Determinants of Academic Achievement

Do home background and parental socio-economic status have a stronger influence on student performance than policy-controlled schooling variables?

Author: Joyette Fabien

Publisher: GRIN Verlag


Category: Social Science

Page: 31

View: 492

Seminar paper from the year 1991 in the subject Sociology - Work, Profession, Education, Organisation, grade: A, University of the West Indies (School of Education), course: Sociology of Education, language: English, abstract: ‘The Determinants of Academic Achievement’ have been the subject of much discussion in the past and up to recent times. Extensive studies have been done and diverse conclusions have been reached. Earlier research was centered on developed countries, but recent times have seen an emphasis on developing countries and this has given rise to much controversy over the extent to which school and non-school factors influence academic achievement and the educational benefits of increasing expenditure on policy controlled schooling variables. The observation has been made by Simmons and Alexander (1980) that home background or parental socio-economic status generally has a stronger influence on student performance at primary and lower secondary grades than the policy-controlled schooling variables. Their conclusions were drawn, in part, from a review of a number of studies conducted by the International Association for the Evaluation of Educational Achievement (IEA) in developed countries. Using the education production function (EPF) approach, Simmons and Alexander sought to equate the relative cost of school inputs to the relative value of outputs. Their conclusions have been variously supported, challenged or contradicted by previous and subsequent research carried out in the Third World. The purpose of this study is to examine the validity of Simmons’ and Alexander’s conclusions through a comparative analysis of a sample of students from the 1990 Common Entrance Examination (CEE) intake of students of the Portsmouth Secondary School (P.S.S) in Dominica.



Author: Dr. A.P. Senthil Kumar

Publisher: KY Publications


Category: Social Science

Page: 185

View: 164

The prevalence and incidence of learning disability are on increase in India. Most of the cases of learning disabilities are not properly diagnosed and managed, the situation of rural belts are very pathetic. The accessibility and availability of facilities that manage learning disabilities are very limited in a country like India. Inclusive educational policies are still to take a proper shape in the Indian context. Children with learning disabilities have to encounter with series of issues. The psychosocial problems and academic achievement remain very crucial among these. The present study intends to look into the psychosocial problems and academic achievement of the children with specific learning disability. Further, this study tried to explore the relationship between various socio-demographic variables with the psychosocial problems and academic achievements. The present study was conducted in the Sulur Block of Coimbatore District of Tamil Nadu, India. The total samples for the study were 268 children with learning disability. Standardised scales were used for collecting the information from the respondents. The results of the study indicate serious implications. The lower level of academic achievement and the higher level of psychosocial problems are evident. It is found that a number of sociodemographic variables are also significantly influencing the core variables investigated in this study

Exploring the Interest in Mathematics Associated to the Academic Achievement at High School Level

Author: Dr. M. Jeyanthi Subrahmanyam and Dr. R. Anandarasu

Publisher: Lulu Publication


Category: Education


View: 523

Education is a process of acquiring knowledge, moral values, skills and beliefs. Education includes teaching, training, discussion and doing various research and finding new truth. Education began in prehistoric period as adults passed on their knowledge and skills to their next generation. When cultures started evolving, knowledge and skills were taught in formal setting. Formal education started to emerge. Plato founded the academy in Athens, which was the first institution for higher education. The city of Alexandria in Egypt was established in 330BCE and in China the great philosopher Confucius started spreading his educational thoughts across the neighborhood of Korea and Japan.