Impact of socio-economic home environment on student learning achievement

Main Article Content

Jolita Dudaitė

Abstract

Surveys on education intended to test student learning achievement often analyse which educational environment factors have the biggest impact on student achievement. Determination of such factors and assessment of their impact is important in order to control the change in student achievement. Most surveys showed that student achievement is influenced by economic home environment factors, and student’s socio-economic status. The purpose of this article is to analyse impact of socio-economic home environment of Lithuania’s students on learning achievement. Lithuania is a country of limited economic resources. Therefore, it is interesting to analyse whether student’s home socio-economic environment has the same significant impact on learning achievements of Lithuania’s students as the results of surveys in other – and often more rich – countries show. Moreover, it is important to analyse which specific aspects of home environment have stronger or weaker impact on student achievement. Quantitative approach was used for the research. Survey and test were used for data collection.

 

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Article Details

Section
Articles
Author Biography

Jolita Dudaitė, Mykolas Romeris University

Faculty of Social Welfare

References

AGULANNA, G. G.; NWACHUKWU, F. J. (2009) Psychology of Learning. Owerr: Vantage Press.

ALIVERNINI, F.; LUCIDI, F.; MANGANELLI, S.; LOSITO, B. (2010a) The interplay between school, teacher, family and student factors and their relationships to reading literacy in Italy. In: IEA CONFERENCE 2010, Proceedings, Available: http://www.iea.nl/fileadmin/user_upload/IRC/IRC_2010/Papers/IRC2010_Alivernini_Lucidi_etal.pdf

ALIVERNINI, F.; PALMERIO, L.; VINCI, E.; DI LEO, I. (2010b) An analysis of factors affecting pupils' science achievement in Italy. In: IEA CONFERENCE 2010, Proceedings, Available: http://www.iea.nl/fileadmin/user_upload/IRC/IRC_2010/Papers/IRC2010_Alivernini_Palmerio_etal.pdf.

ANDERS, Y.; et al. (2012) Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, v. 27, n. 2, 2nd Quarter, p. 31–244.

BECKER, G. (1964) Human Capital. A Theoretical and Empirical Analysis, with Special Reference to Education. NBER: Chicago.

BLAU, P. M.; DUNCAN, O. D. (1967) The American Occupational Stucture. The Free Press.

BOURDIEU, P. (1986) The Forms of Capital, in: RICHARDSON, J. E. (Ed.), Handbook of Theory of Research for the Sociology of Education. New York: Greenword Press, p. 241-258.

BREČKO, B. N. (2004) How Family Background Influences Student Achievement, in: PAPANASTASIOU, C., Proceedings of the IRC–2004 TIMSS: v. 1. The Cyprus University Press, p. 191–205.

BRESE, F.; MIRAZCHIYSKI, P. (2010) Measuring Students’ Family Background in Large-scale Education Studies. In: 4TH IEA INTERNATIONAL RESEARCH CONFERENCE, Proceedings, Available: http://www.iea.nl/fileadmin/user_upload/IRC/IRC_2010/Papers/IRC2010_Brese_Mirazchiyski.pdf

BROECK, A.; et al. (2004) The Effects of Student, Class and School Characteristics on Mathematics Achievement: Explaining the Variance in Flemish TIMSS-R Data, in: PAPANASTASIOU, C., Proceedings of the IRC–2004 TIMSS: v. 1. The Cyprus University Press, p. 87–98.

BUCHMANN, C. (2002) Measuring family background in international studies of education: Conceptual issues and methodological challenges. In PORTER, A. C.; GAMORAN, A., Methodological advances in cross-national surveys of educational achievement. National Academy Press, p. 150-197.

COLEMAN, J. S. (1988) Social Capital in the Creation of Human Capital. The American Journal of Sociology, n. 94, p. 95-120.

COLEMAN, J. S.; CAMPBELL, E. Q.; HOBSON, C. J.; MCPARTLAND, J.; MOOD, A. M.; WEINFELD, F. D.; YORK, R. L. (1966) Equality of Educational Opportunity. Washington, D.C.: National Center for Education Statistics.

DIEPEN, M. et al. (2004) Determinants of Reading Literacy in Industrialized Societies, in: PAPANASTASIOU, C., Proceedings of the IRC–2004 PIRLS. The Cyprus University Press, p. 17–35.

DUPERE, V. et al. (2010) Understanding the positive role of neighborhood socioeconomic advantage in achievement: The contribution of the home, child care, and school environments. Developmental Psychology, v. 46, n. 5, p. 1227-1244.

ELIJIO, A.; DUDAITĖ, J. (2005) Social, Economical, and Educational Factors in Relation to Mathematics Achievement. In: VI INTERNATIONAL CONFERENCE TEACHING MATHEMATICS: RETROSPECTIVE AND PERSPECTIVES. Proceedings. Vilnius, p. 62–67.

FALAYE, F. V.; AYOOLA, R. A. (2006) Home variables, attitudes and gender correlates of secondary school students’ cognitive achievement. Global Journal of Educational Research, v. 5, n. 1-2, p. 39-42.

