Social relations as predictors of achievement in math in Kenyan primary schools |
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| Institution: | 1. Independent Consultant, United States;2. African Population and Health Research Center, Nairobi, Kenya;3. Family Health International (FHI 360), United States;1. Servicio de Psiquiatría, Salud Mental y Adicciones, Hospital Universitario de Santa María-Gestión de Servicios Sanitarios, Departamento de Medicina, Universidad de Lleida, Institut de Recerca Biomèdica (IRBLleida), Lleida, España;2. Servicio de Bioestadística y Soporte Metodológico, Institut de Recerca Biomèdica (IRB), Departamento de Medicina, Universidad de Lleida, Lleida, España;3. Servicio de Psiquiatría, Hospital de la Santa Creu i Sant Pau, Institut d’Investigacions Biomèdiques Sant Pau (IIB Sant Pau), Universitat Autònoma de Barcelona, Barcelona, España;4. Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Barcelona, España;5. Programa de Trastorno Bipolar, Servicio de Psiquiatría y Psicología, Hospital Clínic, Universidad de Barcelona, IDIBAPS, Barcelona, España;1. Department of Surgery Division of Research, University of Cincinnati, College of Medicine, Cincinnati, OH, 45267, United States;2. University of Cincinnati, College of Medicine, Cincinnati, OH, 45267, United States;3. Department of Environmental Health, University of Cincinnati, College of Medicine, Cincinnati, OH, 45267, United States;4. Department of Surgery, Division of Surgical Oncology, University of Cincinnati, College of Medicine, Cincinnati, OH, 45267, United States;1. Department of Economics and SIPA, Columbia University, United States;2. NBER, United States;3. Division of Social Sciences, Yale-NUS College, 10 College Avenue West 01-101, Singapore 138609, Singapore;1. Postdoctoral Researcher Human Geography and Spatial Planning, Utrecht University, Heidelberglaan 2, 3584, CS, Utrecht, the Netherlands;2. Technology and Innovation, Wageningen University, Hollandseweg 1, 6706, KN, Wageningen, the Netherlands;1. University of Colorado, Boulder, CO, United States;2. University of Wisconsin, Madison, United States |
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| Abstract: | In sub-Saharan Africa, where there is limited financial and human capital, it is important to examine how social relationships may serve to promote or undermine human capital formation. However, little is known about the contributions of social relations to human capital development, especially in terms of academic achievement in Africa. This study examined how variations in key aspects of social relations among teachers; between teachers and students; between principals, teachers, parents and students affect achievement in mathematics among sixth graders in 70 schools in six districts in Kenya. We modeled mathematics achievement as a function of measures of social perception and support while adjusting for school-, classroom- and student level background characteristics. We found that net of teacher subject knowledge and background characteristics, teachers who display commitment to teaching by always correcting homework and keeping students engaged during math lessons had their students performing better. Teacher absenteeism and lack of interest in teaching were negatively associated with performance in math. Lack of parental involvement in the classroom also had negative effects on grades. At the school level, the level of engagement of the principal, measured by supervision of teachers and good interpersonal interactions with parents had positive effects on math achievement. Schools where parents provided material and financial support had better grades, while student delinquency and absenteeism negatively affected grades. |
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| Keywords: | Social capital Achievement School climate Kenya Teacher subject knowledge Human capital |
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