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Using regression analysis to establish the relationship between home environment and reading achievement: A case of Zimbabwe


Gibbs Y. Kanyongo 
School of Education, Duquesne University
kanyongog@duq.edu 

Janine Certo 
School of Education, Duquesne University
certoj@duq.edu 

Brown I. Launcelot 
School of Education, Duquesne University
brownli@duq.edu

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Abstract

In this study, we report results of a study examining the relationship between home environment factors and reading achievement in Zimbabwe. The study utilised data collected by the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). The data were submitted to linear regression analysis through structural equation modelling using AMOS 4.0. In our results, we showed that a proxy for SES was the strongest predictor of reading achievement. 

Zimbabwe, reading achievement, home environment, linear regression, structural equation modelling

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Kanyongo, G.Y., Certo, J. and Launcelot, B.I. (2006). Using regression analysis to establish the relationship between home environment and reading achievement: A case of Zimbabwe. International Education Journal, 7 (5), 632-641.
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