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Accueil du site → Doctorat → États-Unis → 2015 → Examination of the impact of family size on investment in children’s education and educational achievement in Kenya

Pennsylviana State University (2015)

Examination of the impact of family size on investment in children’s education and educational achievement in Kenya

Park, Jae-young

Titre : Examination of the impact of family size on investment in children’s education and educational achievement in Kenya

Auteur : Park, Jae-young

Université de soutenance  :

Grade : Doctor of Philosophy (PhD) 2015

Résumé
The purpose of this study was to examine whether the theory of the Quality-Quantity tradeoff of children applies in the Kenyan context. Specifically, this study focused on four research questions : (a) What relationships may exist between investment in children’s education and children’s educational achievement ? ; (b) What relationships may exist between family size and children’s educational achievement ? ; (c) What relationships may exist between family size and investment in children’s education ? ; and (d) Does investment in children’s education have a moderator effect between family size and children’s educational achievement ? To answer these research questions, the Kenyan SACMEQ III data set collected in 2007 was used. During the data review process, a total of 4,170 observations from 193 schools in eight regions were selected for further analyses. To check the suitability of the data for examination using selected statistical methods, several preliminary analyses were conducted. Findings revealed that the data met assumptions needed in order to use regression models. Findings for each research question were as follows : (a) investment was a significant predictor of educational achievement ; (b) number of siblings was a significant predictor of educational achievement ; (c) number of siblings and investment had inverse relationships ; and (d) investment was a significant moderator between number of siblings and educational achievement in models for both reading and math literacy when using OLS—however, results for the moderator effect of investment were inconsistent between models for reading and math literacy when using HLM. Based on these findings several future studies were recommended to promote Kenyan human capital development practices under VISION 2030. These included taking a look at : (a) the impacts of educational circumstances on promoting educational achievement, such as fewer tasks at home and more physical accessibility to the school ; (b) the use of determinant factors rather than family size in examining resource allocation differences in reading/math literacy, especially with regard to a gender gap ; (c) the influential factors in improving school quality, such as teachers’ professional training, that lead to high-quality teachers and benefit children’s education ; (d) the crucial factors at the region level that lead to differences in educational investments and outcomes ; and (e) the use of multiple wave data sets and/or longitudinal data to examine the impacts of educational investment and its influence on achievement within/between generations, including enrollment in secondary school/vocational training in order to increase labor market value and labor force status.

Présentation

Page publiée le 6 juin 2021