Determinants of student achievement in Botswana, South Africa and Zimbabwe : a multilevel approach

 

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dc.contributor.advisor Piriano, Patrizio en_ZA
dc.contributor.author Ndlovu, Ntobeko en_ZA
dc.date.accessioned 2016-09-14T12:48:52Z
dc.date.available 2016-09-14T12:48:52Z
dc.date.issued 2016 en_ZA
dc.identifier.citation Ndlovu, N. 2016. Determinants of student achievement in Botswana, South Africa and Zimbabwe : a multilevel approach. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/21737
dc.description.abstract An educated population has significant advantages relative to an uneducated one, since education has a high economic and social payoff. However, in the education process, scholars are not in agreement on which factors better explain student achievement. Some argue that school resources are key determinants, whereas other scholars maintain that factors outside the school better predict student achievement. Even within these sentiments, there are arguments on which school-level, classroom-level or student-level variables better explain achievement. Knowledge of such factors is critical, as it helps stakeholders to devise strategies that improve student success. It also helps to maximise budget allocations and at the same time gets the most out of per dollar expenditure. This study has used data from the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ III) to estimate the determinants of student mathematics achievement in three developing countries in Southern Africa; namely, Botswana, South Africa and Zimbabwe. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Economic Development en_ZA
dc.title Determinants of student achievement in Botswana, South Africa and Zimbabwe : a multilevel approach en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Commerce en_ZA
dc.publisher.department School of Economics en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MCom en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Ndlovu, N. (2016). <i>Determinants of student achievement in Botswana, South Africa and Zimbabwe : a multilevel approach</i>. (Thesis). University of Cape Town ,Faculty of Commerce ,School of Economics. Retrieved from http://hdl.handle.net/11427/21737 en_ZA
dc.identifier.chicagocitation Ndlovu, Ntobeko. <i>"Determinants of student achievement in Botswana, South Africa and Zimbabwe : a multilevel approach."</i> Thesis., University of Cape Town ,Faculty of Commerce ,School of Economics, 2016. http://hdl.handle.net/11427/21737 en_ZA
dc.identifier.vancouvercitation Ndlovu N. Determinants of student achievement in Botswana, South Africa and Zimbabwe : a multilevel approach. [Thesis]. University of Cape Town ,Faculty of Commerce ,School of Economics, 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/21737 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Ndlovu, Ntobeko AB - An educated population has significant advantages relative to an uneducated one, since education has a high economic and social payoff. However, in the education process, scholars are not in agreement on which factors better explain student achievement. Some argue that school resources are key determinants, whereas other scholars maintain that factors outside the school better predict student achievement. Even within these sentiments, there are arguments on which school-level, classroom-level or student-level variables better explain achievement. Knowledge of such factors is critical, as it helps stakeholders to devise strategies that improve student success. It also helps to maximise budget allocations and at the same time gets the most out of per dollar expenditure. This study has used data from the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ III) to estimate the determinants of student mathematics achievement in three developing countries in Southern Africa; namely, Botswana, South Africa and Zimbabwe. DA - 2016 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - Determinants of student achievement in Botswana, South Africa and Zimbabwe : a multilevel approach TI - Determinants of student achievement in Botswana, South Africa and Zimbabwe : a multilevel approach UR - http://hdl.handle.net/11427/21737 ER - en_ZA


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