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Data were gathered through questionnaires and a mathematics test, while the study design controlled for pupils’ poverty. Stepwise regression results show pupils’ interest in mathematics as a significantly positive predictor. In contrast, higher absence frequency, gender, grade repetition, and preschool attendance are significantly negative contributors to mathematics outcomes.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effect-of-pupil-factor-on-mathematics-achievement-in-cambodian-urban-primary-school/592122/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effect-of-pupil-factor-on-mathematics-achievement-in-cambodian-urban-primary-school/592122.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study designed to examine in Cambodian primary schools?","Question",{"text":112,"@type":113},"The study examined the effect of pupil factors on students’ mathematics achievement, focusing on how these factors relate to performance outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected for the mathematics achievement analysis?",{"text":117,"@type":113},"Data were collected from pupils using questionnaires and a mathematics test.",{"name":119,"@type":110,"acceptedAnswer":120},"Which pupil factor showed a significantly positive effect on mathematics performance?",{"text":121,"@type":113},"Pupils’ interest in mathematics was a significantly positive contributor to their performance.",{"name":123,"@type":110,"acceptedAnswer":124},"Which factors had significantly negative effects on mathematics outcomes?",{"text":125,"@type":113},"Pupils’ absence frequency, gender, grade repetition, and preschool attendance had significantly negative effects on mathematics outcomes.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},592122,1792191547,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","| Asia Pacific Education Review Copyright 2003 by Education Research Institute\u003Cbr>2003, Vol. 4, No. 2, 151-160. |  |  |\n| --- | --- | --- |\n| Effect of Pupil Factor on Mathematics Achievement in Cambodian Urban Primary School\u003Cbr>Sitha Chhinh\u003Cbr>Hiroshima University\u003Cbr>Japan\u003Cbr>It is generally observed in the literature of school effectiveness research that there are two broadly categorized factors influencing pupil achievement. However, the results of the studies based on empirically collected data vary from country to country and from time to time. Premised on this inconsistency of results and gaps in knowledge of this field in Cambodian education, this study was conducted in order to examine the effect of pupil factor on their mathematics achievement. The data were collected from pupils by means of questionnaires and a mathematics test. After controlling such factors as pupils’ poverty during the research design, the results of the stepwise regression analysis showed that pupils’ interest in mathematics was a significantly positive contributor to their performance. Pupils’ absence frequency, gender, grade repetition and preschool attendance had significantly negative effects on their mathematics outcome.\u003Cbr>Key Words: mathematics achievement, determining factor, primary school |  |  |\n| After Cambodia was liberated from the auto-genocidal Pol Pot regime from 1975-1979 (during which schools were almost completely closed), the newly established Cambodian government reopened schools to respond to the needs of the nation’s children. Urgent action was needed not only in fulfilling the needs of basic education but also in terms of construction of school buildings and the acquisition of teaching and learning materials. Moreover, since 75 per cent of teachers and/or educated people were either killed or fled the country since the beginning of the chaotic year of 1975 (Ministry of Education, Youth and Sports [MoEYS], 1998b) there was a shortage of suitably literate people from which to recruit new teachers. These efforts to reestablish the educational system from scratch were evidenced with thereopening of over 5,000 primary schools, the bringing in of\u003Cbr>Sitha Chhinh, Graduate School for International Development and Cooperation, Hiroshima University. Correspondence concerning this article should be addressed to Sitha Chhinh, 1-5-1 Kagamiyama, Higashi-Hiroshima, 739-8529, Japan. Electronic mail should be sent\u003Cbr>to [sitha@hiroshima-u.ac.jp](sitha@hiroshima-u.ac.jp) | 1,300,000 eligible children back in the classrooms and the recruitment of 30,000 teachers despite problems with the question of standards (Kiernan, 1982) . The substantial provision in basic education especially at the primary level was aimed at achieving a massive educational rehabilitation for the large numbers of youngsters who missed schooling during the Khmer Rouge, (United Nations Children and Education Funds [UNICEF], 1989) .\u003Cbr>After the general election in 1993, educational access and quality for the nation’s children was one of the major concerns amongst the general public, educators and foreign donors to Cambodia. The Royal Government of Cambodia paid particular attention to education by setting the objectivesand targets for primary and lower secondary education for the years 2000 in the first “Socioeconomic Development Plan 1996-2000” that:\u003Cbr>1. Extend the duration of primary education by one year as part of the introduction of a 6+3+3 school system;\u003Cbr>2. Increase the net enrollment ratio to 90%; |  |\n\nSitha Chhinh  \n3. Achieve an equal balance in primary enrollment;  \n4. Reduce repetition rates by at least 10%;  \n5. Ensure that at least 85% of those enrolled in grade 1 complete the 6th grade curriculum.  \nThere has been impressive progress since the plan was set in motion in 1996. A 5-year system in primary school was successfully extended to 6 years in 1996 and the first 6th grade graduates were produced in the 1996-1997 academic year. The expansion of s","cbCaircMqdDt5CFF","https://ap.wps.com/l/cbCaircMqdDt5CFF","pdf",81998,"English","# Study Background\n## Research Purpose and Data Collection\n# Results and Key Determinants\n## Positive and Negative Predictors\n# Education Context in Cambodia\n## Post-1975 School Reopening and Policy Goals","[{\"question\":\"What was the study designed to examine in Cambodian primary schools?\",\"answer\":\"The study examined the effect of pupil factors on students’ mathematics achievement, focusing on how these factors relate to performance outcomes.\"},{\"question\":\"How were data collected for the mathematics achievement analysis?\",\"answer\":\"Data were collected from pupils using questionnaires and a mathematics test.\"},{\"question\":\"Which pupil factor showed a significantly positive effect on mathematics performance?\",\"answer\":\"Pupils’ interest in mathematics was a significantly positive contributor to their performance.\"},{\"question\":\"Which factors had significantly negative effects on mathematics outcomes?\",\"answer\":\"Pupils’ absence frequency, gender, grade repetition, and preschool attendance had significantly negative effects on mathematics outcomes.\"}]","Effect of Pupil Factor on Mathematics Achievement in Cambodian Urban Primary School | PDF",1792073907,25]