Page 190 - Contributed Paper Session (CPS) - Volume 4

CPS2173 Felicien Donat Edgar Towenan Accrombessy et al.

Determinants of pupils’ success in primary
schools in Benin
1
Felicien Donat Edgar Towenan Accrombessy , Marc Luc Dagbégnon
2
Akplogan
1 Senior Statistician Economist (World Bank), facrombessy@worldbank.org, Cotonou, Benin
2 Marc Luc D. Akplogan Statistician Economist, Consultant, marc.akplogan@yahoo.fr

Abstract
This paper aims to identify the factors of success of children in the primary
school (PS) in Benin by using transversal analysis and hierarchical linear model.
Main findings reveal that the following factors are correlated with the
performance of pupils in 2004 and 2014: (i) repeating students perform less
well than non-repeaters, (ii) older students are less successful, (iii) inequalities
in performance exist according to the gender of the pupil; (iv) the socio-
economic status of families is positively related to students' academic
performance, (v) the practice of the language of instruction outside school is
a factor of success. (vi) students' performance at the beginning of the school
year is positively correlated with the end-of-school scores; (vii) participation in
extracurricular work (trade, physical or agricultural work) penalizes the
acquisitions of students; (viii) public schools are less efficient than private
schools; (ix) a significant number of pupils per class is negatively correlated
with their learning; (x) teacher training did not have a significant impact on
children's learning but women-led schools have better scores than their
counterparts.

Keywords
Hierarchical linear model; Pupils; Primary School; Achievement ratio; PASEC
test scores.

1. Introduction
The main issues related to the quality of teaching have remained central
to the debates of various international organizations on Education for All (EFA)
since Jomtien's call in 1990. It is recognized that, the lessons accumulated by
students at primary school, especially in writing, reading and mathematics,
have important repercussions when they enter secondary school, higher
education or begin a professional life. In addition, the quality of education
largely determines a country's ability to cope with future challenges in all
fields. Indeed, the countries that have experienced a high level of economic
performance in recent decades are those that have been able to put in place
efficient and quality education systems (Singapore, Taiwan, Mauritius,
Botswana, Rwanda, ...).
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