The Impact of School and Classroom Characteristics on EGRA

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4.9 The Overall Impact of SSME Dimensions on EGRA Results

This baseline study analyzed the aggregate impact of all dimensions of SSME, namely students, parents, teachers, head teachers, as well as school and classroom characteristics on the EGRA results. All of the variables that had a significant impact on the ORF score and reading comprehension were simultaneously integrated into a model. The results are presented in Table 4.33. From the overall model, it could be concluded that there were 12 factors that contributed significantly to the ORF and reading comprehe nsion, namely: district, student’s grade, student’s language, mother’s literacy, parents’ income, parents’ education, teacher’s academic qualifications, seating arrangement, reading book availability, school type public vs. private and its accreditation, and library availability. These factors provided an expected increase of more than 5 words per minute in the ORF and more than a 5 increase of correct answers in the reading comprehension. SSME Category Indicator ORF Wordsminute Reading Comprehension Correct Classroom How the students were seated Students seated classically ref - - Students seated in small groups 1.94 1.30 Students seated in pairs 0.46 3.00 Students seated in U formation 6.22 10.90 Others -2.48 -3.70 Booksbooklets other than textbooks were available and accessible not locked away for children to read None ref - - 1 – 9 1.48 2.50 10 – 19 8.59 11.10 20 – 39 8.72 15.00 More than 40 9.96 12.90 Students’ work was displayed on the walls Yes 3.64 6.20 No - - Constant 6.05 9.30 ref : signifies the reference group : indicates statistical significance at the .05 level 111 Table 4.33: Oral Reading Fluency and Reading Comprehension: Impact of all SSME Dimensions ORF Reading Comprehension Wordsminute Correct Biak 6.27 7.70 Jayapura 8.89 14.40 Mimika 3.01 6.30 Jayawijaya ref - - Manokwari 4.65 8.70 Sorong 4.70 7.30 2 nd Grade -7.52 -11.10 3 th Grade - - Yes 1.91 3.20 No - - Indonesian Language 2.29 3.70 Local Language - - Less than 500.000 IDR ref - - 500.000 – 999.999 IDR -1.2 -0.70 1.000.000 – 2.999.999 IDR 0.47 0.80 3.000.000 – 6.000.000 IDR 5.18 8.60 More than 6.000.000 IDR 4.4 12.60 Never studied ref - - Primary school -0.16 -1.10 Junior high school -0.72 -1.80 Senior high school 3.07 3.50 University 4.18 4.30 Indonesian Language 0.64 2.50 Local Language - - SSME Category Indicator Students Districts Students’ grades Mother knows how to read Students language Parents Parents income Parents’ education Parents language 112 Table 4.33: Oral Reading Fluency and Reading Comprehension: Impact of all SSME Dimensions continued ORF Reading Comprehension Wordsminute Correct Junior high school ref - - Senior high school 5.99 7.30 Diploma 1,2,3 3.38 3.50 Bachelors Degree 3.54 4.50 Other 1.22 1.70 Students seated classically ref - - Students seated in small groups 9.33 11.20 Students seated in pairs -0.36 -1.50 Students seated in a U-formation 5.62 8.70 Other 3.81 5.60 None ref - - 1 – 9 2.09 2.80 10 – 19 5.33 5.80 20 – 39 6.24 10.60 More than 40 4.40 5.90 Yes 1.35 2.80 No - - Public 2.03 4.50 Private - - Not accredited ref - - A - - B 3.53 3.90 C 2.63 3.30 Yes 1.62 2.50 No - - No ref - - Yes, but not functioning today -1.54 -1.40 Yes, and functioning today -0.03 0.40 Yes 0.74 0.90 No - - Yes 1.16 2.00 No - - -2.35 -4.30 Schools School accreditation Library availability School type Source of electricity Clean water source Presence of a reading corner where students can borrow and read books Constant Teachers Teachers’ academic qualifications SSME Category Classrooms Seating arrangement Booksbooklets other than textbooks are available and accessible not locked away for children to read Student works were displayed on the walls Indicator