{"id":33025,"date":"2025-02-17T22:52:16","date_gmt":"2025-02-17T15:52:16","guid":{"rendered":"https:\/\/cdri.org.kh\/new\/publications\/analysis-of-demand-side-and-supply-side-factors-on-learning-outcomes-in-cambodia\/"},"modified":"2025-02-17T22:52:17","modified_gmt":"2025-02-17T15:52:17","slug":"analysis-of-demand-side-and-supply-side-factors-on-learning-outcomes-in-cambodia","status":"publish","type":"publications","link":"https:\/\/cdri.org.kh\/new\/publications\/analysis-of-demand-side-and-supply-side-factors-on-learning-outcomes-in-cambodia\/","title":{"rendered":"Analysis of Demand-Side and Supply-Side Factors on Learning Outcomes in Cambodia"},"content":{"rendered":"<p>The study applies the Hierarchical Linear Modeling(HLM) approach using the international learning assessment survey, PISA for Development (PISA-D), to examine the effects of demand-side and supply-side factors associated with academic performance in Cambodia. Findings from the study suggest that students&#8217; characteristics and family background are good predictors of students&#8217; test scores in Cambodia, while demand-side factors such as school size, class size, student grouping by ability, remedial class, and teacher absenteeism have little or no influence on student learning performance. The study also highlights how these predictors affect learning performance differently in rural and urban areas.Link to the journal article:&nbsp;https:\/\/da.lib.kobe-u.ac.jp\/da\/kernel\/E0042048\/E0042048.pdf<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The study applies the Hierarchical Linear Modeling(HLM) approach using the international learning assessment survey, PISA for Development (PISA-D), to examine the effects of demand-side and supply-side factors associated with academic performance in Cambodia. Findings from the study suggest that students&#8217; characteristics and family background are good predictors of students&#8217; test scores in Cambodia, while demand-side factors such as school size, class size, student grouping by ability, remedial class, and teacher absenteeism have little or no influence on student learning performance. 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