Building Links between Early Academic Skills and Later Academic Achievement: A Cross-Country Analysis

Autor/in	Özkan, Umut Birkan
Titel	Building Links between Early Academic Skills and Later Academic Achievement: A Cross-Country Analysis
Quelle	In: International Journal of Curriculum and Instructional Studies, 12 (2022) 2, S.305-336 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Özkan, Umut Birkan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-3638
Schlagwörter	Correlation; Academic Achievement; Mathematics Achievement; Predictor Variables; Literacy; Numeracy; Cross Cultural Studies; Parent Participation; Foreign Countries; Achievement Tests; Elementary Secondary Education; International Assessment; Mathematics Tests; Science Achievement; Science Tests; Grade 5; Preschool Education; Elementary School Students; Turkey; Norway; South Africa; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Korrelation; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Cultural comparison; Kulturvergleich; Elternmitwirkung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 05; 5. Schuljahr; Schuljahr 05; Pre-school education; Vorschulerziehung; Türkei; Norwegen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study focuses on the relationship between students' early academic skills and academic achievement. In this context, it is aimed to examine the predictors of students' early literacy and numeracy skills on their later math and science achievements across countries. A quantitative research approach using a correlational survey design was performed. The sample of this study consists of 15815 fifth-grade students who participated in TIMSS-2019 from Norway, South Africa, and Türkiye. Multiple linear regression analysis was used to analyze data obtained from two different scales and students' math and science tests. The study's findings supported the essential roles that early literacy and numeracy skills play in fifth-grade students' math and science achievement in the three-country contexts. The results revealed that the more frequent involvement of parents in early literacy activities could increase children's later science achievement and that children's ability to perform early numeracy tasks better when beginning primary school could increase students' later mathematics achievement. Another result of the study is that for countries where all of the other early academic skills within the scope of this study are statistically significant, they can contribute positively to students' later mathematics and science achievement, which may be long-term. Finally, it is recommended that activities and tasks to increase parental participation can be included in preschool curricula. In addition, support that can help children develop early academic skills can be provided to children who have not yet started primary school and their parents. [This article includes an extended summary in Turkish.] (As Provided).
Anmerkungen	Curriculum and Instruction Association. Egitim Programlari ve Ogretim Dernegi, Hatay Sokak, No: 6/12, Kizilay, Turkey. Tel: +90-541-4690906; e-mail: ijocisjournal@gmail.com; Web site: http://www.ijocis.com/index.php/ijocis/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01