FUTURE EDUCATIONAL ACHIEVEMENT



Predicting Math And Literacy Ability In Pre-School Children On Their Future Educational Achievement



Predicting Math and Literacy Ability in Pre-School Children on Their Future Educational Achievement

Statement of the Problem

This research proposal is based on predicting math and literacy ability in pre-school children on their future educational achievement.

Hypothesis

What issues need to be considered when designing a study in developmental psychology?

Methodology

Research Design

The research incorporates a mixed research design incorporating primary and secondary data. A number of literatures were reviewed to have a better understanding of the topic under study. Additionally primary research was conducted in the form of a survey utilizing questionnaires to elicit more specific responses from children.

Research Method

The research method to be used in this research will be cross-sectional studies which are also known as transversal studies, cross-sectional analyses or prevalence study. It forms a class of research methods involving observation of a specific population at a specific point in time. The main aim of case-control studies is to include only individuals with some particular characteristics with a sample. Cross-sectional studies are descriptive studies. These are neither longitudinal nor experimental.

Research Questions

“Is red heavier than yellow?”

“One day there were two flies crawling up a wall? Which one got to the top first?”

“Is milk bigger than water?”

“Who got on the bus first (Hughes and Grieve, 1980).

Discussion

Math and literacy are considered as major factors in American school curriculum. For young people and adults, the acquisition of adequate math and literacy skills is the major outcome. These competencies are comprised of the outcomes for further study in social well-being as well as labor market experiences. The proportion of young people has maximized by central policy goal for the government for achieving acceptable levels of math and literacy. It helps in ensuring the capability of all groups in achieving the benchmarks that are suitable according to their ages. The major influences on math and literacy development are the aspirations, characteristics and attitudes of students and their families as well as the resources, policies, and characteristics of schools taken by the students.

Education policies are also informed by an understanding of factors influencing achievement in math and literacy as well as the relevant effects of student- and school-level factors. Achievement in math and literacy can be considered as major determinant of educational outcomes. This can be illustrated by observing the students who achieve high levels of math and literacy during their pre-schooling years are more likely to complete their twelve years of education and enter in university for higher studies as compare to lower achieving students and they possess the ability to achieve higher tertiary entrance scores (Marks, et al., 2000).Differences in Literacy and Numeracy Achievement

By focusing on the achievement of students in math and literacy for a broad range of social, educational and employment outcomes, it is considered to be very significant to get aware with the background influencing factors effecting the achievement. In this way, most suitable policy responses can be established. It has been observed that the skills related ...