The home learning environment as mediated by parental education and income is an important determinant of child learning outcomes. As part of a longitudinal study on teaching effectiveness in Ghana, this paper examines the joint effects of multiple variables related to home learning environment that interconnect to impact on child academic performance in mathematics. A representative sample of 73 primary schools in Ghana was selected and written tests in mathematics were administered to all grade 6 students of the school sample both at the beginning and end of the school year 2013–2014. Data on student background factors were also collected. Our analytical techniques (i.e., multilevel modelling) take into account the hierarchical structure of schools (i.e., students nested within classes, and within schools). Controlling for the more basic student background factors, we find that the provision of learning resources at home, whiles ensuring that children are offered learning opportunities after school time were important. Implications of findings are drawn.
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