The key factors affecting Grade 5 achievement in Laos : emerging policy issues

• Published in: Educational research for policy and practice Vol. 8; no. 3; pp. 211 - 230
• Main Authors: Hungi, Njora, Postlethwaite, Neville T.
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01-10-2009; Springer; Springer Nature B.V
• Subjects: Academic achievement; Age Differences; Developing Nations; Education; Educational Environment; Educational Improvement; Educational Planning; Educational Policy; Educational Policy and Politics; Educational quality; Educational Resources; Elementary School Teachers; Foreign Countries; Grade 5; International and Comparative Education; Laos; Mathematics; Mathematics Achievement; Performance factors; Predictor Variables; Primary Education; Primary school mathematics; Primary school students; Reading; Reading Achievement; Secondary Education; Studies; Surveys; Year 5; Laos; Reading achievement; Reading; Lao education; Mathematics achievement; Pupil achievement; Educational policy
• ISSN: 1570-2081; 1573-1723
• DOI: 10.1007/s10671-009-9070-9

In this study, the authors employed a multilevel analysis procedure to examine the key pupil- and school-level factors that influenced reading and mathematics achievement among Grade 5 primary school pupils in Laos. The data for this study were collected in 2007 as part of a major project (known as Laos Grade 5 Survey) that sought to examine the quality of education offered in primary schools in Laos. Results show that pupil's age, school resources and learning materials such as pencils, erasers and exercise books are important factors in the prediction of achievement in reading and mathematics at Grade 5 level in Laos. From the results of the analyses, several policy suggestions have been made to improve the facets of education that seem to be worthy of action. [Author abstract]