サブサハラ・アフリカ地域における学習指導法の学力への影響に関する研究のナラティブレビュー

Narrative review of the effects of teaching methods for improvement of learner’s academic performance in Sub-Saharan Africa

濵 良枝

国際教育協力論集

Journal of international cooperation in education

[PISSN] 1344-2996

[EISSN] 1344-7998

[NCID] AA11281847

Sub-Saharan Africa region has the biggest challenge to improve children’s academic performance in the world. Therefore, the countries in the region set their education policy toward the improvement of quality of education. Nonetheless, academic achievement, including the ratio of children who achieved the basic proficiency level in Africa is still extremely low. Moreover, there is a shortage of robust evidence on how to improve the academic performance in Africa. To support evidence-based decision making, this study aims to provide a database of literature which described effective teaching methods to improve students’ academic performance in Africa. Previous studies revealed that the intervention of teaching methods had the highest impact on learners’ academic performance compared with any other educational interventions. However, little is known about which teaching methods specifically had an impact on learning performance in the region. To address this gap, this study reviewed research of the last two decades on the effect of teaching methods on students’ academic performance in primary and secondary education in Africa. The study applied a narrative review to identify all studies related to the topic in Sub-Saharan Africa. The study found 532 articles, of which 22 were selected for analysis according to a set of selection criteria. Selected studies were analyzed by target country, published year, research design, target level, subject, research purpose, effect size and gained effect. In findings, studied country is leaned to several countries that higher education institutions are advanced. Using RCT was limited and most of the studies were applied quasi-experiment. Selected studies were mainly targeted natural science subjects at secondary education. Focusing on usage of teaching methods at other subjects in especially primary education are necessary. Most of the studies showed high effect size. Hence, the application to a verity of class structured situation is highly needed. Based on the findings from the review, I propose research agenda that holds the potential to contribute to the accumulation of evidence, thereby accelerating evidence-based decision making in Sub-Saharan Africa.

日本語

Center for the Study of International Cooperation in Education

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