Role of Different School Systems in Cognitive Abilities and Academic Achievement of Adolescents

Berita Biologi

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Field Value
 
Title Role of Different School Systems in Cognitive Abilities and Academic Achievement of Adolescents
 
Creator Iqbal, Sidra
Riaz, Mah Nazir
 
Description The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001
secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.
 
Publisher Pakistan Journal of Psychological Research
 
Date 1970-01-01
 
Type info:eu-repo/semantics/article
Peer-reviewed Article
info:eu-repo/semantics/publishedVersion
 
Format application/pdf
 
Identifier http://www.pjprnip.edu.pk/pjpr/index.php/pjpr/article/view/486
 
Source Pakistan Journal of Psychological Research; 2019, Vol. 34, No. 1
 
Language eng
 
Relation http://www.pjprnip.edu.pk/pjpr/index.php/pjpr/article/view/486/494
 

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