The Relative Performance of Different Types of Primary Schools in Bangladesh: A Multilevel Modeling Approach ()
Affiliation(s)
1Principal, Dinajpur Laboratory School, and College, Balubari, Dinajpur Sadar, Dinajpur, Bangladesh.
2Department of Business Administration, Uttara University, Uttara, Dhaka, Bangladesh.
3Statistics Discipline, Khulna University, Khulna, Bangladesh.
ABSTRACT
This study aims to compare the performance of public primary schools with
private primary schools and ebtedayee madrasahs, and identify the significant
predictors associated with school performance
applying the multilevel model. Using the dataset collected (2015-2016) from
1230 fifth-grade students and 60 teachers of 60 primary schools of three
different types (public, private, and madrasah) in the northern part of
Bangladesh, we find that the performance of public primary schools is lower than that of private primary
schools but higher than ebtedayee madrasahs. But after adjusting for student- and school-level predictors, the better
effectiveness between public primary schools and private primary schools or
public primary schools and ebtedayee madrasahs is disappeared. Finally, we find that the schools having optimum levels of teachers’ belief, school academic atmosphere and learners’ prior achievement, learning time; time needed to complete the homework, home academic
atmosphere, self-educational
expectation, and self-educational confidence are likely to achieve
better performance. Recommendations are drawn to maintain the quality of
primary education, one of the most important policy agendas, under the National
Education Policy 2010 of Bangladesh or the policies of other countries that
would ultimately enhance the probability of attaining the Sustainable
Development Goal 4 (SDG 4).
Share and Cite:
Roy, L. , Paul, D. and Majumder, U. (2020) The Relative Performance of Different Types of Primary Schools in Bangladesh: A Multilevel Modeling Approach.
Creative Education,
11, 2354-2374. doi:
10.4236/ce.2020.1111173.
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