Abstract
AbstractThis paper uses difference-in-difference and multivariate analyses procedures to examine the effects of two community-based intervention packages on mathematics achievement of primary school girls from low-income urban households in Kenya. The data involved in this study were collected between 2013 and 2015 from 748 12–19 years old primary school girls residing in two major Nairobi slums of Viwandani and Korogocho. These data were part of a larger intervention study that sought to improve schooling outcomes among girls from disadvantaged home backgrounds by providing them with after-school homework support, life skill mentoring and parental counselling. Results reveal intervention effects of between 23 and 26 mathematics score points on a Rasch scale with a mean of 400 a standard deviation of 100. These effects translate to at least one school term of learning for girls in the comparison group. Effect size for one of the intervention packages was small (0.24), while that of the second package was ...
Highlights
Introduction and literature reviewThe main aim of this paper is to investigate the effects of two community-based intervention packages on mathematics achievement of girls from low-income households in Kenya
A preliminary task before the DID and regression analyses was to estimate the average change in mathematics test scores per year between Grades 6 and 8 among the sampled girls, assuming no intervention and that the growth in mathematics learning across the three grades is linear
This was carried out in order to facilitate in the interpretation of mathematics scores in actual learning time— for instance, it would be possible to state what change in test scores among the girls in intervention groups is equivalent to say one year of learning among the girls in the comparison group
Summary
The main aim of this paper is to investigate the effects of two community-based intervention packages on mathematics achievement of girls from low-income households in Kenya. Even though the country has succeeded in bringing many children to school, there have been concerns that the FPE policy has exerted pressure on existing resources and negatively affected the quality of education. This is because the increase in school enrolment was not matched by increase in human and physical resources. Others have reported findings that are consistent with the SACMEQ findings (Ngware, Oketch, & Ezeh, 2011)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
