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Relationship between Academic Achievement, Visual-Motor Integration, Gender and Socio-Economic Status: North-West Child Health Integrated with Learning and Development Study

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Title: Relationship between Academic Achievement, Visual-Motor Integration, Gender and Socio-Economic Status: North-West Child Health Integrated with Learning and Development Study
Language: English
Authors: Coetzee, Dané (ORCID 0000-0002-7166-8353), Pienaar, Anita E. (ORCID 0000-0002-9487-5953), van Wyk, Yolanda (ORCID 0000-0001-6802-7013)
Source: South African Journal of Childhood Education. 2020 10(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
Peer Reviewed: Y
Page Count: 11
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Academic Achievement, Gender Differences, Socioeconomic Status, Compulsory Education, Elementary School Students, Children, Correlation, Perceptual Motor Coordination, Visual Perception, Student Characteristics, Foreign Countries
Geographic Terms: South Africa
Assessment and Survey Identifiers: Beery Developmental Test of Visual Motor Integration
ISSN: 2223-7674
Abstract: Background: Inconsistencies are found regarding the relationship between academic achievement and visual-motor integration (VMI), gender and socio-economic status (SES). Aim: The study examined the associations between academic achievement in different compulsory learning areas and VMI skills, and what role gender and SES play. Setting: A total of 863 participants (n = 538, low SES group; n = 325, high SES group) from 20 schools in four school districts in the North West province of South Africa were randomly selected to participate. Methods: The Beery Visual-Motor Integration Test, 4th edition (VMI-4) was used to evaluate the VMI, visual perception and motor coordination skills; and the June mid-year school assessment (JMSA) and the Annual National Assessment (ANA) marks were used to examine their academic achievements. Spearman rank-order correlations and stepwise regression analyses were used to, examine significant associations and unique contributors, respectively. Results: Small-to-moderate significant correlations were found between all the learning areas assessed during the JMSA and the ANA examinations and the VMI-4. The strongest correlations occurred between visual perception and most of the learning areas. Socio-economic status had the greatest predictive association with most of the academic learning areas. The largest contributions ([greater than or equal to] 10% moderate, [greater than or equal to] 25% great) of SES were found during the JMSA in English, life orientation, mathematics, natural science, social sciences and in the grade point averages. During the ANA, SES had the highest predictive contribution to English and mathematics. Conclusion: The overall academic achievement of learners could be negatively affected by their SES and visual perception skills, that suggest timeously prevention strategies to counter these effects.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1268510
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1268510
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PubType: Academic Journal
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  Data: Relationship between Academic Achievement, Visual-Motor Integration, Gender and Socio-Economic Status: North-West Child Health Integrated with Learning and Development Study
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  Data: <searchLink fieldCode="AR" term="%22Coetzee%2C+Dané%22">Coetzee, Dané</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7166-8353">0000-0002-7166-8353</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pienaar%2C+Anita+E%2E%22">Pienaar, Anita E.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9487-5953">0000-0002-9487-5953</externalLink>)<br /><searchLink fieldCode="AR" term="%22van+Wyk%2C+Yolanda%22">van Wyk, Yolanda</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6802-7013">0000-0001-6802-7013</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Childhood+Education%22"><i>South African Journal of Childhood Education</i></searchLink>. 2020 10(1).
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Compulsory+Education%22">Compulsory Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Perceptual+Motor+Coordination%22">Perceptual Motor Coordination</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Perception%22">Visual Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Beery+Developmental+Test+of+Visual+Motor+Integration%22">Beery Developmental Test of Visual Motor Integration</searchLink>
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  Data: 2223-7674
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Inconsistencies are found regarding the relationship between academic achievement and visual-motor integration (VMI), gender and socio-economic status (SES). Aim: The study examined the associations between academic achievement in different compulsory learning areas and VMI skills, and what role gender and SES play. Setting: A total of 863 participants (n = 538, low SES group; n = 325, high SES group) from 20 schools in four school districts in the North West province of South Africa were randomly selected to participate. Methods: The Beery Visual-Motor Integration Test, 4th edition (VMI-4) was used to evaluate the VMI, visual perception and motor coordination skills; and the June mid-year school assessment (JMSA) and the Annual National Assessment (ANA) marks were used to examine their academic achievements. Spearman rank-order correlations and stepwise regression analyses were used to, examine significant associations and unique contributors, respectively. Results: Small-to-moderate significant correlations were found between all the learning areas assessed during the JMSA and the ANA examinations and the VMI-4. The strongest correlations occurred between visual perception and most of the learning areas. Socio-economic status had the greatest predictive association with most of the academic learning areas. The largest contributions ([greater than or equal to] 10% moderate, [greater than or equal to] 25% great) of SES were found during the JMSA in English, life orientation, mathematics, natural science, social sciences and in the grade point averages. During the ANA, SES had the highest predictive contribution to English and mathematics. Conclusion: The overall academic achievement of learners could be negatively affected by their SES and visual perception skills, that suggest timeously prevention strategies to counter these effects.
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  Data: As Provided
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  Data: 2020
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  Data: EJ1268510
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Compulsory Education
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Children
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      – SubjectFull: Correlation
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      – SubjectFull: Perceptual Motor Coordination
        Type: general
      – SubjectFull: Visual Perception
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: South Africa
        Type: general
      – SubjectFull: Beery Developmental Test of Visual Motor Integration
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      – TitleFull: Relationship between Academic Achievement, Visual-Motor Integration, Gender and Socio-Economic Status: North-West Child Health Integrated with Learning and Development Study
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            NameFull: Pienaar, Anita E.
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            NameFull: van Wyk, Yolanda
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