Jeje Moses Okurut
Examining the Effect of Automatic Promotion on Students’ Learning Achievements in Uganda’s Primary Education
Kobe International University|Kobe University|Takeda (Japan)
study employed differenceindifferences analysis technique estimate average treatment effect automatic promotion students cognitive learning outcomes ugandas primary educationregression results indicate positive policy effect learning achievements literacy numeracy primary three p3 primary six p6specifically implementation automatic promotion policy translated increase learning outcomes reading mathematics p3 p6 statistically significant conventional levelsdecomposing effect along gender school location rural urban dimensions reveals positive statistically significant effect literacy numeracy gradesthe effect students scores rural areas higher students urban schoolsin terms gender effect relatively similar female students male counterpartsthese results contrary popular belief among many ugandans consistent earlier scholarly works attributed automatic promotion positive impact learning outcomes