[1R09] Analysis of Demand-Side and Supply-Side Factors on Learning Outcomes in Myanmar
キーワード：Learning Outcomes, Myanmar, Hierarchical Linear Modeling (HLM)
Learning outcomes are crucial in education as they define the knowledge, skills, and competencies that students are expected to acquire by the end of a learning experience. By the end of primary school, more than half of students in low- and middle-income nations are unable to read and comprehend a straightforward story. This learning crisis threatens countries' efforts to build human capital and achieve the Sustainable Development Goals (SDGs), undermining sustainable growth and poverty reduction (World Bank, 2022). In Myanmar, 89 percent of grade 5 students were not able to reach minimum proficiency in reading and mathematics. Therefore, there is an urgent need to focus on the topic of learning outcomes in Myanmar. This study aims to investigate the influence of demand-side and supply-side factors on learning outcomes in Myanmar. To explore learning outcomes in Myanmar, the study utilizes data from the South East Asian Primary Learning Metrics (SEA-PLM) 2019, which is a high-quality learning assessment conducted among grade 5 students in six South East Asian countries, including Myanmar. The study employs the Hierarchical Linear Modeling (HLM) approach to examine the influence of demand-side and supply-side factors on learning outcomes in Myanmar. The results reveal that demand-side factors, such as gender, language spoken, socio-economic index, parent education, parental engagement, and students’ positive attitude towards school, serve as strong predictors of students' learning outcomes in Myanmar. Simultaneously, supply-side factors such as school location, student-teacher ratio and teacher absence, influence student learning outcomes. The study also emphasizes how these factors have differing influence on learning outcomes in rural and urban regions in Myanmar.
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