Logo Lanfrica
  • Accueil
  • Atlas
  • Analyses
  • Documentation
  • Sign in

© 2026 Lanfrica. Tous droits réservés. Tous les droits d'auteur des ressources affichées sur le site Web Lanfrica appartiennent aux détenteurs de droits d'auteur d'origine, sauf indication contraire explicite.

Classroom Democracy and Learning Outcomes in Primary Schools in Francophone Africa

Domaine:

education

Type de record:

paper
Créateur:
Alo
Éditeur:
IUS
Hôte:
Inspired by the UN Charter on the Rights of the Child, educational policy makers in Africa are requesting schools to implement democratic practices in the classroom. This study attempts to shed light on the effects of classroom democratic practices on cognitive and non-cognitive learning outcomes using cross-sectional data from Francophone African countries. To simultaneously account for endogeneity and the nested nature of the data which are issues inherent in the schooling process, use is made of the error components-two stage least squares estimator. The results confirm the endogenous nature of learning outcomes and indicate that teachers and parents are the most important stakeholders in the process of having children internalize democracy in the classroom. It is recommended that teachers develop skills to assign and supervise pupils work in small groups in the classroom. Education stakeholders should take measures to preserve and promote indigenous cultural values because they facilitate learning achievements.

Visit

doi.org

Licenses

http://creativecommons.org/licenses/by-nc-nd/4.0

Similaires

Beyond Heyneman & Loxley: the relative importance of families and schools for learning outcomes in francophone AfricaStudent Engagement and Learning Outcomes in Ethiopian Primary Schools Through Educational Technology IntegrationClassroom Reinforcement Schedules and Their Effectiveness in Selected Kenyan Primary SchoolsEducational practices and learning outcomes in contemporary classroom settingsTeachers’ approaches to language classroom assessment in Cameroon primary schoolsDigital Learning Resources Management and Remedial Learning Programme Outcomes in Public Primary Schools of Muhanga District, Rwanda

Beyond Heyneman & Loxley: the relative importance of families and schools for learning outcomes in francophone Africa

Data from sub-Saharan Africa show that many students leave school without the skills they need. To a

Student Engagement and Learning Outcomes in Ethiopian Primary Schools Through Educational Technology Integration

Educational technology integration is a growing trend in Ethiopia's primary schools to enhance stude

Classroom Reinforcement Schedules and Their Effectiveness in Selected Kenyan Primary Schools

Educational practices and learning outcomes in contemporary classroom settings

This study examined the influence of students' e-learning readiness on their satisfaction, as well a

Teachers’ approaches to language classroom assessment in Cameroon primary schools

Assessment has a huge impact on ESL primary pupils, in part, because on the curriculum English is bo

Digital Learning Resources Management and Remedial Learning Programme Outcomes in Public Primary Schools of Muhanga District, Rwanda

Digital learning resources (DLRs) are increasingly positioned as a lever for closing learning gaps,