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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
Education and Youth Empowerment
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, 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).
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, 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.
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, 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.