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Classroom Observation Study: Quality of Teaching and Learning in Primary Schools in Kenya, Cross-sectional survey in 6 districts in Kenya
2009 - 2010
Human Development (HD)
African Population and Health Research Center
November 19, 2014
Documentation in PDF
The data from this study are used in the following publications:
Ngware, Moses, James Ciera, Benta Abuya, Moses Oketch, and Maurice Mutisya.
What Explains Gender Gaps in Math Achievement in Primary Schools in Kenya?
London Review of Education 10, no. 1 (2012): 55-73.
Ngware, Moses, Maurice Mutisya, and Moses Oketch.
Patterns of teaching style and active teaching: do they differ across subjects in low and high performing primary schools in Kenya?
London Review of Education 10, no. 1 (2012): 35-54.
Oketch, Moses, Maurice Mutisya, Jackline Sagwe, Peter Musyoka, and Moses Ngware.
The effect of active teaching and subject content coverage on students’ achievement: evidence from primary schools in Kenya
London Review of Education 10, no. 1 (2012): 19-33.
Abuya, Benta, Moses Oketch, Maurice Mutisya, Moses Ngware, and James Ciera.
Influence of mothers' education on children's maths achievement in Kenya
Education 3-13: International Journal of Primary, Elementary and Early Years Education 41, no. 6 (2013): 633-646.
Ngware, Moses, James Ciera, Peter Musyoka, and Moses Oketch.
The Influence of Classroom Seating Position on Student Learning Gains in Primary Schools in Kenya
Creative Education , no. 4 (2013).
Ngware, Moses, Moses Oketch, and Maurice Mutisya.
Does teaching style explain differences in learner achievement in low and high performing schools in Kenya?
International Journal of Educational Development (2014).