Association between Mothers' Education and Grade Six Children Numeracy and Literacy in Kenya

Autor/inn/en	Abuya, Benta A.; Mutisya, Maurice; Ngware, Moses
Titel	Association between Mothers' Education and Grade Six Children Numeracy and Literacy in Kenya
Quelle	In: Education 3-13, 43 (2015) 6, S.653-665 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2013.855250
Schlagwörter	Foreign Countries; Parent Background; Educational Attainment; Parent Influence; Mathematics Achievement; Reading Achievement; Literacy; Mothers; Fathers; Statistical Significance; Numeracy; Scores; Elementary School Students; Urban Areas; Surveys; Interviews; Mathematics Tests; Reading Tests; Writing Tests; Listening Skills; Hypothesis Testing; Models; Regression (Statistics); Kenya + Suchen Sie Ihr Suchwort? Ausland; Elternhaus; Bildungsabschluss; Bildungsgut; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Mother; Mutter; Rechenkompetenz; Urban area; Stadtregion; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Lesetest; Writing test; Schreibtest; Hypothesenprüfung; Hypothesentest; Analogiemodell; Regression; Regressionsanalyse; Kenia
Abstract	The objective of the paper is to re-examine the mother-child education achievement hypothesis, by re-examining the effect of mother's education, on math and literacy test scores of children in Kenya. Data come from the classroom Education Research Programme at the African Population and Health Research Centre which was collected between January and March 2012. Since pupils are nested within schools, we fitted a two-level random intercept model. Our findings show that mothers' and fathers' education has a positive and significant independent association with literacy and numeracy achievement. After interacting mothers' and fathers' education and controlling for school and pupil characteristics, we observed two significant findings: (1) mother's education remains statistically significant but is negatively associated with the pupil's score in both literacy and numeracy; and (2) the interaction of both parents' education is significant and positively associated with pupil scores in literacy and numeracy. This study underscores the importance of the complementarity between mothers' and fathers' education in order for children to acquire and learn literacy and numeracy in schools. In as much as mothers' education is important in the children's literacy and numeracy, the importance of fathers in children's literacy and numeracy cannot be ignored. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01