Asset Ownership and Academic Achievement among Youth in Ghana: Examining Associations Based on Asset Type and Academic Subject

Autor/inn/en	Chowa, Gina A. N.; Masa, Rainier D.
Titel	Asset Ownership and Academic Achievement among Youth in Ghana: Examining Associations Based on Asset Type and Academic Subject
Quelle	In: Educational Forum, 83 (2019) 2, S.181-198 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Masa, Rainier D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2019.1570578
Schlagwörter	Case Studies; Academic Achievement; Junior High School Students; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Educational Attainment; Gender Differences; Females; Religious Factors; Mathematics Achievement; Grades (Scholastic); Animal Husbandry; Ownership; Housing; Transportation; Parent Background; Correlation; Sociocultural Patterns; Ghana + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Schulleistung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Weibliches Geschlecht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Notenspiegel; Tierhaltung; Eigentum; Unterkunft; Verkehrswesen; Elternhaus; Korrelation; Soziokulturelle Theorie
Abstract	This cross-sectional study examined the relationships between asset type and academic achievement among Ghanaian junior high school students. Results suggest that the positive relationship between asset ownership and academic achievement depends on the type of asset and academic subject. Homeownership was positively and significantly associated with math achievement. Ownership of transport-related assets was positively and significantly associated with English achievement. Findings have implications for asset-building programs to promote academic proficiency and progress for all youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01