Measuring educational performance and understanding its determinants are crucial factors in helping the educational community to better understand student output and to guide policy makers in drafting educational policies. Despite the growing number of studies interested in educational output and its determinants in many countries, there are few comparative surveys assessing both developed and developing countries. This article attempts to assess the impact of home environment, school resources and teacher quality on students’ educational achievement at fourth grade across developed and developing countries. In sum up we suggest for developing countries to invest in school resources and teacher quality for exemple ensure that primary school are well equipped with necessary resources and focus on improving teacher quality through better training and adequate compensation. According to developed countries findings suggest that home environment factors like having a computer, desk, personal room, and books—play a crucial role in student performance also consider the impact of parental outcomes and involvement in their children’s education we suggest to implement programs that support parental engagement and address socioeconomic disparities that impact the home learning environment.
| Published in | Teacher Education and Curriculum Studies (Volume 9, Issue 4) |
| DOI | 10.11648/j.tecs.20240904.12 |
| Page(s) | 110-125 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Academic Achievement, Home Environment, School Resources, Teacher Quality, Primary Education, OLS, Quantile Regression, TIMSS 2011
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APA Style
Soudani, K. (2024). Determinants of Primary School Achievement: An International Comparison Using TIMSS 2011 DATA. Teacher Education and Curriculum Studies, 9(4), 110-125. https://doi.org/10.11648/j.tecs.20240904.12
ACS Style
Soudani, K. Determinants of Primary School Achievement: An International Comparison Using TIMSS 2011 DATA. Teach. Educ. Curric. Stud. 2024, 9(4), 110-125. doi: 10.11648/j.tecs.20240904.12
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Download@article{10.11648/j.tecs.20240904.12,
author = {Kaouther Soudani},
title = {Determinants of Primary School Achievement: An International Comparison Using TIMSS 2011 DATA
},
journal = {Teacher Education and Curriculum Studies},
volume = {9},
number = {4},
pages = {110-125},
doi = {10.11648/j.tecs.20240904.12},
url = {https://doi.org/10.11648/j.tecs.20240904.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20240904.12},
abstract = {Measuring educational performance and understanding its determinants are crucial factors in helping the educational community to better understand student output and to guide policy makers in drafting educational policies. Despite the growing number of studies interested in educational output and its determinants in many countries, there are few comparative surveys assessing both developed and developing countries. This article attempts to assess the impact of home environment, school resources and teacher quality on students’ educational achievement at fourth grade across developed and developing countries. In sum up we suggest for developing countries to invest in school resources and teacher quality for exemple ensure that primary school are well equipped with necessary resources and focus on improving teacher quality through better training and adequate compensation. According to developed countries findings suggest that home environment factors like having a computer, desk, personal room, and books—play a crucial role in student performance also consider the impact of parental outcomes and involvement in their children’s education we suggest to implement programs that support parental engagement and address socioeconomic disparities that impact the home learning environment.
},
year = {2024}
}
TY - JOUR T1 - Determinants of Primary School Achievement: An International Comparison Using TIMSS 2011 DATA AU - Kaouther Soudani Y1 - 2024/11/20 PY - 2024 N1 - https://doi.org/10.11648/j.tecs.20240904.12 DO - 10.11648/j.tecs.20240904.12 T2 - Teacher Education and Curriculum Studies JF - Teacher Education and Curriculum Studies JO - Teacher Education and Curriculum Studies SP - 110 EP - 125 PB - Science Publishing Group SN - 2575-4971 UR - https://doi.org/10.11648/j.tecs.20240904.12 AB - Measuring educational performance and understanding its determinants are crucial factors in helping the educational community to better understand student output and to guide policy makers in drafting educational policies. Despite the growing number of studies interested in educational output and its determinants in many countries, there are few comparative surveys assessing both developed and developing countries. This article attempts to assess the impact of home environment, school resources and teacher quality on students’ educational achievement at fourth grade across developed and developing countries. In sum up we suggest for developing countries to invest in school resources and teacher quality for exemple ensure that primary school are well equipped with necessary resources and focus on improving teacher quality through better training and adequate compensation. According to developed countries findings suggest that home environment factors like having a computer, desk, personal room, and books—play a crucial role in student performance also consider the impact of parental outcomes and involvement in their children’s education we suggest to implement programs that support parental engagement and address socioeconomic disparities that impact the home learning environment. VL - 9 IS - 4 ER -
Faculty of Economic Sciences and Management of Tunis, University of Tunis El Manar, Tunis, Tunisia
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