Influence of Different Visual Perceptual Constructs on Academic Achievement Among Learners in the NW-CHILD Study

2018 ◽  
Vol 125 (5) ◽  
pp. 966-988 ◽  
Author(s):  
Elna de Waal ◽  
Anita E. Pienaar ◽  
Dané Coetzee
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Visual Perception ◽  
Rank Order ◽  
Spatial Relationships ◽  
Grade Point ◽  
North West ◽  
Perceptual Skills ◽  
The North ◽  
Perceptual Abilities

Visual perception plays an important and integrating role in the development of cognitive abilities and perceptual-motor skills. Visual perception comprises different independent constructs that may function in an integrative manner. This study aimed to determine whether (and the extent to which) various visual-perceptual constructs influence the academic achievement of 12-year-old school children. In a cross-sectional analysis, we extracted only 2016 data from 581 learners (mean age = 12.92 years, SD = 0.42) who were participants in the North-West Child Health, Integrated with Learning and Development longitudinal study (2010–2016). We used the Test of Visual Perceptual Skills, Third Edition, the North-West Provincial Assessment and mid-year school examination reports to determine visual perceptual abilities and academic achievement of this participant group. We calculated correlations between visual perceptual constructs and academic performance using Spearman rank order correlations and separately analyzed the influence of gender and socioeconomic status with independent T tests. Different visual perceptual constructs did have significant influences on specific areas of academic learning and on academic achievement generally ( r = .26 to r = .41). Spatial relationships showed slightly greater correlations with academic achievement ( r = .15 to r = .33) than did other basic visual perceptual constructs, possibly because spatial relationships are not completely developed at age 12. Complex and basic visual perceptual skills had medium significant retrospective correlations with grade point average ( r = .40 and r = .41) and first additional language ( r = .30 and r = .33). We concluded that basic and complex visual perceptual constructs remain important for academic achievement in this age-group, while gender and socioeconomic status influence both visual perceptual abilities and academic achievement.

The Effects of Early Middle Ear Pathology on Auditory Perception and Academic Achievement

1981 ◽  
Vol 46 (3) ◽  
pp. 301-307 ◽  
Author(s):  
Pauline J. Brandes ◽  
Diane Ehinger Karsh
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Visual Perception ◽  
Middle Ear ◽  
Group Performance ◽  
Test Battery ◽  
Verbal Intelligence ◽  
Perceptual Skills ◽  
Special Support ◽  
Middle Socioeconomic Status

Two groups of children were compared to determine the effects of early middle ear pathology on the development of auditory perceptual skills and academic achievement. The conductive loss (CL) group consisted of 15 children, aged seven to nine years, with histories of middle ear pathology. The normal control (NC) group was matched for age, sex, and socioeconomic status and had negative histories of middle ear pathology. Both groups were from a suburban community of primarily middle socioeconomic status. A test battery consisting of 12 auditory perceptual tests as well as measures of academic achievement, non-verbal intelligence and visual perception was administered. Results showed that the overall performance of the CL group on the test battery was significantly lower than that of the NC group. Performance of the CL group was also significantly lower in specific auditory perceptual areas. No significant differences were found on tests of non-verbal intelligence or visual perception. Although scores were not significantly different on academic achievement tests, school records indicated that the CL loss group had received more special support services than the controls. This investigation suggests that early middle ear pathology may produce secondary effects that can persist well beyond the episodes of temporary conductive hearing loss.

scholarly journals Gender differences in academic achievement of children with developmental coordination disorder

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Elna De Waal ◽  
Anita E. Pienaar ◽  
Dané Coetzee
Keyword(s):  
Academic Achievement ◽  
Developmental Coordination Disorder ◽  
Negative Impact ◽  
Typically Developing ◽  
Grade Point ◽  
North West ◽  
Academic Differences ◽  
The North ◽  
Movement Assessment ◽  
Coordination Disorder

Background: Developmental coordination disorder (DCD) has a negative impact on everyday activities and academic achievement in children, mainly owing to similar underlying motor and cognitive constructs. Academic achievement of boys and girls seems to be different, with boys being more prone to academic backlogs, especially in language-related areas.Aim: This study investigated if boys with DCD displayed more academic problems than girls with DCD.Setting: Ten-year-old children (N = 221, ±0.41) from different economic backgrounds were randomly selected for assessment as part of the NW-CHILD (North-West Child Health, Integrated with Learning and Development) longitudinal study in the North West Province of South Africa.Methods: The Movement Assessment Battery for Children, Second Edition, was used to determine DCD status in the group. The results of the Annual National Assessment and the mid-year June exam, which included six learning areas, were used to analyse academic differences between typically developing boys and girls and those who were identified with DCD (seven boys, seven girls). Independent t-testing and Mann–Whitney non-parametric tests were used to determine differences between boys and girls.Results: Boys with DCD had inferior literacy and numeracy skills, significantly poorer manual dexterity and balancing skills and also displayed statistically and large practically significant weaker mid-year grade point averages than girls. Children with DCD also portrayed poorer academic achievement than typically developing children.Conclusion: Significant differences in balancing skills and in languages between boys and girls with DCD might have contributed to the practically significant poorer maths performance of boys.

