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dc.contributor.authorKoki, Edel
dc.date.accessioned2022-01-31T14:56:12Z
dc.date.available2022-01-31T14:56:12Z
dc.date.issued2021
dc.identifier.urihttp://hdl.handle.net/11071/12532
dc.descriptionSubmitted in partial fulfillment of the requirements for the Degree of Bachelor of Business Science in Financial Economics at Strathmore Universityen_US
dc.description.abstractIn Kenya, boys outperform girls in mathematics and science while girls outperform boys in english. The gender gap in academic performance may persist and affect performance in higher learning and career choices. Research has investigated various factors that affect gender gap in academic performance. These include the effect of resources and introduction of free primary education on gender gap in academic performance. However, the effect of teacher- student gender matching on academic performance has not been studied in Kenya. This study uses Uwezo data from Twaweza, a survey done across Kenya in 2015 to analyze the effect of teacher­ student gender matching on academic performance. The study analyzes this relationship using the quantile regressions approach. Findings show that teacher­ student gender matching has no significant effect on both average test scores andacross test score distribution in both mathematics and english.en_US
dc.language.isoenen_US
dc.publisherStrathmore Universityen_US
dc.titleEffect of teacher- student gender matching on narrowing test scores gender gap in Kenyan primary schools: A quantile regression approachen_US
dc.typeUndergraduate projecten_US


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