Judul Asli : Does the differences in 6, 7, and 8-year-old children’s
reading and writing success has to do with diligence rather
than intelligence
Author & Adress :
Teinye Briggs1, Nwachukwu Prince Ololube2
1Department of Applied Sciences of Education, Faculty of Behavioural Sciences, University of Helsinki, Helsinki, Finland
2Department of Educational Management and Planning, Faculty of Education, Ignatius Ajuru University of Education, Rumuolumeni, Port
Harcourt, Nigeria
Email address:
teinye.briggs@yahoo.com (T. Briggs), ololubeprince@yahoo.com, ololubeno@gmail.com (N. P. Ololube)
To cite this article:
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. International Journal of Elementary Education. Vol. 3, No. 5, 2014, pp. 105-114.
doi: 10.11648/j.ijeedu.20140305.11
Abstrak:
Penelitian ini merupakan tindak lanjut dari penelitian yang sebelumnya dilakukan oleh penulis (Briggs, Ololube, & Kpolovie,2014) tentang "Mengelola Anak Belajar: Berdasarkan Prosedur Pemeriksaan Dukungan untuk motor, Kognisi dan Bahasa Komunikasi dalam Pendidikan Anak Usia Dini ". Data yang terbatas yang tersedia yang menggambarkan dampak relatif ketekunan dan intelijen dalam keterampilan membaca dan menulis anak-anak di sub-Sahara Afrika. Dalam dunia sekarang ini, anak-anak mencari perhatian dan terlibat dalam perilaku yang positif atau negatif untuk mencapainya. Adalah penting bahwa guru mengenali ketekunan dan kecerdasan senilai siswa mereka secara konsisten, sebagai literatur riset dalam pendidikan mengabdikan meningkatkan perhatian pada peran Upaya anak-anak dalam prestasi akademis. Penelitian ini berpendapat dua konstruksi: ketekunan dan kecerdasan, yang tersurat maupun mencerminkan Upaya anak-anak individu untuk mencapai membaca dan menulis sukses. Sebuah Diligence dan Intelijen Inventarisasi adalah dikembangkan dengan bantuan dari para ahli untuk memperoleh data dari 6, 7, dan 8 tahun guru anak-anak pada prestasi murid mereka ' dalam membaca dan menulis. Dengan menggunakan analisis Cronback dan membuat prosedur validasi, instrumen bersertifikat untuk memiliki konsistensi internal. Hasil dari 321 anak sekolah mengungkapkan perbedaan statistik yang signifikan antara ketekunan dan
intelijen. Implikasi akademis dan praktis penelitian ini untuk praktik pendidikan termasuk kebutuhan yang lebih besar untuk melengkapi upaya anak-anak dalam mengejar mereka untuk pengembangan pendidikan seimbang.
Kata kunci: Diligence, Intelijen, Membaca dan Menulis, Sukses Akademik, anak sekolah, Nigeria
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.
Keywords: Diligence, Intelligence, Reading and Writing, Academic Success, Schoolchildren, Nigeria
reading and writing success has to do with diligence rather
than intelligence
Author & Adress :
Teinye Briggs1, Nwachukwu Prince Ololube2
1Department of Applied Sciences of Education, Faculty of Behavioural Sciences, University of Helsinki, Helsinki, Finland
2Department of Educational Management and Planning, Faculty of Education, Ignatius Ajuru University of Education, Rumuolumeni, Port
Harcourt, Nigeria
Email address:
teinye.briggs@yahoo.com (T. Briggs), ololubeprince@yahoo.com, ololubeno@gmail.com (N. P. Ololube)
To cite this article:
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. International Journal of Elementary Education. Vol. 3, No. 5, 2014, pp. 105-114.
doi: 10.11648/j.ijeedu.20140305.11
Abstrak:
Penelitian ini merupakan tindak lanjut dari penelitian yang sebelumnya dilakukan oleh penulis (Briggs, Ololube, & Kpolovie,2014) tentang "Mengelola Anak Belajar: Berdasarkan Prosedur Pemeriksaan Dukungan untuk motor, Kognisi dan Bahasa Komunikasi dalam Pendidikan Anak Usia Dini ". Data yang terbatas yang tersedia yang menggambarkan dampak relatif ketekunan dan intelijen dalam keterampilan membaca dan menulis anak-anak di sub-Sahara Afrika. Dalam dunia sekarang ini, anak-anak mencari perhatian dan terlibat dalam perilaku yang positif atau negatif untuk mencapainya. Adalah penting bahwa guru mengenali ketekunan dan kecerdasan senilai siswa mereka secara konsisten, sebagai literatur riset dalam pendidikan mengabdikan meningkatkan perhatian pada peran Upaya anak-anak dalam prestasi akademis. Penelitian ini berpendapat dua konstruksi: ketekunan dan kecerdasan, yang tersurat maupun mencerminkan Upaya anak-anak individu untuk mencapai membaca dan menulis sukses. Sebuah Diligence dan Intelijen Inventarisasi adalah dikembangkan dengan bantuan dari para ahli untuk memperoleh data dari 6, 7, dan 8 tahun guru anak-anak pada prestasi murid mereka ' dalam membaca dan menulis. Dengan menggunakan analisis Cronback dan membuat prosedur validasi, instrumen bersertifikat untuk memiliki konsistensi internal. Hasil dari 321 anak sekolah mengungkapkan perbedaan statistik yang signifikan antara ketekunan dan
intelijen. Implikasi akademis dan praktis penelitian ini untuk praktik pendidikan termasuk kebutuhan yang lebih besar untuk melengkapi upaya anak-anak dalam mengejar mereka untuk pengembangan pendidikan seimbang.
Kata kunci: Diligence, Intelijen, Membaca dan Menulis, Sukses Akademik, anak sekolah, Nigeria
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.
Keywords: Diligence, Intelligence, Reading and Writing, Academic Success, Schoolchildren, Nigeria
