Abstract
The article discusses the diversity and equity issues behind the learning outcomes of mathematics in the pre-COVID context in Nepal. The article intends to give a baseline for the further studies on the effect of COVID-19 pandemic in the educational realm. Datasets from the national assessment of student achievement in Nepal at grades 3 and 5 and grade 8 are reanalyzed based on socioeconomic status (SES), gender, caste-ethnicity, language, and geographical variables. In Nepal, where the society is customarily highly structured, gender-biased, and poverty-driven, SES influences remarkably in mathematics achievement. The datasets show notable relationships between SES and mathematics achievement (r = 0.35, 0.27 and 0.30 in grade 3, 5 and 8, respectively). In lower grades, the difference between the highest and lowest SES in the achievement of girls is wider than boys and it is reverse in grade 8. Nepali speakers had high scores when they had high SES but, when SES was very low, the non-Nepali speakers performed better in all grades. The advantageous castes tended to always perform higher irrespective of their level of SES. Nevertheless, it is difficult to know with certainty when average and marginalized caste/ethnic groups perform better.
Highlights
Introduction to Modern Measurement TheoryUSA: National Cancer Inst.Reinikainen P (2012)
The mathematical competence level of those vocational education students and secondary school students that only completed the minimum number of courses remained at the level that they achieved during the 9th grade
The difference is apparent and leads to a clear imbalance when students apply for further education, assuming that the secondary school certificate is used as part of the application process
Summary
The report assesses the level of mathematical competence and the factors connected to it at the end of upper secondary education in secondary schools and vocational education. The mathematical competence level of those vocational education students and secondary school students that only completed the minimum number of courses remained at the level that they achieved during the 9th grade. There is a clear connection between having parents with a secondary school education and a better result in mathematics by the end of the upper secondary level in both secondary schools and vocational education If both parents have completed their matriculation examination – independent of the compositions of their matriculation examination tests or the points received. When assessing the pedagogical solutions of teachers, the key factor for explaining competence in both vocational and secondary school education is how often the students feel that the matters studied became clear to them It is unclear whether the lack of competence in students is the result of the matters not become clear to them or if the matters do not become clear to them since their level of competence is lower than others’. The difference is apparent and leads to a clear imbalance when students apply for further education, assuming that the secondary school certificate is used as part of the application process
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