Original Paper
Study on the factors affecting the scholastic achievement in the Republic of the Union of Myanmar
2019 Volume 2019 Issue 29 Pages 774-790
Details
2019 Volume 2019 Issue 29 Pages 774-790
The degree of scholastic achievement in basic education is based on the results of the completion examination for Grade 5 at the end of the primary school course, the completion examination for Grade 9 at the end the middle school course, and the matriculation examination for Grade 11 at the end of the high school course. Based on these scholastic achievements by school, the degree to which various factors such as school variables that may affect the degree of these scholastic achievements was analyzed.
The analysis results on which factors contributed to the degree of scholastic achievement for Grade 5 differed among the states/regions. In general, however, school size did not show a significant effect on scholastic achievement. In contrast, schools with good learning environments such as a small number of students per teacher, a small number of students per class, high quality of teachers, high percentage of teachers with training, and partition-separated classrooms scored high. In addition, achievement was high at schools located in urban areas where SES of parents was thought to be high. Furthermore, although scholastic achievement was higher for the more older, established and promoted schools, this higher scholastic achievement may also signify that it takes time to allocate the needed number of teachers. It was also found that compared to primary schools, the primary school courses of other types of school tended to have a lower achievement; and this can be due to the fact that teachers in primary school courses may also be in charge of other education courses such as the middle school course.
Similar findings were obtained in the degree of achievement for Grade 9. The degree of achievement for Grade 11 was also similar, but the presence of partitions and the number of students per class were not significant. In contrast, there was a tendency for this to occur for Grade 9, but there was a clear tendency for the pass rate to be higher in larger schools for Grade 11. It appears that the large number of highly specialized teachers contributed to the high degree of achievement.
