Social Relations as Predictors of Math Achievement in Kenyan Primary Schools

Ivy A. Kodzi, Ohio State University
Moses Oketch, African Population and Health Research Center (APHRC)
Moses Ngware, African Population and Health Research Center (APHRC)
Maurice Mustiya, African Population and Health Research Center (APHRC)
Evangeline N. Nderu, African Population and Health Research Center (APHRC)

This study examined how variations in key aspects of social relations among teachers, students, and parents 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 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 students performing better. Teacher absenteeism, lack of interest in teaching, lack of parental involvement in the classroom also had negative effects on grades. The level of social engagement of principals measured by supervision of teachers, good interpersonal interactions with parents had positive effects on achievement. Schools where parents provided material and financial support had better grades, while student delinquency and absenteeism negatively affected grades.