Abstract
The current study investigated the differences in achievement gap among the eighth-grade students in science, mathematics, social studies and the Nepali language subjects based on teacher-student ethnic match. Using the convenient sampling procedure, records of ten schools in Nepal were used for data collection. Using the non-parametric Mann-Whitney U test, an alternate to the independent samples t test, students’ test scores of 2017 were analyzed to see if differences on learning outcomes existed as a result of teacher-student ethnic association. The analysis found that there were statistically significant differences on students’ test scores based on teacher-student ethnic match in each of the four subjects. These findings have important implications for teacher hiring and training policy for the newly formed States of Nepal as they are in the early stage of education policy development and execution to minimize the existing achievement disparities in schools in the country.
Author Information
Puskar Joshi, Texas A & M University, United States
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