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Explaining learning gaps in Namibia: The role of language proficiency

Author

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  • Christelle Garrouste

    (JRC - European Commission - Joint Research Centre [Ispra], Stockholm University)

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.
(This abstract was borrowed from another version of this item.)

Suggested Citation

  • Christelle Garrouste, 2011. "Explaining learning gaps in Namibia: The role of language proficiency," Post-Print hal-03241747, HAL.
    • Handle: RePEc:hal:journl:hal-03241747
    DOI: 10.1016/j.ijedudev.2010.06.016
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    Cited by:

    1. van Pinxteren, Bert, 2022. "Language of instruction in education in Africa: How new questions help generate new answers," International Journal of Educational Development, Elsevier, vol. 88(C).

    More about this item

    JEL classification:

    • C13 - Mathematical and Quantitative Methods - - Econometric and Statistical Methods and Methodology: General - - - Estimation: General
    • I2 - Health, Education, and Welfare - - Education
    • C3 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables

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