The Effects of Preschool Participation on Mathematics Achievement of Grade 6 Pupils in Uganda

Autor/inn/en	Hungi, Njora; Ngware, Moses
Titel	The Effects of Preschool Participation on Mathematics Achievement of Grade 6 Pupils in Uganda
Quelle	In: Educational Research for Policy and Practice, 17 (2018) 2, S.105-126 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hungi, Njora)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-017-9218-y
Schlagwörter	Mathematics Instruction; Mathematics Achievement; Grade 6; Elementary School Students; Preschool Education; Educational Practices; Foreign Countries; Rural Schools; School Districts; Hierarchical Linear Modeling; Correlation; Uganda + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 06; 6. Schuljahr; Schuljahr 06; Pre-school education; Vorschulerziehung; Bildungspraxis; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Korrelation
Abstract	The objective of this article is to investigate the effects of preschool participation on learning achievement and to estimate the optimal duration of preschool participation needed for pupils to perform their best in mathematics at the Grade 6 level in Uganda. The sample consisted of 2649 Grade 6 pupils, attending 82 schools across two rural districts of Iganga and Mayuge in Uganda. Understanding the relationship between duration of preschool participation and pupils' future learning achievement is important to policies on preschool education in Uganda. Results from multilevel analyses show that preschool participation has positive impact on mathematics achievement of Grade 6 pupils. Results further showed that the positive impact of preschool on achievement seemed to level out after 2 years of preschool participation--meaning that 2 years was the optimal duration of preschool participation that was most helpful in boosting achievement. The implications of the finding to preschool education policy and practices are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01