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ERIC Number: EJ1158437
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1925-0746
Examining the Effect of Automatic Promotion on Students' Learning Achievements in Uganda's Primary Education
Okurut, Jeje Moses
World Journal of Education, v5 n5 p85-100 2015
This study employed a difference-in-differences analysis technique to estimate the average treatment effect of automatic promotion on students' cognitive learning outcomes in Uganda's primary education. Regression results indicate a positive policy effect on learning achievements in literacy and numeracy at primary three (P3) and primary six (P6). Specifically, the implementation of automatic promotion policy has translated in to an increase in learning outcomes in reading and mathematics at P3 and P6, all statistically significant at conventional levels. Decomposing the effect along gender and school location (rural or urban) dimensions reveals positive and statistically significant effect on literacy and numeracy in both grades. The effect on students' scores in rural areas is higher than that on students' in urban schools. In terms of gender, the effect is relatively similar for female students and their male counterparts. These results are contrary to the popular belief among many Ugandans, but consistent with earlier scholarly works that have attributed automatic promotion with positive impact on learning outcomes.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Uganda
Grant or Contract Numbers: N/A