scholarly journals Young children's non-numerical ordering ability at the start of formal education longitudinally predicts their symbolic number skills and academic achievement in maths

2018 ◽  
Vol 21 (5) ◽  
pp. e12645 ◽  
Author(s):  
Patrick A. O'Connor ◽  
Kinga Morsanyi ◽  
Teresa McCormack
Keyword(s):  
Academic Achievement ◽  
Formal Education ◽  
Symbolic Number ◽  
Number Skills

scholarly journals Symbolic Number Skills Predict Growth in Nonsymbolic Number Skills in Kindergarteners

2017 ◽  
Author(s):  
Ian M. Lyons ◽  
Stephanie Bugden ◽  
Samuel Zheng ◽  
Stefanie De Jesus ◽  
Daniel Ansari
Keyword(s):  
Formal Education ◽  
Number System ◽  
Kindergarten Children ◽  
Formal Schooling ◽  
Exact Number ◽  
Repeated Practice ◽  
Two Systems ◽  
Comprehensive Test ◽  
Symbolic Number ◽  
Number Skills

There is currently considerable discussion about the relative influences of evolutionary and cultural factors in the development of early numerical skills. In particular, there has been substantial debate and study of the relationship between approximate, nonverbal (approximate magnitude system, AMS) and exact, symbolic (symbolic number system, SNS) representations of number. Here we examined several hypotheses concerning whether, in the earliest stages of formal education, AMS abilities predict growth in SNS abilities, or the other way around. In addition to tasks involving symbolic (Arabic numerals) and non-symbolic (dot arrays) number comparisons, we also tested children’s ability to translate between the two systems (i.e., mixed-format comparison). Our data included a sample of 539 Kindergarten children (mean=5.17yrs, SD=0.29yrs), with AMS, SNS and mixed comparison skills assessed at the beginning and end of the academic year. In this way, we provide, to the best of our knowledge, the most comprehensive test to date of the direction of influence between the AMS and SNS in early formal schooling. Results were more consistent with the view that SNS abilities at the beginning of Kindergarten lay the foundation for improvement in both AMS abilities and the ability to translate between the two systems. Importantly, we found no evidence to support the reverse. We conclude that, once one acquires a very basic grasp of exact number symbols, it is this understanding of exact number (and perhaps repeated practice therewith) that facilitates growth in the AMS. Though the precise mechanism remains to be understood, these data challenge the widely held view that the AMS scaffolds the acquisition of the SNS.

scholarly journals Teacher Qualifications and Academic Performance of Pupils in Public Primary Schools in Hargeisa District

2021 ◽  
Author(s):  
Gulled M. Yasin
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Primary Schools ◽  
Formal Education ◽  
Teaching Experience ◽  
Teacher Qualifications ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Average Value ◽  
Teacher Qualification

This study investigated effect of teacher qualifications on the academic performance of pupils in primary schools in Hargeisa districts. Teacher qualifications were operationalized as Formal education, certification and teaching experience. The study emerged from the deteriorating academic achievement of pupils in Somaliland National Primary Examinations. The deteriorating academic performance was well demonstrated from increase number of failures in Somaliland National Exams. The study employed cross sectional survey research design, on a sample of 160 teachers, the study found out that, Fo = 15.838 > F (2,157) = 3.06; p = .000. The eta-square returned an average value of η 2 = 16.8%. Therefore, teacher qualification accounts for 16.8% of the variance in academic performance of pupils in pubic primary schools in Hargeisa. The rest 83.2% are due to factors not investigated here, and errors in measurements. The study findings indicate that teacher qualifications affect to the academic performance of pupils in public primary schools in Hargeisa District.

scholarly journals Teacher Competence And The Academic Achievement Of Sixth Grade Students In Uganda

2012 ◽  
Vol 9 (1) ◽  
pp. 83-90
Author(s):  
Robert Wamala ◽  
Gerald Seruwagi
Keyword(s):  
Academic Achievement ◽  
Primary Schools ◽  
Formal Education ◽  
Sixth Grade ◽  
Education Quality ◽  
Teacher Competence ◽  
Urban Residence ◽  
Teacher Competency ◽  
Geographical Regions ◽  
Sixth Grade Students

The study investigates the influence of teacher competence on the academic achievement of sixth grade students in Uganda. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality (SACMEQ) survey comprising 5,148 records of sixth grade students enrolled in primary schools in Uganda. The percentage scores of students and teachers in reading and numeracy tests were adopted as measures of academic achievement and competence, respectively. The analysis was carried out using a multiple linear regression clustered by six geographical regions in Uganda eastern, western, southern, northern, southwestern, and northeastern. In addition to teacher competency, students academic achievement in the various disciplines was modeled by the student characteristics of age, sex, rural-urban residence, class repetition status (any class), and length of pre-primary education. The results showed students high academic achievement in reading and numeracy was significantly associated with high teacher competency in the same disciplines. However, this generalization may not hold for all students in all countries because of variations in learner characteristics and the learning environment. Nevertheless, the findings suggest the need to strengthen teacher competence as a measure to enhance students academic achievement in formal education.