scholarly journals The Differences of Academic College Student’s Achievement Between Literation Field Class from High School and Man Students on English Education at Faculty of Tarbiyah and Teachers Training of State Islamic University of North Sumatra

2018 ◽  
Vol 1 (4) ◽  
pp. 306-316
Author(s):  
Ernita Daulay ◽  
Tien Rafida
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
English Education ◽  
Study Program ◽  
Grade Point ◽  
The North ◽  
Context Of Learning ◽  
North Sumatra

This research describes the context of learning or lectures at academic achievement colleges known as achievement indexes (IP) and cumulative grade index (GPA). This is confirmed in the process standard operation (SOP) of Lectures and Curriculum with the number Un-11.JSOPP-04-02.R0 published by the North Sumatra State Islamic University Medan that Academic achievement is the result achieved by student guidance in study activities at the University North Sumatra State Islamic Medan as proof of the success that has been achieved after conducting learning or lecture activities. The results achieved by these students can take the form of subject values, Grade Point Average (GPA), championship rank, graduation grade, and completing studies on time. In the perspective of the study of academic achievement theory known as learning outcomes. The discussion of learning outcomes cannot be separated from the study of the concept of learning itself, because learning outcomes are obtained after going through the learning process carried out by students. This research carried out using a mixed method approach, which is a combination of qualitative and quantitative research. Qualitative research used is naturalistic, because it is based on the consideration that what is sought in this research is data that will describe and paint complex social reality in such a way that it becomes a concrete social phenomenon. The research situation chosen in this study was the academic achievement of students from high school and aliyah madrasa in the English Education Study Program at the Faculty of Tarbiyah and Teacher Training at North Sumatra State Islamic University Medan, covering a broad context, involving many actors, time different places, different processes and processes

Training Visual Perceptual Processes

1972 ◽  
Vol 5 (9) ◽  
pp. 552-559 ◽  
Author(s):  
Donald Hammill
Keyword(s):  
Reading Comprehension ◽  
Visual Perception ◽  
Spatial Relationships ◽  
Perceptual Training ◽  
Perceptual Skills ◽  
Brain Operations ◽  
Physical Elements ◽  
The Relationship ◽  
Positive Effect ◽  
Visual Discriminations

In this article, recent research and writing has been organized for the purpose of (1) operationally defining “visual perception,” (2) investigating the relationship between visual perception and reading comprehension, and (3) determining the effects of visual perceptual training on reading and visual perception. Visual perception was defined as those brain operations which involve interpreting the physical elements of the stimulus rather than the symbolic aspects of the stimulus and are usually referred to as visual discriminations and/or spatial relationships. It was concluded that little correlation existed between measures of visual perception and tests of reading comprehension and that training visual perceptual skills, using currently available programs, has no positive effect on reading and possibly none on visual perception.

scholarly journals The Influence of Socioeconomic Status and Academic Standing on Concussion-Reporting Intentions and Behaviors in Collegiate Athletes

2020 ◽  
pp. 152483992092028
Author(s):  
Landon B. Lempke ◽  
Michelle L. Weber Rawlins ◽  
Melissa N. Anderson ◽  
L. Stephen Miller ◽  
Robert C. Lynall ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Household Income ◽  
Parental Education ◽  
Collegiate Athletes ◽  
Grade Point ◽  
P Values ◽  
Reporting Behaviors ◽  
And Behaviors ◽  
Reporting Intentions

Concussion education have served as a keystone for improving concussion reporting. Numerous factors affecting concussion reporting have been explored; however, the role of socioeconomic status (SES) in reporting has not been established. We examined the influence of SES and academic achievement (high-school grade point average [HS-GPA] and American College Testing [ACT] composite scores) on athletes’ concussion-reporting intentions and behaviors. A cross-sectional study was employed among 191 athletes (94 female; age 19.3 ± 1.2 years). Athletes reported SES metrics (parental education and occupation, household income, HS-GPA, and ACT composite score) prior to their athletic season and completed a survey assessing symptom- and concussion-reporting intentions. Symptom- and concussion-reporting behaviors were assessed among athletes who experienced a concussion within the past year. SES was determined using the Hollingshead Four-Factor Index grouping athletes into SES strata. Athletes were grouped into low/high categories for academic achievement and household income variables. The 191 athletes were included for symptom- and concussion-reporting intentions analyses, while 46 and 41 were included for symptom- and concussion-reporting behavior, respectively. Nonparametric statistics with false discovery rate adjusted p values were employed. We found symptom- and concussion-reporting intentions, and symptom- and concussion-reporting behaviors were not significantly different based on SES strata (all p values ≥.64), household income (all p values ≥.64), HS-GPA (all p values ≥.24), or ACT scores (all p values ≥.25). Overall, SES and academic achievement may not play a role in understanding concussion reporting among middle- to high-SES collegiate athletes. Implementing policies targeting certain SES and academic levels might be an ineffective health care strategy for increasing reporting.

