The Interaction between Socioeconomic Status and Preschool Education on Academic Achievement of Elementary School Students

Autor/inn/en	Fateel, Moosa Jaafar; Mukallid, Samar; Arora, Bani
Titel	The Interaction between Socioeconomic Status and Preschool Education on Academic Achievement of Elementary School Students
Quelle	In: International Education Studies, 14 (2021) 8, S.60-66 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Preschool Education; Socioeconomic Status; Correlation; Academic Achievement; Elementary School Students; Interaction; Foreign Countries; Grade 1; Grade 2; Grade 3; Grade Point Average; Bahrain + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Socio-economic status; Sozioökonomischer Status; Korrelation; Schulleistung; Interaktion; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Preschool education may help increase the academic achievement of school-age students. Still, for a segment in society, this is not feasible and children are not admitted into preschool due to parents' socioeconomic status. The purpose of this study was to measure the interaction between socioeconomic status and preschool education on students' academic achievement in Bahraini government elementary schools. The study adopted a quantitive approach. The sample was 402 girls and boys in grades 1 through 6. The results showed that students who had preschool education had better academic achievement than those who did not. There were no significant differences in students' later academic achievement with reference to socioeconomic status, and there was no interaction between preschool education and socioeconomic status on academic achievement. It was recommended that policymakers should encourage the private and public sectors to invest in preschool education, to conduct further research on the impact of socio-economic status on academic achievement at different school levels and to expand the dimensions of SES to include parents' skills and marital relationships and their impact on children's achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01