GESKE, A. (2004) Influence of Contextual Factors on Student Achievements in Mathematics, Science and Civic Knowledge in Latvia, in: PAPANASTASIOU, C., Proceedings of the IRC–2004 CivEd-SITES. The Cyprus University Press, p. 159–166.

HALLER, A. O.; PORTES, A. (1973) Status attainment processes. Sociology of Education, n. 46, p. 51-91.

HEYNEMAN, S. P.; LOXLEY, W. A. (1983) The Effect of Primary-School Quality on Academic Achievement Across Twenty-nine High-and Low-Income Countries. American Journal of Sociology, v. 88, n. 6, p. 1162-1194.

HOUSE, D. J.; TELESE, J. A. (2007) Relationships between student and instructional factors and algebra achievement of students in the United States and Japan: An analysis of TIMSS 2003 data. In: THE SECOND IEA INTERNATIONAL RESEARCH CONFERENCE, Proceedings of the IRC-2006. Volume one. IEA, p. 11–22.

KIAMANESH, A. R. (2004) Factors Affecting Iranian Students’ Achievement in Mathematics, in: PAPANASTASIOU, C., Proceedings of the IRC–2004 TIMSS: Volume 1. The Cyprus University Press, p. 157–169.

KIM, S.; PARK, J.; PARK, S.; KIM, S. (2013) The Effects of School and Students’ Educational Contexts in Korea, Singapore, and Finland using TIMSS 2011. In: 5TH IEA INTERNATIONAL RESEARCH CONFERENCE, Proceedings, Available: http://www.iea.nl/irc-2013.html.

KUPARI, P.; NISSINEN, K. (2013) Background factors behind mathematics achievement in Finnish education context: Explanatory models based on TIMSS 1999 and TIMSS 2011 data. In: IEA CONFERENCE 2013, Proceedings, Available: http://www.iea.nl/fileadmin/user_upload/IRC/IRC_2013/Papers/IRC-2013_Kupari_Nissinen.pdf.

LOBBAN, C. J. (2012) The Relationship between Out-of-School-Suspension and English Language Arts Achievement of Students from Low Socio-Economic Settings. ProQuest LLC, Ed.D. Dissertation, Walden University, p.134 (ED538292), Database: ERIC.

MARKS, G. N.; CRESSWELL, J.; AINLEY, J. (2007) Explaining socioeconomic inequalities in student achievement: The role of home and school factors. Educational Research and Evaluation: An International Journal on Theory and Practice, v. 12, n. 2, Special Issue: Cross-Cultural Comparison of Group-Related Educational Inequality: The PISA 2000 Study.

MARTIN, M. O.; et al. (2012) TIMSS 2011 International Results in Science. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

MCCULLOUGH, M. T. (2011) Impact of National Board Certification, Advanced Degree, and Socio-Economic Status on the Literacy Achievement Rate of 11th grade Students in Arkansas. ProQuest LLC, Ed.D. Dissertation, Arkansas State University, p.85, ERIC.

MULLIS, I. V. S.; et al. (2012a) TIMSS 2011 International Results in Mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

MULLIS, I. V. S.; et al. (2012b) PIRLS 2011 International Results in Reading. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT (2010a) PISA 2009 Results: Learning Trends: Changes in Student Performance Since 2000. Volume V. OECD.

ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT (2010b) PISA 2009 Results: Overcoming Social Background – Equity in Learning Opportunities and Outcomes. Volume II. OECD.

OSA-EDOH, G. I.; ALULU, A. N. G. (2011) Patents’ socio-economic status and its effect in students’ educational values and vocational choices. European Journal of Educational Studies v. 3, n. 1.

PAPANASTASIOU, C. (2006) Family and School Factors as Predictors of Mathematics Achievement. In: REPORT AT ECER 2006 CONFERENCE “TRANSFORMING KNOWLEDGE”.

SHAH, M.; ATTA, A.; QURESHI, M. I.; SHAH, H. (2012) Impact of Socioeconomic Status (SES) of Family on the Academic Achievements of Students. Gomal University Journal of Research, v. 28, n. 1, p. 12-17.

SIEGEL, S. M. (2011) An analysis of the impact of parent education level and family income on the academic achievement of students of Hispanic and white ethnicities. ProQuest LLC, Ed.D. Dissertation, University of the Pacific. Database: ProQuest Dissertations & Theses (PQDT).

STUBBE, T.; BUDDEBERG, I. (2008) Home Literacy Environment And Reading Achievement. In: ECER 2008 CONFERENCE FROM TEACHING TO LEARNING?

STULL, J. C. (2013) Family socioeconomic status, parent expectations, and a child's achievement. Research in Education, n. 90, p. 53-67. DOI: 10.7227/RIE.90.1.4, Database: Academic Search Complete.

THORON, A. C.; MYERS, B. E. (2011) Impact of Gender, Ethnicity, Year in School, Social Economic Status, and State Standardized Assessment Scores on Student Content Knowledge Achievement when Using Vee Maps as a Formative Assessment Tool. Journal of Agricultural Education, v. 52, n. 1, p. 85-95.

XIA, N. (2010) Family Factors and Student Outcomes. PRGS Dissertation, Pardee RAND Graduate School, Available: http://www.rand.org/content/dam/rand/pubs/rgs_dissertations/2010/RAND_RGSD256.pdf.