Room to Read

In the Democratic Republic of the Congo (DRC), literature about factors that influence the relationship between attendance and gender gaps in educational achievement is sparse. Using moderated mediation analysis based on monitoring and evaluation data, this study provides a deeper understanding of the mechanisms that sustain girls’ attendance and achievement rates in DRC primary schools. Results show that female teachers who engage in inclusive classroom practices are associated to improved attendance among girls. Additionally, results show that pre-existing gender-based achievement gaps and the time teachers spend demonstrating content to students, relate to gender-based achievement gaps favouring boys. These results highlight the importance of teacher practices and the role that gender-sensitive pedagogy plays in minimising gendered achievement gaps.