Determinants of school performance among primary school pupils in Togo, at the convergence of Sustainable Development Goal 4
DOI:
https://doi.org/10.18559/rielf.2025.2.3011Keywords:
school performance, education, multilevel, TogoAbstract
Purpose: This article examines the determinants of primary school pupils’ performance in mathematics and reading in Togo, about Sustainable Development Goals 4 (SDG4).
Design/methodology/approach: We applied a two-level multilevel model, inspired by Pascal Bressoux, to examine the effects of individual and contextual characteristics on academic performance. This approach accounts for the hierarchical structure of the data and the high intra-group dependence (ICC = 0.723). The analysis draws on PASEC 2019 data from Togo (6000 students in 180 schools), with performance measured as the average of plausible scores in mathematics and reading, using survey weights and cluster-robust standard errors.
Findings: The results reveal that individual characteristics such as gender, age, subject interest, access to preschool education, grade repetition, and socioeconomic status, as well as contextual factors such as gender, age, teachers’ level of education and experience, class size and school location, play a decisive role in the academic success of primary school pupils in Togo.
Originality/value: Improving school performance requires targeted reforms to promote pre-school education, introduce mechanisms to stimulate student interest and reduce repetition through appropriate assessment. However, these measures must be accompanied by enhanced teacher training and greater investment in school infrastructure, particularly
in rural areas, to ensure more equitable and effective education.
JEL Classification
Input–Output Models (C67)
Analysis of Education (I21)
Education and Economic Development (I25)
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