The degree to which students’ test scores differ is largely determined by genetics, according to new research published in PLoS ONE. Students’ school environment, including the actions of their teachers and peers, had little effect on their academic achievement compared to the students’ genes.
However, this is not to say that academic achievement is entirely pre-determined, nor that environmental factors don’t play a role in students’ educational outcomes, but rather children’s genetic predispositions affect learning abilities.
In the study, researchers compared test scores of over 11,000 identical and non-identical 16 year old twins. Identical twins share 100% of their genes, whereas non-identical twins (or fraternal twins) share around half of their genes. The researchers assumed that if the identical twins had test scores that were more alike than those of the non-identical twins, the difference in the test scores is due to genetics, rather than the twins’ environment.
Overall, the researchers found that genetics explained around 58% of the differences in the students’ test scores for English, Mathematics, and Science. Additionally, 29% of the difference in these core subject scores was explained by environments, such as schools, families, and households.
An important implication of the study offers a new explanation as to why and how children differ in their test performance and abilities to learn. Genetics help to explain the differences between individuals and why some children struggle with learning early on – and perhaps continue to struggle with learning throughout their academic careers.
Thus, teachers and administrators should be mindful of children’s individual needs and abilities in order to improve educational achievement.
Bron: http://neuronetlearning.com/blog/childrens-test-scores-are-mostly-determined-by-genetics/
However, this is not to say that academic achievement is entirely pre-determined, nor that environmental factors don’t play a role in students’ educational outcomes, but rather children’s genetic predispositions affect learning abilities.
In the study, researchers compared test scores of over 11,000 identical and non-identical 16 year old twins. Identical twins share 100% of their genes, whereas non-identical twins (or fraternal twins) share around half of their genes. The researchers assumed that if the identical twins had test scores that were more alike than those of the non-identical twins, the difference in the test scores is due to genetics, rather than the twins’ environment.
Overall, the researchers found that genetics explained around 58% of the differences in the students’ test scores for English, Mathematics, and Science. Additionally, 29% of the difference in these core subject scores was explained by environments, such as schools, families, and households.
An important implication of the study offers a new explanation as to why and how children differ in their test performance and abilities to learn. Genetics help to explain the differences between individuals and why some children struggle with learning early on – and perhaps continue to struggle with learning throughout their academic careers.
Thus, teachers and administrators should be mindful of children’s individual needs and abilities in order to improve educational achievement.
Bron: http://neuronetlearning.com/blog/childrens-test-scores-are-mostly-determined-by-genetics/
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