RELATIONSHIP BETWEEN BACKGROUND VARIABLES AND STUDENT READING ACHIEVEMENTS AT STANDARD 6 IN BOTSWANA

Abstract

Using the 2011 Progress in International Reading Literacy Study (PIRLS) data, the study examined the
association between salient background variables across private and public schools and student reading
achievement at Standard 6. The study uses descriptive statistics such as means and standard deviation to
distinguish the students’ performance in private and public schools. Further analysis is performed using the
regression model of background variables on students’ reading achievements. Results show that private
schools attain higher mean score compared to public schools. Students who are bullied more frequently at
school by their peers perform below their peers who had never been bullied. Parental guidance plays an
important role in students’ academic life. Class overcrowding, lack of safety at school, lack of usage of
computer during instruction, state of school building were found to be statistically insignificant in students
reading performances. Frequency of bullying, inadequacy of home amenities, and lack of parental support
affect public school students more than their private school counterparts.