Teaching Quality and Student Achievement in Africa: The Case of Nigeria and Swaziland.

Lockheed, Marlaine E.; Komenan, Andre

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Peer reviewed

ERIC Number: EJ397239

Record Type: Journal

Publication Date: 1989

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Teaching Quality and Student Achievement in Africa: The Case of Nigeria and Swaziland.

Lockheed, Marlaine E.; Komenan, Andre

Teaching and Teacher Education, v5 n2 p93-113 1989

This article provides evidence regarding the effects of schools, teachers, and teaching processes on enhancing eighth grade mathematics achievement in Nigeria and Swaziland. Findings suggest that teaching quality (teaching practices) is more important than teacher quality (education, experience, certification) in determining student outcomes. (IAH)

Descriptors: Foreign Countries, Grade 8, Junior High Schools, Mathematics Achievement, Multiple Regression Analysis, Outcomes of Education, School Effectiveness, Teacher Certification, Teacher Education, Teacher Effectiveness, Teaching Experience, Time Factors (Learning), Time Management

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Nigeria; Swaziland

Grant or Contract Numbers: N/A