Relation of Parental Education and Life Status to Academic Achievement by Xhosa Children

1992 ◽  
Vol 71 (3) ◽  
pp. 947-956 ◽  
Author(s):  
Varghese Iepen Cherian
Keyword(s):  
Academic Achievement ◽  
Parental Education ◽  
Formal Education ◽  
Department Of Education ◽  
Criterion Measure ◽  
External Examination ◽  
Measure Analysis ◽  
Subject Areas ◽  
The Government ◽  
The Relationship

This study investigated the relationship between parental education and academic achievement of 1021 Xhosa pupils (369 boys and 652 girls) whose ages ranged from 13 to 17 years ( M age, 15.6 yr.). The sample included 712 children for whom both parents were alive and 308 children for whom either or both parents were deceased. Children were chosen at random from the Standard 7/Year 9 population of Transkei, South Africa. A simple questionnaire was administered students to identify whether one or both parents were dead or both parents were living. A second questionnaire was administered parents or parent surrogates to obtain their formal education. The marks obtained by the pupils in the Standard 7 external examination conducted by the Department of Education of the Government of Transkei in seven subject areas were aggregated as the criterion measure. Analysis of variance showed significant effects of parental education on academic achievement of children regardless of whether the children's parents were deceased or alive.

scholarly journals Disentangling the Effects of SFON (Spontaneous Focusing on Numerosity) and Symbolic Number Skills on the Mathematical Achievement of First Graders. A Longitudinal Study

2021 ◽  
Vol 6 ◽  
Author(s):  
Noemi Gloor ◽  
Delia Leuenberger ◽  
Elisabeth Moser Opitz
Keyword(s):  
Working Memory ◽  
First Graders ◽  
First Language ◽  
First Grade ◽  
Mathematical Achievement ◽  
Equation Modeling ◽  
End Of Grade ◽  
The Relationship ◽  
Symbolic Number ◽  
Number Skills

Research has established that Spontaneous Focusing on Numerosity (SFON) and symbolic number skills (e.g., counting out loud, counting objects, linking small magnitudes and numbers) are predictors of mathematical achievement in primary school. However, little is known about the relationship between SFON and symbolic number skills, or whether one of these factors is more influential on a child’s subsequent mathematical achievement. This study investigated the effect of SFON and symbolic number skills on mathematical achievement at the end of Grade 1 by controlling for first language, gender, working memory and nonverbal IQ. Participants were N = 1,279 first graders. SFON, symbolic number skills and control variables (first language, gender, working memory, and nonverbal IQ) were measured at the beginning of Grade 1. SFON was assessed with a verbally-based task. Data on mathematical achievement was collected at the end of Grade 1. Descriptive statistics demonstrated that the children’s SFON was relatively low at the beginning of Grade 1. Structural equation modeling was used to examine the relationship between SFON, symbolic number skills and mathematical achievement at the end of Grade 1. The results revealed a weakly significant correlation between SFON and symbolic number skills. SFON and symbolic number skills were significant predictors of mathematical achievement at the end of Grade 1. However, the effect of symbolic number skills on mathematical achievement was greater than the effect of SFON. It is therefore concluded that numerical skills are more important than SFON for predicting mathematical achievement over the course of first grade.

scholarly journals Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners.

2018 ◽  
Vol 54 (3) ◽  
pp. 440-457 ◽  
Author(s):  
Ian M. Lyons ◽  
Stephanie Bugden ◽  
Samuel Zheng ◽  
Stefanie De Jesus ◽  
Daniel Ansari
Keyword(s):  
Symbolic Number ◽  
Number Skills

scholarly journals Teacher Qualifications and Academic Performance of Pupils in Public Primary Schools in Hargeisa District

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Gulled M. Yasin ◽  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Primary Schools ◽  
Formal Education ◽  
Teaching Experience ◽  
Teacher Qualifications ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Average Value ◽  
Teacher Qualification

This study investigated effect of teacher qualifications on the academic performance of pupils in primary schools in Hargeisa districts. Teacher qualifications were operationalized as Formal education, certification and teaching experience. The study emerged from the deteriorating academic achievement of pupils in Somaliland National Primary Examinations. The deteriorating academic performance was well demonstrated from increase number of failures in Somaliland National Exams. The study employed cross sectional survey research design, on a sample of 160 teachers, the study found out that, Fo = 15.838 > F (2,157) = 3.06; p = .000. The eta-square returned an average value of η 2 = 16.8%. Therefore, teacher qualification accounts for 16.8% of the variance in academic performance of pupils in pubic primary schools in Hargeisa. The rest 83.2% are due to factors not investigated here, and errors in measurements. The study findings indicate that teacher qualifications affect to the academic performance of pupils in public primary schools in Hargeisa District.

Sign in / Sign up

Export Citation Format

Share Document