Teaching quality and student learning achievements in Ethiopian primary education: How effective is instructional quality in closing socioeconomic learning achievement inequalities?

Abstract

Teaching quality affects student learning achievements, and high socioeconomic status (SES) students usually outperform low SES ones. However, teaching quality may affect students differently depending on their SES backgrounds. This study employs three-level hierarchical linear modeling with Ethiopian Young Lives data to examine the potential differential effects of the three basic dimensions of teaching quality (teacher support, classroom management, and cognitive activation) across student SES groups. Our findings reveal that, in general, the three dimensions of teaching quality are positively associated with learning achievements. However, compared to low and middle SES background students, high SES background students benefit from classroom management and cognitive activation. This suggests that teaching quality (classroom management and cognitive activation) may contribute to widening inequalities in learning achievements. Implications of the findings for policy and practice are discussed.