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A Complex Systems Network Approach to Quantifying Peer Effects: Evidence From Ghanaian Preprimary Classrooms
Sharon Wolf1, Manuel S Gonzalez Canche1, Kristen Coe1
1University of Pennsylvania.
Child Development
|June 16, 2021
Summary
This study examined classroom peer effects in Ghana, finding small but significant impacts on academic and non-academic skills. Peer effects on literacy were stronger in public schools serving more disadvantaged students.
Area of Science:
- Educational Psychology
- Developmental Economics
- Sociology of Education
Background:
- Previous research on classroom peer effects is concentrated in high-income nations, focusing primarily on academic skills.
- Limited understanding exists regarding peer effects in low-income countries and their variation across different educational settings.
Purpose of the Study:
- To investigate the presence and magnitude of peer effects in preprimary classrooms in Ghana.
- To explore how peer effects differ in public versus private schools and under varying levels of socioeconomic disadvantage.
- To determine if teacher-directivity moderates peer effects.
Main Methods:
- Utilized complex systems networks and multilevel modeling techniques.
- Analyzed data from Ghanaian preprimary classrooms in the Greater Accra Region during the 2015-2016 school year.
Main Results:
- Small, statistically significant peer effects were observed for both academic and non-academic skills (d = .06–.10).
- Literacy-related peer effects were more pronounced in public schools, which serve a more disadvantaged student population.
- The intensity of teacher-directivity did not significantly moderate the observed peer effects.
Conclusions:
- Classroom peer interactions exert a measurable influence on young children's skill development in a low-income country context.
- Educational environment, particularly school type and associated student disadvantage, plays a role in the magnitude of peer effects.
- Teacher-directedness is not a primary factor influencing the strength of peer effects in this setting.
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