scholarly journals The Mental Health and Grade Point Average among College Students from Lower Socioeconomic Status Based on Healthcare Data Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Xue Dong ◽  
Kaige Yang ◽  
Ruxin Zhang ◽  
Yuecheng Lv
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Academic Achievement ◽  
Socioeconomic Status ◽  
Self Esteem ◽  
Lower Socioeconomic Status ◽  
Grade Point ◽  
Mediating Role ◽  
Lower Socioeconomic ◽  
Health And Academic Achievement

This study evaluated the mediating role of social support in the relationships between mental health and academic achievement and used a sample of 640 college students from lower socioeconomic status (LSES) compared to 501 from higher socioeconomic status (HSES) in China. Self-report measures of depression, anxiety, Internet addiction, self-esteem, perceived social support, and grade point average (GPA) were measured online. Group differences were examined with Chi-square analyses. Results. (1) There were significant differences in mental health, academic achievement, and social support between LSES and HSES. (2) Anxiety, depression, and Internet addiction were significantly negatively correlated with academic achievement; self-esteem and social support were significantly positively correlated with academic achievement. (3) Social support has a mediating role between mental health and academic achievement. These results proved that it is necessary to pay more attention to their mental health and develop social support to improve their academic achievement for LSES students. Previous studies have paid little attention to the LSES students, but these students are more prone to psychological problems. Therefore, this study focuses on the LSES students.

scholarly journals Longitudinal influences of socio-economic status on visual-motor integration: The North-West Child Health, Integrated with Learning and Development study

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Dané Coetzee ◽  
Anita E. Pienaar ◽  
Yolanda Van Wyk
Keyword(s):  
Visual Perception ◽  
Motor Coordination ◽  
Economic Status ◽  
Low Ses ◽  
North West ◽  
Socio Economic Status ◽  
Visual Motor Integration ◽  
The North ◽  
Integration Test ◽  
Visual Motor

Background: Visual motor integration plays an important role in academic skills of learners in the early school years and can have an impact on their overall academic performance.Aim: This study aimed to determine the influence of socio-economic status (SES) on changes in visual-motor integration, visual perception and motor coordination over a period of three years.Setting: Four school districts in the North West province of South Africa were used.Methods: Five hundred and seventy-three learners (282 boys, 291 girls) were randomly selected (representing different SES schools) and evaluated at baseline during 2010 when they were in Grade 1 (6.9 years ±0.38) and again three years later in 2013 (9.9 years ±0.42) as part of a longitudinal research study. The Beery Visual-Motor Integration Test 4th edition was used to evaluate the visual-motor integration, visual perception and motor coordination skills at baseline and three years later.Results: Baseline measurements were higher among high SES learners in all three skills. Although learners from high SES still outperformed the learners from low SES three years later, low SES learners showed statistically significant improvements over the three years in visual-motor integration (88.24 to 89.85, p=0.041) and visual perception (89.69 to 90.04, p≤0.001).Conclusion: Age-related development and improvement of the visual-motor integration skills were reported over the three year period. However, more learners from the low SES still showed delays in these skills. Delays in the development of these skills could contribute to poorer academic and learning-related achievements.

SEM and TEM observations of sperm development in the testis of the freshwater fish Oreochromis mossambicus

1990 ◽  
Vol 48 (3) ◽  
pp. 58-59
Author(s):  
Daryl A. Cornish ◽  
George L. Smit
Keyword(s):  
Morphological Characteristics ◽  
Oreochromis Mossambicus ◽  
Breeding Cycle ◽  
Limited Information ◽  
North West ◽  
The North ◽  
Sem And Tem ◽  
Sperm Development ◽  
Ultrastructural Characteristics ◽  
The University

Oreochromis mossambicus is currently receiving much attention as a candidater species for aquaculture programs within Southern Africa. This has stimulated interest in its breeding cycle as well as the morphological characteristics of the gonads. Limited information is available on SEM and TEM observations of the male gonads. It is known that the testis of O. mossambicus is a paired, intra-abdominal structure of the lobular type, although further details of its characteristics are not known. Current investigations have shown that spermatids reach full maturity some two months after the female becomes gravid. Throughout the year, the testes contain spermatids at various stages of development although spermiogenesis appears to be maximal during November when spawning occurs. This paper describes the morphological and ultrastructural characteristics of the testes and spermatids.Specimens of this fish were collected at Syferkuil Dam, 8 km north- west of the University of the North over a twelve month period, sacrificed and the testes excised.

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