IDEAS home Printed from https://ideas.repec.org/a/rnd/arjevr/v8y2017i2p34-44.html
   My bibliography  Save this article

Disaggregated Analysis of Performances of Grade 12 Learners in Gauteng Province, Republic of South Africa

Author

Listed:
  • Letsoalo M.E

Abstract

This paper presents the researchers’ interpretive analysis of data from the main study that was aimed at proposing the method that will plausibly be used to analyse the Grade 12 results and to compare performances of learners between provinces of South Africa. This cross-sectional, quantitative, and ex-post-facto designed study used secondary and clustered data, as supplied by Department of Basic Education through Umalusi council, to compare the likelihood of passing Grade 12 between male and female learners in the Gauteng Province, even after adjusting for school quintile. Thus, this work attempted to model the relation between school resources inputs and school outcomes called educational achievements or academic performances. The dataset contained a total of 98894 (45.44% male and 54.56% female) learners who set for Grade 12 examinations in 2008 academic. The crude estimates indicated that female learners than male learners were significantly 1.035 more likely to pass Grade 12 (OR = 1.035, p = 0.016, 95% CI: 1.006 - 1.065). Also, the school quintile adjusted model indicated that female learners than their male counterparts were significantly 1.040 more likely to pass Grade 12 (OR = 1.040, p = 0.010, 95% CI: 1.009 - 1.072). The significant effect of school quintile favoured female learners (p < 0.001). These results, from disaggregated analysis, indicated that there was sufficient evidence that female than male learners had better chances of passing Grade 12 in Gauteng Province. Therefore, authorities may consider the issue of learner-gender when allocating resources to different school In Gauteng Province.

Suggested Citation

  • Letsoalo M.E, 2017. "Disaggregated Analysis of Performances of Grade 12 Learners in Gauteng Province, Republic of South Africa," Journal of Education and Vocational Research, AMH International, vol. 8(2), pages 34-44.
    • Handle: RePEc:rnd:arjevr:v:8:y:2017:i:2:p:34-44
    DOI: 10.22610/jevr.v8i2.1860
    as

