Longitudinal Analysis of Performance of Ugandan Rural Advanced- Level Students in Physics Practicals

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dc.contributor.authorLating, Peter Okidi
dc.date.accessioned2022-01-23T11:51:04Z
dc.date.available2022-01-23T11:51:04Z
dc.date.issued2011
dc.description.abstractHybrid e-learning was applied in two typical rural girls’ advanced-level secondary schools (Ediofe and Muni) in the rural district of Arua. The intervention was meant to support the learning and teaching of Physics and Mathematics. Multistage sampling was done to identify 19 participants from both schools in advanced-level Physics Practicals. As the project progressed, the students sat four repeated external examinations in May, June, July and September 2007. Individual growth models were used to analyse the performance data. The intraclass correlation was found to be 32% which meant that 68% of the variability in scores is attributable to withinperson factors. The hybrid e-learning was found to contribute 64% of a student’s scores, making it a very viable proposition for disadvantaged rural schools. These results were discussed in light of the Ugandan national policies on science education.en_US
dc.identifier.citationOkidi-Lating, P. (2011). Longitudinal Analysis of Performance of Ugandan Rural Advanced-Level Students in Physics Practicals.en_US
dc.identifier.urihttps://nru.uncst.go.ug/xmlui/handle/123456789/1460
dc.language.isoenen_US
dc.publisherSecond International Conference on Advances in Engineering and Technologyen_US
dc.subjectAdvanced -Level Physics; Gender; Longitudinal Data; Multilevel Analysis; Rural Secondary Education;en_US
dc.titleLongitudinal Analysis of Performance of Ugandan Rural Advanced- Level Students in Physics Practicalsen_US
dc.typeArticleen_US
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