Differences in School Performance Between Only Children and Non-only Children: Evidence From China

This study aimed to investigate the features of only child status related to physical health, mathematics achievement, and school feelings and expectations from a different perspective. A representative sample of 91,619 Grade 4 students with an average age of 10.4 ± 0.7, among which 28,631 were only children, were assessed. We used propensity score matching (PSM) and the average treatment effects on the treatment to analyze data. The treatment was the only child of a family. The results indicated that only children have better academic achievement and school feelings (only for urban only child girls), while non-only children have better physical status and anaerobic fitness (AF). In addition, gender and rural vs. urban areas differences were also explored. The adverse situation for rural only boys is emphasized for families, researchers, and governments to focus on. Some suggestions are given under the Two- and Three-Child Policy.

An Examination of the Correlation between South African Grade 12 students’ Mathematics Self-Concept and their Academic Achievement

This study measured the correlation between mathematics self-concept and academic achievement of students at four schools in Vhembe District, South Africa. The study targeted Grade 12 candidates for the South African National Senior Certificate (matric). A sample of 236 respondents – 112 boys and 124 girls – was selected from four schools using purposive and stratified random sampling. Two schools were in a rural area and two in an urban area. A questionnaire that included items from the Academic Self-Concept Questionnaire, and document analysis, were used to measure mathematics self-concept and academic achievement. Each respondent's mathematics achievement score was determined by averaging their mathematics scores over three consecutive terms. The multiple linear regression model and one-way analysis of variance (ANOVA) were used to test the hypotheses. The results of the study show that mathematics self-concept positively and significantly predicted academic achievement. Based on findings, the study makes recommendations for effective methods that teachers and other stakeholders can employ to increase students’ mathematics self-concept and boost students’ academic achievement.

Equal Opportunities in Learning in Diverse Groups in Nepal in the Pre-COVID Realm: Socioeconomic Status, Mathematics Learning, and the Diverse Groups

The article discusses the diversity and equity issues behind the learning outcomes of mathematics in the pre-COVID context in Nepal. The article intends to give a baseline for the further studies on the effect of COVID-19 pandemic in the educational realm. Datasets from the national assessment of student achievement in Nepal at grades 3 and 5 and grade 8 are reanalyzed based on socioeconomic status (SES), gender, caste-ethnicity, language, and geographical variables. In Nepal, where the society is customarily highly structured, gender-biased, and poverty-driven, SES influences remarkably in mathematics achievement. The datasets show notable relationships between SES and mathematics achievement (r = 0.35, 0.27 and 0.30 in grade 3, 5 and 8, respectively). In lower grades, the difference between the highest and lowest SES in the achievement of girls is wider than boys and it is reverse in grade 8. Nepali speakers had high scores when they had high SES but, when SES was very low, the non-Nepali speakers performed better in all grades. The advantageous castes tended to always perform higher irrespective of their level of SES. Nevertheless, it is difficult to know with certainty when average and marginalized caste/ethnic groups perform better.