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An IERI – International Educational Research Institute Journal

Table 9 N of complete cases before- and after-imputation

From: Inequality in remote learning quality during COVID-19: student perspectives and mitigating factors

 

N

N complete cases

N to-be-imputed

N after-imputation

Effective teachers

 Denmark

1444

1206 (84%)

42 (3%)

1248 (86%)

 Ethiopia

1952

1583 (81%)

195 (10%)

1778 (91%)

 Kenya

1305

1185 (91%)

44 (3%)

1229 (94%)

 Russian Federation

3357

3198 (95%)

73 (2%)

3271 (97%)

 Slovenia

2552

2448 (96%)

45 (2%)

2493 (98%)

 United Arab Emirates

2697

2473 (92%)

75 (3%)

2548 (94%)

 Uzbekistan

2570

2546 (99%)

14 (1%)

2560 (100%)

Self-efficacy

 Denmark

1444

1359 (94%)

22 (2%)

1381 (96%)

 Ethiopia

1952

1701 (87%)

200 (10%)

1901 (97%)

 Kenya

1305

1219 (93%)

58 (4%)

1277 (98%)

 Russian Federation

3357

3199 (95%)

73 (2%)

3272 (97%)

 Slovenia

2552

2482 (97%)

31 (1%)

2513 (98%)

 United Arab Emirates

2697

2537 (94%)

79 (3%)

2616 (97%)

 Uzbekistan

2570

2497 (97%)

35 (1%)

2532 (99%)

Engaged students

 Denmark

1444

1218 (84%)

61 (4%)

1279 (89%)

 Ethiopia

1952

1575 (81%)

206 (11%)

1781 (91%)

 Kenya

1305

1141 (87%)

90 (7%)

1231 (94%)

 Russian Federation

3357

3198 (95%)

73 (2%)

3271 (97%)

 Slovenia

2552

2430 (95%)

61 (2%)

2491 (98%)

 United Arab Emirates

2697

2446 (91%)

104 (4%)

2550 (95%)

 Uzbekistan

2570

2533 (99%)

23 (1%)

2556 (99%)

  1. N corresponds to the filtered sample explained in Table 1. Complete cases corresponds to the cases that do not have missing items in that scale. To-be-imputed corresponds to incomplete cases that were imputed a value (i.e., presenting valid response in at least half of the items in that scale). After-imputation corresponds to the complete cases after the values have been imputed. Percentages within parentheses are relative to filtered sample and are unweighted