@article{oai:teapot.lib.ocha.ac.jp:00039413,
 author = {子浦, 恵 and SHIO, Megumi},
 journal = {人間文化創成科学論叢},
 month = {Mar},
 note = {application/pdf, 紀要論文, The paper examines the factors that affect disparities in pupil achievement among primary schools in Kenya through an analysis of data from the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) II. Multiple regression analysis is used to explore the diverse factors that influence school average scores in reading and mathematics. The major findings of the paper are as follows. 1. In public schools, the pupils’ average socioeconomic status is an important factor in predicting school average scores. In addition, the pupil-teacher ratio (PTR), pupils’ behavioral problems, the average amount of homework corrected, and the average teacher scores (only reading) also affect school average scores. 2. In schools with low socioeconomic status, the pupils’ average socioeconomic status has a relatively smaller impact on school average scores when compare with school factors such as PTR and pupils’ behavioral problems. 3. In schools with middle or high socioeconomic status, although school factors are not statistically significant, the pupils’ average socioeconomic status is the strongest predi\
ctor of school average scores.},
 pages = {245--253},
 title = {ケニアの初等教育における学力の学校間格差 : SACMEQのデータ分析から},
 volume = {14},
 year = {2012}
}