    Download full text from publisher

    File URL: https://ojs.amhinternational.com/index.php/jevr/article/view/1860/1494
    Download Restriction: no
    File URL: https://ojs.amhinternational.com/index.php/jevr/article/view/1860
    Download Restriction: no
    File URL: https://libkey.io/10.22610/jevr.v8i2.1860?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Kwabena A Kyei & T Maboko, 2016. "Performance of High School Students in Vhembe District," Journal of Economics and Behavioral Studies, AMH International, vol. 8(1), pages 50-57.
    2. Thomas S. Dee, 2007. "Teachers and the Gender Gaps in Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 42(3).
    3. Servaas van der Berg, 2007. "Apartheid's Enduring Legacy: Inequalities in Education-super- 1," Journal of African Economies, Centre for the Study of African Economies, vol. 16(5), pages 849-880, November.
    4. Hakkinen, Iida & Kirjavainen, Tanja & Uusitalo, Roope, 2003. "School resources and student achievement revisited: new evidence from panel data," Economics of Education Review, Elsevier, vol. 22(3), pages 329-335, June.
    5. Neil Higgs, 2007. "Measuring and understanding the well-being of South Africans: Everyday quality of life in South Africa," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 81(2), pages 331-356, April.
    6. Schmidt, Robert M, 1983. "Who Maximizes What? A Study in Student Time Allocation," American Economic Review, American Economic Association, vol. 73(2), pages 23-28, May.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. M. E Letsoalo, 2018. "The Effect of Mathematics and Physical Science on Matriculants’ Overall Performances: Analysis Using Multilevel Model," Journal of Education and Vocational Research, AMH International, vol. 8(4), pages 28-42.
    2. Loyalka, Prashant & Zakharov, Andrey, 2016. "Does shadow education help students prepare for college? Evidence from Russia," International Journal of Educational Development, Elsevier, vol. 49(C), pages 22-30.
    3. Terrier, Camille, 2020. "Boys lag behind: How teachers’ gender biases affect student achievement," Economics of Education Review, Elsevier, vol. 77(C).
    4. Hardt, David & Nagler, Markus & Rincke, Johannes, 2023. "Tutoring in (online) higher education: Experimental evidence," Economics of Education Review, Elsevier, vol. 92(C).
    5. Daniela Del Boca & Chiara Monfardini & Sarah Grace See, 2022. "Early Childcare Duration and Student' Later Outcomes in Europe," Working Papers 2022-021, Human Capital and Economic Opportunity Working Group.
    6. Barbara Grave, 2011. "The effect of student time allocation on academic achievement," Education Economics, Taylor & Francis Journals, vol. 19(3), pages 291-310.
    7. Oliver Falck & Constantin Mang & Ludger Woessmann, 2018. "Virtually No Effect? Different Uses of Classroom Computers and their Effect on Student Achievement," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 80(1), pages 1-38, February.
    8. Thomas Buser & Muriel Niederle & Hessel Oosterbeek, 2014. "Gender, Competitiveness, and Career Choices," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 129(3), pages 1409-1447.
    9. Martin Schlotter & Guido Schwerdt & Ludger Woessmann, 2011. "Econometric methods for causal evaluation of education policies and practices: a non-technical guide," Education Economics, Taylor & Francis Journals, vol. 19(2), pages 109-137.
    10. Jaegeum Lim & Jonathan Meer, 2020. "Persistent Effects of Teacher–Student Gender Matches," Journal of Human Resources, University of Wisconsin Press, vol. 55(3), pages 809-835.
    11. Shinice Jackson & Derek Yu, 2023. "Re-examining the Multidimensional Poverty Index of South Africa," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 166(1), pages 1-25, February.
    12. Moroni, Gloria & Nicoletti, Cheti & Tominey, Emma, 2019. "Child Socio-Emotional Skills: The Role of Parental Inputs," IZA Discussion Papers 12432, Institute of Labor Economics (IZA).
    13. Hinrichs, Peter, 2021. "What kind of teachers are schools looking for? Evidence from a randomized field experiment," Journal of Economic Behavior & Organization, Elsevier, vol. 186(C), pages 395-411.
    14. Prashant Loyalka & Andrey Zakharov, 2014. "Does shadow education help students prepare for college?," HSE Working papers WP BRP 15/EDU/2014, National Research University Higher School of Economics.
    15. Simone Balestra & Aurélien Sallin & Stefan C. Wolter, 2023. "High-Ability Influencers? The Heterogeneous Effects of Gifted Classmates," Journal of Human Resources, University of Wisconsin Press, vol. 58(2), pages 633-665.
    16. Zeman, Klarka & Frenette, Marc, 2007. "Why Are Most University Students Women? Evidence Based on Academic Performance, Study Habits and Parental Influences," Analytical Studies Branch Research Paper Series 2007303e, Statistics Canada, Analytical Studies Branch.
    17. van Ewijk, Reyn, 2011. "Same work, lower grade? Student ethnicity and teachers' subjective assessments," Economics of Education Review, Elsevier, vol. 30(5), pages 1045-1058, October.
    18. Nicola Branson & Julia Garlick & David Lam & Murray Leibbrandt, 2012. "Education and Inequality: The South African Case," SALDRU Working Papers 75, Southern Africa Labour and Development Research Unit, University of Cape Town.
    19. Takao Kato & Yang Song, 2022. "Advising, gender, and performance: Evidence from a university with exogenous adviser–student gender match," Economic Inquiry, Western Economic Association International, vol. 60(1), pages 121-141, January.
    20. Josep-Oriol Escardíbul Ferrá & Toni Mora, 2010. "Incidencia del género del profesorado en el rendimiento en matemáticas de los alumnos. Evidencia desde Cataluña," Investigaciones de Economía de la Educación volume 5, in: María Jesús Mancebón-Torrubia & Domingo P. Ximénez-de-Embún & José María Gómez-Sancho & Gregorio Gim (ed.), Investigaciones de Economía de la Educación 5, edition 1, volume 5, chapter 63, pages 1259-1272, Asociación de Economía de la Educación.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:rnd:arjevr:v:8:y:2017:i:2:p:34-44. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Muhammad Tayyab (email available below). General contact details of provider: https://ojs.amhinternational.com/index.php/jevr .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.