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Relationships Between Children’s Literacy Comprehension and Their Achievement in Numeracy and Ethno-Math at Lower Primary Schools in Uganda

Author

Listed:
  • Richard Waiswa

    (Department of Teacher Education and Extension, Kyambogo University, Uganda)

  • Agnes Nabakiibi

    (Department of Professional Studies and Pedagogy, Muteesa I Royal University, Uganda)

  • Jackline Nabbira

    (Department of Professional Studies and Pedagogy, Muteesa 1 Royal University, Uganda)

  • Christopher B. Mugimu

    (Department of Foundations and Curriculum Studies, Makerere University, Uganda)

Abstract

The article examined the relationships between children’s literacy comprehension and their competence/achievement in numeracy and Ethno-math at lower primary schools in Uganda using the UWEZO UGANDA (2021) secondary dataset collected by a cross-sectional survey design from a sample of 14,553 pupils. The quantitative data were analyzed using Pearson Product Moment of correlation coefficient and regression analyses to establish the relationship between children’s literacy comprehension and their competencies in numeracy/ethno-math. Findings showed that there was a statistically significant relationship (r = 0.539, p

Suggested Citation

  • Richard Waiswa & Agnes Nabakiibi & Jackline Nabbira & Christopher B. Mugimu, 2024. "Relationships Between Children’s Literacy Comprehension and Their Achievement in Numeracy and Ethno-Math at Lower Primary Schools in Uganda," European Journal of Education and Pedagogy, European Open Science, vol. 5(1), pages 54-60, January.
    • Handle: RePEc:epw:ejedu0:v:5:y:2024:i:1:id:30783
    DOI: 10.24018/ejedu.2024.5.1.783
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