Multilevel analysis of academic performance in grade 12 STEM subjects, in secondary schools in Namibia
| dc.contributor.author | Komotolo, Ester | |
| dc.date.accessioned | 2023-02-07T06:44:21Z | |
| dc.date.available | 2023-02-07T06:44:21Z | |
| dc.date.issued | 2022 | |
| dc.description | A mini thesis submitted in partial fulfilment of the requirements for the Degree of Master of Science (Applied Statistics and Demography) | en_US |
| dc.description.abstract | According to Francesco and Nicole (2015), the fourth goal of the United Nations Sustainable Development Goals (SDGs) aims “to ensure inclusive and quality education and promote lifelong learning for all learners to have access to education” by 2030 to facilitate literacy and numeracy equal opportunities. High-quality STEM education is a global prerequisite for individual development and participation in a technology-driven world, no wonder the need to focus on education programs on science and technology. Skills such as critical thinking, problem solving and the ability to innovate are increasingly important for openly embracing change and responsibly shaping the future. The aim of the study was to examine the relationships between academic achievement and demographic variables and socio-economic variables and to what extent students’ factors; teacher’s factors and school factors affect the students’ academic performance in STEM subjects in secondary schools in Namibia. Using a hierarchically built data of 24407 students nested in 190 schools and a series of two-level multilevel model were explored to determine predictors of academic performance. The AIC established the balance between accuracy of model and its complexity. The model that had the lowest AIC was considered the best. The Intra Class Correlation (ICC =0.169) indicated remarkable clustering of the number of STEM subjects passed within centres. The findings indicated that, the school type were not significant to the study. Teachers with and without formal education were found with a negative significant toward STEM subjects The study further established that, number of classrooms, number of media or resource centres, students’ age and students’ ii sex, were found to be significantly related to students’ STEM subjects passed. Based on findings, the study recommends that, there is a need for a comprehensive concept that addressesseveral dimensions of proper coordination and management school environments to ensure that students are equipped with the necessary resources in terms of large numbers of students in classroom, learning facilities and ensure qualified teachers are employed. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/3547 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.subject | STEM | en_US |
| dc.subject | Academic performance | en_US |
| dc.subject | Secondary schools | en_US |
| dc.title | Multilevel analysis of academic performance in grade 12 STEM subjects, in secondary schools in Namibia | en_US |
| dc.type | Thesis | en_US |