Refugees and Learning: A Study of Early Grade Mathematics Competency in Kebribeyah and Awbarre Refugee Schools, Ethiopia

Abstract

Despite the consensus that early-grade mathematics is a gateway to success in school and life, evidence from refugee settings remains scarce to inform policy and practice. Therefore, this study aimed to investigate the mathematics learning competency of children in Kabribeyah and Awbarre refugee schools in Ethiopia. Using a comparative survey design, the study involved 229 randomly selected grades 2 and 3 refugee and host community children in the sampled schools. Analysis of data collected using the Early Grade Mathematics Assessment (EGMA) tool showed that the mean scores of refugee and host community children amounted to 64.73% and 60.33%, respectively. Comparative analysis, however, revealed no statistically significant difference between these two groups (t= -1.90, df= 227, p= 0.059, 2-tailed). Nor had sex made a significant contribution in this regard. Accordingly, further research on a wider setting and predictive factors was recommended to influence policy and practice in early-grade mathematics learning in the context of refugee schools in Ethiopia.