This thesis describes the background and findings of a study of effective schools and learners achievement in Botswana senior secondary schools from an education management perspective. The aim was to identify schools that promote learners’ achievement when the students’ initial intakes were considered. The study was guided by five research questions. The study adopted an ex post facto design and a quantitative value added methodology to answer the research questions. Simple random sampling was used to select a sample of 5662 from the population of 58 032 students who wrote the BGCSE examinations for 2005, 2006 and 2007. Two sets of data: prior and later achievements at individual student level were collected from BEC and Secondary Education. The statistical software, MLwiN 2.10 beta 4, which is based on hierarchical linear modelling or multilevel modelling, was used to analyse the data for the value added by schools. The findings indicated that a) schools differ in their effectiveness. Some schools were more effective than others; b) Ten characteristics of effective schools were identified from the literature review c) schools differed in their consistency across the three core curriculum areas of Setswana, English and Mathematics; d) schools differed in their stability from year to year and e) schools were differentially effective. They were effective for the mid ability students and boys more than the other groups. The study confirmed that the use of a single statistic measure even in value added analysis could be misleading because of the internal variations between departments in schools. Furthermore, the uses of raw results for measuring school effectiveness were misleading. Some schools which were at the top in raw results were not doing so well in terms of value added and vice versa. The value added measures of school performance proved to be the most appropriate measure of school’s contribution to students’ learning. The value added by schools is also a measure of schools’ productivity. The study made recommendations to improve practice, such as the use of appropriate and fairer methods to evaluate and compare schools. The areas that need further attention were suggested based on the findings of the study. / Teacher Education / D.Ed. (Education Management)

This thesis describes the background and findings of a study of effective schools and learners achievement in Botswana senior secondary schools from an education management perspective. The aim was to identify schools that promote learners’ achievement when the students’ initial intakes were considered. The study was guided by five research questions. The study adopted an ex post facto design and a quantitative value added methodology to answer the research questions. Simple random sampling was used to select a sample of 5662 from the population of 58 032 students who wrote the BGCSE examinations for 2005, 2006 and 2007. Two sets of data: prior and later achievements at individual student level were collected from BEC and Secondary Education. The statistical software, MLwiN 2.10 beta 4, which is based on hierarchical linear modelling or multilevel modelling, was used to analyse the data for the value added by schools. The findings indicated that a) schools differ in their effectiveness. Some schools were more effective than others; b) Ten characteristics of effective schools were identified from the literature review c) schools differed in their consistency across the three core curriculum areas of Setswana, English and Mathematics; d) schools differed in their stability from year to year and e) schools were differentially effective. They were effective for the mid ability students and boys more than the other groups. The study confirmed that the use of a single statistic measure even in value added analysis could be misleading because of the internal variations between departments in schools. Furthermore, the uses of raw results for measuring school effectiveness were misleading. Some schools which were at the top in raw results were not doing so well in terms of value added and vice versa. The value added measures of school performance proved to be the most appropriate measure of school’s contribution to students’ learning. The value added by schools is also a measure of schools’ productivity. The study made recommendations to improve practice, such as the use of appropriate and fairer methods to evaluate and compare schools. The areas that need further attention were suggested based on the findings of the study. / Teacher Education / D.Ed. (Education Management)