The study is a follow up to a study that was previously conducted by the authors (Briggs, Ololube, & Kpolovie, 2014) on “Managing Children Learning: Support Based Screening Procedure for Motor, Cognition and Language Communication in Early Childhood Education”. Limited data are available that describe the relative impact of diligence and intelligence in children’s reading and writing skills in sub-Saharan Africa. In today’s world, young children look for attention and engage in positive or negative behavior to attain it. It is important that teachers recognize the diligence and intelligence worth of their students on a consistent basis, as research literature in education is devoting increasing attention to the role of children’s effort in academic performance. This study posits two constructs: diligence and intelligence, which express or reflect individual children’s efforts toward achieving reading and writing success. A Diligence and Intelligence Inventory was developed with assistance from experts to elicit data from 6, 7, and 8-year-old children’s teachers on their pupils’ achievements in reading and writing. Using Cronback analysis and construct validation procedures, the instrument was certified to have internal consistency. The results from 321 schoolchildren revealed a significant statistical difference between diligence and intelligence. The academic and practical implications of this study to educational practice include a greater need to complement the efforts of young children in their pursuit for balanced educational development.
| Published in | International Journal of Elementary Education (Volume 3, Issue 5) |
| DOI | 10.11648/j.ijeedu.20140305.11 |
| Page(s) | 105-114 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Diligence, Intelligence, Reading and Writing, Academic Success, Schoolchildren, Nigeria
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APA Style
Teinye Briggs, Nwachukwu Prince Ololube. (2014). Does the Differences in 6, 7, and 8-Year-Old Children’s Reading and Writing Success has to do With Diligence Rather than Intelligence. International Journal of Elementary Education, 3(5), 105-114. https://doi.org/10.11648/j.ijeedu.20140305.11
ACS Style
Teinye Briggs; Nwachukwu Prince Ololube. Does the Differences in 6, 7, and 8-Year-Old Children’s Reading and Writing Success has to do With Diligence Rather than Intelligence. Int. J. Elem. Educ. 2014, 3(5), 105-114. doi: 10.11648/j.ijeedu.20140305.11
AMA Style
Teinye Briggs, Nwachukwu Prince Ololube. Does the Differences in 6, 7, and 8-Year-Old Children’s Reading and Writing Success has to do With Diligence Rather than Intelligence. Int J Elem Educ. 2014;3(5):105-114. doi: 10.11648/j.ijeedu.20140305.11
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Download@article{10.11648/j.ijeedu.20140305.11,
author = {Teinye Briggs and Nwachukwu Prince Ololube},
title = {Does the Differences in 6, 7, and 8-Year-Old Children’s Reading and Writing Success has to do With Diligence Rather than Intelligence},
journal = {International Journal of Elementary Education},
volume = {3},
number = {5},
pages = {105-114},
doi = {10.11648/j.ijeedu.20140305.11},
url = {https://doi.org/10.11648/j.ijeedu.20140305.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20140305.11},
abstract = {The study is a follow up to a study that was previously conducted by the authors (Briggs, Ololube, & Kpolovie, 2014) on “Managing Children Learning: Support Based Screening Procedure for Motor, Cognition and Language Communication in Early Childhood Education”. Limited data are available that describe the relative impact of diligence and intelligence in children’s reading and writing skills in sub-Saharan Africa. In today’s world, young children look for attention and engage in positive or negative behavior to attain it. It is important that teachers recognize the diligence and intelligence worth of their students on a consistent basis, as research literature in education is devoting increasing attention to the role of children’s effort in academic performance. This study posits two constructs: diligence and intelligence, which express or reflect individual children’s efforts toward achieving reading and writing success. A Diligence and Intelligence Inventory was developed with assistance from experts to elicit data from 6, 7, and 8-year-old children’s teachers on their pupils’ achievements in reading and writing. Using Cronback analysis and construct validation procedures, the instrument was certified to have internal consistency. The results from 321 schoolchildren revealed a significant statistical difference between diligence and intelligence. The academic and practical implications of this study to educational practice include a greater need to complement the efforts of young children in their pursuit for balanced educational development.},
year = {2014}
}
TY - JOUR T1 - Does the Differences in 6, 7, and 8-Year-Old Children’s Reading and Writing Success has to do With Diligence Rather than Intelligence AU - Teinye Briggs AU - Nwachukwu Prince Ololube Y1 - 2014/12/05 PY - 2014 N1 - https://doi.org/10.11648/j.ijeedu.20140305.11 DO - 10.11648/j.ijeedu.20140305.11 T2 - International Journal of Elementary Education JF - International Journal of Elementary Education JO - International Journal of Elementary Education SP - 105 EP - 114 PB - Science Publishing Group SN - 2328-7640 UR - https://doi.org/10.11648/j.ijeedu.20140305.11 AB - The study is a follow up to a study that was previously conducted by the authors (Briggs, Ololube, & Kpolovie, 2014) on “Managing Children Learning: Support Based Screening Procedure for Motor, Cognition and Language Communication in Early Childhood Education”. Limited data are available that describe the relative impact of diligence and intelligence in children’s reading and writing skills in sub-Saharan Africa. In today’s world, young children look for attention and engage in positive or negative behavior to attain it. It is important that teachers recognize the diligence and intelligence worth of their students on a consistent basis, as research literature in education is devoting increasing attention to the role of children’s effort in academic performance. This study posits two constructs: diligence and intelligence, which express or reflect individual children’s efforts toward achieving reading and writing success. A Diligence and Intelligence Inventory was developed with assistance from experts to elicit data from 6, 7, and 8-year-old children’s teachers on their pupils’ achievements in reading and writing. Using Cronback analysis and construct validation procedures, the instrument was certified to have internal consistency. The results from 321 schoolchildren revealed a significant statistical difference between diligence and intelligence. The academic and practical implications of this study to educational practice include a greater need to complement the efforts of young children in their pursuit for balanced educational development. VL - 3 IS - 5 ER -
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