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A meta-analysis of gender gap in student achievement in African countries

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  • Christine Ouma
  • Jiwon Nam

Abstract

We conducted a meta-analysis to examine gender differences in educational assessments in African countries. We analyzed the primary database of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) assessments. This study included a review of the relevant literature on meta-analysis techniques, and an overview of SACMEQ and gender issues in kindergarten (K)–12 in developing countries. The process of meta-analysis employed in this methodological study included searching, coding, calculation of effect sizes and their variances, weighting, confidence interval plots, Q test, funnel plots, and a discussion of results, implications, and future research. We found a small significant gender difference in mathematics in favor of boys and an insignificant gender difference in reading. Moreover, fertility rate was found to be an important predictor of gender gap in reading and math. Finally, we suggest a few implications for theoretical perspectives by connecting the key findings.

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  • Christine Ouma & Jiwon Nam, 2015. "A meta-analysis of gender gap in student achievement in African countries," International Review of Public Administration, Taylor & Francis Journals, vol. 20(1), pages 70-83, January.
    • Handle: RePEc:taf:rrpaxx:v:20:y:2015:i:1:p:70-83
    DOI: 10.1080/12294659.2014.967372
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    Cited by:

    1. Kim, Seh Young, 2022. "Analyzing the impacts of informal institutional factors affecting gender inequality: Evidence from 43 countries," World Development Perspectives, Elsevier, vol. 28(C).

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