oa Mosenodi - Sources of achievement differentials in Botswana schools

Volume 2, Issue 2
  • ISSN : 1021-559X



This paper is based on a study that applies multilevel conceptual and analytical frameworks to investigate sources of achievement differentials among Batswana students. The results of the study show startling differences with those previously reported in Botswana and in developing countries in general. Up to 88 percent of the variance in academic achievement is explicable through student characteristics, leaving only about 12 percent that could be explained through school characteristics.

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