110
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