The role of home learning environments and socioeconomic status in children’s learning in Tanzania: A comparison study of naturalized refugee, rural majority, and urban majority population groups

dc.contributor.authorNdijuye, L. G.
dc.date.accessioned2023-05-23T11:19:43Z
dc.date.available2023-05-23T11:19:43Z
dc.date.issued2020
dc.descriptionAbstract. Full text article available at https://doi.org/10.1177/1476718X20938095en_US
dc.description.abstractThis study investigated the role of home learning environments and family socioeconomic status in children’s learning in Tanzania. A total of 303 participants from the naturalized refugees, rural, and urban majority groups were recruited. Data were collected using parents’ questionnaires, interviews, Bracken’s Basic Concept Scale–Receptive, Early Grades Reading Assessment, and Early Grades Mathematics Assessment. The results indicate that although naturalized refugees’ home learning environments were comparable to those of the rural majority, and had lower socioeconomic status than the urban majority, their learning attainments were as good as those of the more-advantaged urban majority. Parental beliefs and expectations were the possible reasons for their demonstrating better learning attainments. These findings broaden our understandings of various protective and supportive factors which have implications on children’s development and learning across contexts.en_US
dc.identifier.citationNdijuye, L. G. (2020). The role of home learning environments and socioeconomic status in children’s learning in Tanzania: A comparison study of naturalized refugee, rural majority, and urban majority population groups. Journal of Early Childhood Research, 18(4), 354-370.en_US
dc.identifier.otherDOI: https://doi.org/10.1177/1476718X20938095
dc.identifier.urihttp://hdl.handle.net/20.500.12661/3850
dc.language.isoenen_US
dc.publisherSAGEen_US
dc.subjectHome learningen_US
dc.subjectHome learning environmentsen_US
dc.subjectEarly Grades Mathematics Assessmenten_US
dc.subjectEarly Grades Reading Assessmenten_US
dc.subjectFamily socioeconomic statusen_US
dc.subjectChildren’s learningen_US
dc.subjectChildren’s learning in Tanzaniaen_US
dc.titleThe role of home learning environments and socioeconomic status in children’s learning in Tanzania: A comparison study of naturalized refugee, rural majority, and urban majority population groupsen_US
dc.typeArticleen_US
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