Determinants of Mathematical Educational Achievement in Cameroon

This article presents a quantitative analysis of the determinants student scores on standardized mathematics assessment in Cameroon, sub-Saharan African country with Francophone and Anglophone school systems. Using component 2014 Programme d’Analyse des Systèmes Educatifs de la CONFEMEN survey, we examined importance community, classroom resourcing, teacher attributes, characteristics, family circumstances. Our results generally suggest that both factors play role determining achievement mathematics. We found are highest for males, younger students, non-grade repeaters, urban when teachers better resourced, students come from well-off situations parents who able to read. Analyses sub-samples an expanded sample (with interaction effects) corroborate these but also reveal further differences, including between Finally, indicate kindergarten program is not systematically associated test scores, suggesting this policy may need study modification.