‘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.
Table of Contents
INTRODUCTION
PART 1
REVIEW OF LITERATURE ON THE DETERMINANTS OF ACADEMIC ACHIEVEMENT
Non-School Factors
School Factors
Part 2
THE STUDY
FINDINGS
Part 3
CONCLUSIONS
RECOMMENDATIONS
Research Objectives and Themes
This paper examines the validity of the hypothesis proposed by Simmons and Alexander (1980) regarding the relative influence of parental socio-economic status versus policy-controlled schooling variables on student academic performance within the specific context of Dominica.
- Analysis of non-school determinants including parental education, socio-economic status, and family environment.
- Evaluation of school-based factors such as teacher qualifications and school facilities.
- Comparative analysis of academic performance data from the 1990 Common Entrance Examination (CEE) intake at Portsmouth Secondary School.
- Investigation into the impact of geographic location (urban vs. rural) and family structure on student outcomes.
Excerpt from the Book
Non-School Factors
‘Coleman’s conclusion regarding the little apparent effect of school inputs on differences in student performance was later supported by Jenks and his colleagues who, in 1972, stated that the most important factors in explaining outputs was input; namely the characteristics of the entering students themselves. For Jenks, ‘everything else… is either secondary or irrelevant.” Saha (1983).
The above quotation, supported by Douglas (1964) who observes that innate ability might well be the strongest predictor of academic achievement, focuses attention squarely on the fact that regardless of external factors, the strongest predictor of achievement is the child itself. Douglas explains further that in addition to innate endowment the degree of mental discipline and application to work is usually the key to high student performance. This point is further supported by Lockheed, Fuller and Nyirongo (1989) who postulate that students’ achievement varies in relation to the degree of effort they expend on their work and the extent to which they feel capable of succeeding. They go on to examine motivational factors and refer to the conclusions of Coleman (1966) and Brookover et al (1979) that children performed at higher levels when they perceived that their successes were due to their own efforts and when their efforts were recognized and rewarded by their teachers.
Clearly, if class background and school variables are controlled it will be noticed that the best students are those who strive to excel. An analysis of the scores of triplet girls at the 1990 CEE examinations in Dominica and again at the end of their first term at secondary school is a case in point. These students come from identical home backgrounds and are of similar genetic make-up yet attain different scores both in the CEE and end of Term 1 examinations. Table 1A shows the differing scores of these triplet girls at the CEE and Term 1 examinations.
Summary of Chapters
INTRODUCTION: Outlines the research debate regarding school versus non-school factors in academic achievement and defines the study’s scope within the Dominican education system.
PART 1: Provides a comprehensive literature review exploring how student background, socio-economic status, and school variables influence educational performance.
THE STUDY: Details the methodology used for analyzing the 1990 Portsmouth Secondary School intake, including variables like CEE scores and parental background.
FINDINGS: Presents the statistical results showing that area of residence and family size are the most significant predictors of performance for the studied sample.
CONCLUSIONS: Synthesizes the findings and discusses the implications of urban/rural disparities and the limitations of the current schooling infrastructure.
RECOMMENDATIONS: Proposes policy adjustments to address educational wastage and mitigate the urban bias prevalent in the current selection system.
Keywords
Academic Achievement, Simmons and Alexander, Socio-Economic Status, Common Entrance Examination, Dominica, Urban/Rural Disparity, Family Size, School Factors, Non-School Variables, Educational Policy, Student Performance, Teacher Training, Third World Education.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper evaluates the extent to which home background and parental socio-economic status influence student performance compared to school-controlled variables, specifically within the Dominican secondary education system.
What are the central themes discussed in the literature review?
The review covers the influence of innate ability, parental education, family structure, family size, socio-economic status, and school-related inputs like teacher quality and facilities.
What is the specific research goal?
The goal is to test the validity of Simmons’ and Alexander’s (1980) findings in the Dominican context using a sample of students from the 1990 Common Entrance Examination intake.
Which methodology does the author employ?
The author uses a comparative analysis of a sample of forty-five students, correlating their performance data with socio-economic variables, family structure, and geographic residence.
What does the main body of the work address?
It addresses the correlation between student success and environmental factors, concluding that area of residence and family size are stronger predictors of outcomes than simple school inputs.
How can this work be characterized by its keywords?
It is characterized by terms such as academic achievement, socio-economic status, CEE, and educational policy in the context of developing nations.
How does the author explain the difference in performance between rural and urban students?
The author highlights lack of amenities, limited role models in rural agricultural settings, language barriers (French Creole vs. Standard English), and the physical hardship of commuting.
What is the author's stance on the Common Entrance Examination (CEE)?
The author acknowledges the CEE's current necessity for screening due to limited secondary school places, but expresses concern regarding the inequities and "wastage" it creates for students from rural areas.
- Citar trabajo
- Joyette Fabien (Autor), 1991, Determinants of Academic Achievement, Múnich, GRIN Verlag, https://www.grin.com/document/338844
