THE EFFECT OF AGE ON PUPILS’ ACADEMIC ACHIEVEMENT: A COMPARATIVE ANALYSIS OF PRIVATE AND PUBLIC PRIMARY SCHOOL CHILDREN IN FAKO DIVISION, SOUTH WEST REGION OF CAMEROON

Endeley Margaret Nalova, Sophie Ekume Etomes

Abstract


This study examined the relationship between age and pupils achievement in mathematics and English in public and private primary schools in Fako Divion, South West Region of Cameroon. Based on the objective, two hypotheses guided the study. The study adopted a cross – sectional survey design. The population of the study consisted of class two and three pupils constituting a sample of 297 pupils purposively selected as follows: 163 from private schools and 134 from public schools who had been in the selected schools for a minimum of two years. Tests were administered on a score of 20 which took into consideration the curriculum of each class. Data were analyzed using mean and standard deviation as well as the Spearman’s rho and Kruskal Wallis tests. Statistics were presented at 95% confidence interval with alpha set at 0.05 levels accepting 5% margin of error. Results revealed a significant relationship between age and pupils achievement in mathematics and English as well as a significant difference in this relationship by school type with performance being higher in private schools than those in public schools. Recommendations were made amongst which is the respect of school entry age.

 

Article visualizations:

Hit counter

DOI

Keywords


age, achievement, school type, primary school, Cameroon

Full Text:

PDF

References


Abubakar, R. B. and Oguguo, O. D. (2011). Age and Gender as Predictors Of Academic Achievement of College Mathematics And Science Students. Proceedings of the 2011 International Conference on Teaching, Learning and Change (c) International Association for Teaching and Learning (IATEL).

Andrew, P. J. (2014). Education Psychology: Theories of Learning and Human Development. National Science Press.

Berk, L. E. (1997). Child development (4th Ed.). Needham Heights, MA: Allyn & Bacon.

Cameson, M. B. and Wilson, B. J. (2011). Effect of chronological age, gender and delay of entry on academic achievement and retention. Implications for academic redshirting. Psychology in the Schools, 27 1ssue 3,260-263.

Crawford, C., Dearden, L., and Meghir, C. (2010). When you are born matters: The im- pact of date of birth on educational outcomes in England. Centre for the Economics of Education Working Paper No. 10-09.

Elder, T., and Lubotsky, D. (2009). Kindergarten entrance age and children’s achievement: Impacts of state policies, family background, and peers. The Journal of Human Resources, 44 (3), 641–683.

Endeley, M. N. (2016). School Characteristics and the Implementation of Automatic Promotion: Implications for Literacy in English-speaking Primary Schools in Cameroon, Journal of Education & Social Policy 3, (6), 54-61.

Gagné, F. & Gagnier, N. (2004). The socio-affective and academic impact of early entrance to school. Roeper Review, 26 (3), 128-138.

Hudso, A. (2011). Jean Piaget’s Theories and Application for First Grade Mathematics. EDUC 2331:02. Learning Process and Evaluation.

Kawaguchi, D. (2011). Actual age at school entry, educational outcomes, and earnings. Journal of the Japanese and International Economies, 25 (2), 64–80.

Kivenule, G. (2015). School Performance: A Comparative Study between Public And Private Secondary Schools In Kinondoni Municipal Council. Unpublished Master's Dissertation, Tanzania. Mzumbe University.

Lincove, J. & Painter, G. (2006). Does the age that children start kindergarten matter? Evidence of long-term educational and social outcomes. Educational Evaluation and Policy Analysis, 28(2), 153-179. doi: 10.3102/01623737028002153.

Meisels S. (1992). Doing harm by doing good: Iatrogenic effects of early childhood enrolment and promotion policies. Early Childhood Research Quarterly. 1992;7:155–174. Retrieved from https://www.semanticscholar.org/paper/Doing-harm-by-doing-good%3A-latrogenic-effects-of-and-Meisels/e9cdb96a9922e39342b87436af6d2350b79db646

Ojose, B. (2008). Applying Piaget’s Theory of Cognitive Development to Mathematic Instruction. The Mathematic Educator, 18(1): 26-30.

Olayemi, O. O. (2009). Students’ correlates and achievement as predictors of performance in Physical Chemistry. ABACUS: The journal of Mathematical association of Nigeria 34(1),99-105.

Stipek D. (2002). At what age should children enter kindergarten? A question for policy makers and parents. Society for Research in Child Development Social Policy Report. 2002;16:1–16. Retrieved from http://srcd.org/sites/default/files/documents/spr16-2.pdf on August 15th 2019.

Vecchiotti, S. (2001). Kindergarten. The Overlooked Year. Foundation for Child Development; New York. Retrieved from https://eric.ed.gov/?id=ED458948.

Webster, T. (2000). Globalisation of Education Policies: Extent of External Influences on Contemporary Universal Primary Education Policies. Papua New Guinea. University of Papua New Guinea Press. ISBN: 9980-084-094-3.

World Bank (2014). Cameroon Economic Update. Retrieved from http://www.worldbank.org/en/country/cameroon/publication/cameroon-economic-update-reexaminingsources-of-growth-the-quality.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.2694

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Endeley Margaret Nalova, Sophie Ekume Etomes

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).