Content uploaded by Jennifer Stevenson
Author content
All content in this area was uploaded by Jennifer Stevenson on Feb 22, 2020
Content may be subject to copyright.
A preview of the PDF is not available
Interventions For Improving Learning Outcomes And Access To Education In Low- And Middle Income Countries: A Systematic Review
... The results of the perceived impact of SFP on pupils' enrollment, attendance, and performance by classroom teachers are presented in Figure 2. According to the results of the study, most teachers (88.3%) perceived that the school feeding program increased pupils' enrolment. This is consistent with the findings of Zenebe et al. (2018), Alderman and Bundy (2012), Snilstveit et al. (2018), Mwendwa and Gori, (2019) who reported that a school feeding program increased pupil enrollment. Furthermore, the findings of this study revealed that most teachers (88.3%) believed that the school feeding program had reduced absenteeism and increased pupil enrollment in the study area. ...
... (2018), Snilstveit et al. (2018), and Mwendwa and Gori, (2019) who found that school feeding programs increased pupil attendance. Classroom teachers were also asked if school feeding had an impact on pupils' academic performance. ...
Plain language summary
School feeding program effects
Our study aimed to assess the impact of school feeding programs introduced to address hunger and enhance student performance. Specifically, we examined the effects of such programs on pupil enrollment, attendance, and academic achievement in northeastern Nigeria. Data for this research were collected from 180 class teachers at sixty participating primary schools, complemented by secondary data extracted from school records. The findings from our linear regression analysis highlighted a significant positive correlation between the duration of the feeding program and pupils’ academic performance. Propensity scores matching results, on the other hand, indicated that the school feeding program had a positive influence on pupil enrollment and classroom attendance. These findings align closely with the “Human Capital Theory,” emphasizing the pivotal role of adequate nutrition in facilitating cognitive development and academic success. The observed improvements in enrollment, attendance, and academic performance in schools with school feeding programs can be attributed to the provision of nutritious meals, addressing students’ fundamental physiological needs, and enhancing their ability to focus on learning. However, it’s important to acknowledge some limitations in our study. We lacked baseline and recall data at the pupil level, as well as information on the socioeconomic backgrounds of students’ households. Factors such as parental education, household income, and food security status could influence pupil enrollment, attendance, and academic performance. Future research efforts may shed more light on these aspects.
... Socio-economic factors, particularly poverty, continue to pose challenges to education in Kenya. Subsidy programs and targeted interventions aim to mitigate these challenges, ensuring that education remains a viable option for all, regardless of economic background (Snilstveit, Stevenson, Phillips, Vojtkova, Gallagher, Schmidt & Eyers, 2015). Community engagement stands as a cornerstone of Kenya's educational initiatives. ...
... Teachers must adapt their instructional strategies to encourage inclusive and supportive learning approaches that foster academic success to help the students achieve their full potential. Many students in low and middle-income countries face challenges in their education due to a lack of resources and infrastructure 19,[21][22][23][24] . The case in this medical school was not different from this reality. ...
Background The teaching skills of the teachers impact the learning outcomes, and it is expected that learning can be enhanced through appropriate instructional strategies that will optimally help the students. An understanding of student’s perception of the available teaching methods will provide insight into what the challenges are, and how this information can be used to further optimize learning outcomes. Methods A qualitative phenomenology study using focus group discussions among 41 clinical medical students in a developing Nigerian medical school. An inductive thematic analysis was performed on the transcribed recorded data from the group discussions. Results Six themes emerged: participation, clarity and applicability, encouragement and feedback, teaching aids, students-teachers relationship, and learning environment. Students preferred problem-based learning and small group teaching, perceiving didactic lectures as lengthy and boring. They emphasized the need for teachers to use real-world examples, provide feedback, and adopt student-centered approaches. The majority of students preferred visual learning aids but noted inadequate infrastructure and resources for their preferences. Conclusions This study highlights the importance of student-centered teaching methods, incorporating visual aids and problem-based learning, to enhance engagement and retention. Teachers should adapt their instructional strategies to cater to diverse learning styles and promote interactive learning. The study suggests retraining clinical teachers to adopt student-centered approaches and utilize available resources effectively. By prioritizing student feedback and adopting inclusive teaching methods, medical educators can optimize learning outcomes and prepare students for the demands of healthcare practice. Keywords: medical, students, perceptions, teaching, methods.
... The existing consensus in this type of study is that cash transfer programs affect enrollment rates and school attendance (Rawlings and Rubio, 2005;García and Saavedra, 2017). On the other hand, it is possible to say that there is no consensus regarding the impact of these programs on school performance, since, while some research finds positive impacts (Garcia and Hill, 2010), there are studies that do not find significant effects (Baird et al, 2014;Snilstveit, 2015). In this sense, this research joins a small group of research in which a positive effect on academic performance in Portuguese and mathematics is observed 8 . ...
The primary objective of this paper is to evaluate the impact of the Cartão Mais Infância Ceará (CMIC) program on students’ school performance in the Portuguese and Mathematics exams of the Permanent Assessment System for Basic Education in Ceará (SPAECE). The analysis focuses on students from families benefiting from the program between the years 2018 and 2019. The method employed is the difference-in-differences model, coupled with the propensity score approach following the design proposed by Blundell and Dias (2009), which is suitable for repeated cross-sections data structures. The findings reveal that being part of a CMIC family is, on average, associated with a performance improvement of approximately 11.63% and 11.52% in the SPAECE Portuguese and Mathematics exams, respectively, compared to students from non-participating families.
... However, there is a further distinction to be made between the 'true' privately optimal level of investment in education (and therefore school enrolment), and the level that is perceived to be 98 Baird et al. 2013;Das et al. 2005;Fiszbein and Schady 2009;Garcia and Saavedra 2013;Grosh et al. 2008;Snilstveit et al. 2015 99 It is not correct to say that child labour is ruled out by school attendance, let alone enrolment. This is especially true in a context such as Brazil, where children attend school in four-hour shifts and often work around them. ...
There is growing rigorous evidence on the schooling impacts of unconditional cash transfers, but only few have systematically reviewed the literature. This paper fills the gap through applying a meta-regression analysis to 38 studies of 22 programmes in 18 countries. We find that unconditional cash transfers improve both student enrolment and attendance, and the result is robust to the exclusion of studies with a high risk of bias. We also find statistically significant heterogeneity in effect sizes across studies. The effect on enrolment is larger for a setting where average monthly labour income in the economy is lower and for secondary school students. However, we do not find other moderators in this paper, namely transfer size, whether the programme is pilot, and poverty head headcount ratio, explain the variation in effect sizes. Our paper highlights the need of more evaluations on the schooling impacts of unconditional cash transfers and how tweaks in programme design could make a difference.
ResearchGate has not been able to resolve any references for this publication.