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Citations
Ochwo, P. (2013).
Pupil, Teacher, and School Factors that Influence Student Achievement on the Primary Leaving Examination in Uganda: Measure Development and Multilevel Modeling
[Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1372507711
APA Style (7th edition)
Ochwo, Pius.
Pupil, Teacher, and School Factors that Influence Student Achievement on the Primary Leaving Examination in Uganda: Measure Development and Multilevel Modeling .
2013. Kent State University, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=kent1372507711.
MLA Style (8th edition)
Ochwo, Pius. "Pupil, Teacher, and School Factors that Influence Student Achievement on the Primary Leaving Examination in Uganda: Measure Development and Multilevel Modeling ." Doctoral dissertation, Kent State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1372507711
Chicago Manual of Style (17th edition)
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Document number:
kent1372507711
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11,873
Copyright Info
© 2013, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.