Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program

Getenet, Seyum ORCID: https://orcid.org/0000-0001-8338-4326 and Beswick, Kim (2021) Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597


Abstract

In this study, we examine children’s National Assessment Program—Literacy and Numeracy (NAPLAN) achievement predictors, which may enable or limit their numeracy performance and assess the relative importance of the predictor variables. Our data source was the NAPLAN numeracy results of Queensland schools from 2014 to 2017. Years 3 and 5 children’s NAPLAN numeracy scores were analysed using a hierarchical multiple regression model. We examined eight variables grouped into four themes to determine their predictive value for children’s numeracy performance in NAPLAN. Findings from this study indicate that parent’s educational level, parent’s occupation and indigenous status variables accounted for 10–11% of the total variance, while geolocation and sector type contributed an additional 0.2–0.4% of the variance. Gender and language background other than English (LBOTE) contributed 0.1–0.4% of the variance. These results were consistent across levels (Years 3 and 5) and test years (2014–2017). When these predictors were controlled, the influence of parent’s post-school education and LBOTE status were less and non-significant. Previous NAPLAN numeracy results for Year 5 children were found to be very large in its predictive value (R2 = 0.50). The implications of these results for teachers, parents and researchers are described.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published online: 30 June 2021. Permanent restricted access to ArticleFirst version, in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 01 Jul 2021 05:47
Last Modified: 01 Jul 2021 05:47
Uncontrolled Keywords: assessment; NAPLAN; numeracy achievement; predictors; primary
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori)
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390304 Primary education
39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160301 Assessment, development and evaluation of curriculum
16 EDUCATION AND TRAINING > 1601 Learner and learning > 160103 Primary education
Identification Number or DOI: https://doi.org/10.1007/s11092-021-09364-w
URI: http://eprints.usq.edu.au/id/eprint/42627

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