Suchergebnisse

One of the Millennium Development Goals for 2015 was to achieve universal access to primary education for everyone; but there are still 58 million children between 6 and 11years old out of school; a situation that affects mainly girls. The lowest rates of primary school enrolment are at subsaharan Africa; Where only 65% of children attend school (UNESCO; 2014). To this situation; we have to add that one of every three girls leave education and doesn´t access to secondary school (Plan; 2012). Given this background; this research aims to explore the factors that contribute to the dropout of girls in primary education levels in central Kibosho (Tanzania). It has carried out a qualitative exploratory study which includes semi-structured interviews with 20 participants and focus groups with 12 teachers. The results show that the dropout of girls has various socioeconomic and gender factors such as poverty; lack of moral support; illiteracy of the parents; initiation rituals; early pregnancy; household chores; lack of resources and motivation of teachers in rural schools. Following the results; the paper presents a series of recommendations to both the government of Tanzania and the various educational agents to prevent dropout of girls and young women.

Peer tutoring in Mathematics has reported academic benefits across many educational levels, from Preschool to Higher Education. However, recent literature reviews and meta-analysis state that students experience higher gains in Primary or Elementary Education (ages 7–12 years) than in secondary education or middle school and high school (ages 13–18 years). This study examined the effects of peer tutoring on students' mathematics achievement in primary and secondary education under similar settings. 89 students from first, fourth, seventh, and ninth grades participated in the study. The design of this research was quasi-experimental with pretest–posttest without control group. The statistical analysis reported significant improvements for both, Primary and Secondary Education. The comparison between these educational levels showed that there were no significant differences in the increments of the students' marks. The global effect size reported for the experience was Cohen's d = 0.78. The main conclusion is that Peer Tutoring in Mathematics reports similar academic benefits for both, Primary and Secondary Education. Future research must be conducted as the superiority of Peer Tutoring in Primary over Secondary Education has yet to be proved in the Mathematics subject.