TO WHAT EXTENT WAS THE UPDATED CONTENT OF EDUCATION USEFUL FOR KAZAKH AND RUSSIAN CHILD NUMERACY AND LITERACY DEVELOPMENT? AN EXAMINATION VIA MULTILEVEL MODELLING

Abstract

This study aimed to investigate the effects of an updated curriculum on the literacy and numeracy development of Kazakh and Russian children. A quasi-experimental design was employed, and a total of 1,723 students from 28 schools were included in the study. The study made use of several multilevel parallel linear growth models to examine the effect of the updated curriculum on the developmental trajectories of child numeracy and literacy for children in Grades 1 to 3. An examination of within-school effects suggested that children who started school at a lower level of literacy improved at a faster rate. This suggested that schools may provide better conditions for lagging students, rather than facilitating students with initially high academic performance...