The Effect of Same-Gender Teacher on Student Achievement in Primary School : Evidence from Sub-Saharan Francophone African Countries
- 주제(키워드) Teacher gender , Student achievement , Primary education , Sub-Saharan Africa
- 발행기관 고려대학교 국제대학원
- 지도교수 이동은
- 발행년도 2017
- 학위수여년월 2017. 2
- 학위구분 석사
- 학과 국제대학원 국제학과
- 원문페이지 61 p
- 실제URI http://www.dcollection.net/handler/korea/000000072729
- 본문언어 영어
- 제출원본 000045898009
초록/요약
Gender inequality in education is a serious concern in many developing countries. It hinders girls’ and women’ basic rights as well as countries’ social and economic development. Girls lag behind boys in many parts of educational outcomes, such as enrolment and academic achievement. In many African countries, where there is much higher percentage of male teachers over female teachers, one policy measure to enhance girls’ educational outcome is increasing the share of female teachers. The study examines the relationship between same-gender teacher and student academic achievement as measured by standardized test scores, using micro-data from the 2014 Programme for the Analysis of Education Systems (PASEC) from primary schools in 10 Sub-Saharan Francophone African countries. Ordinary Least Squares (OLS) analysis is used to estimate the effect of same-gender teacher on students’ performance for two grade levels (grades 2 and 6) and two subjects (reading and math), controlling a rich set of variables such as student, teacher, and school and country characteristics. The results reveal that girls benefit from having a same-gender teacher in both grades 2 and 6 and both subjects reading and math. However, the study finds no evidence of a same-gender teacher benefits on boys, neither in reading nor in math in both grades. Instead, boys in grade 6 seem to benefit from being taught by female teachers in reading.
more목차
Acknowledgement ........................................................ i
Abstract ...................................................................... ii
List of Tables................................................................iv
List of Figures...............................................................iv
Abbreviation..................................................................v
I. Introduction................................................................1
1.1 Theoretical Background......................................... 2
1.2 Purpose of Study and Research Question.................4
1.3 Significance of the Study........................................,5
II.Literature Review........................................................6
III. Data and Methodology..............................................11
3.1 The PASEC Data...................................................11
3.2 Variables.............................................................13
3.3 A descriptive Overview of Gender Performance Gap..21
3.4 Empirical Strategy.................................................23
IV.Results....................................................................27
4.1 Result on Effect of Same-Gender Teachers on Grade 2
Pupils..................................................................27
4.2 Result on Effect of Same-Gender Teachers on Grade 6
Pupils..................................................................29
V.Discussion and Conclusion........................................36
Bibliography ................................................................41
Appendix ................................................................... 46
