Gender differences in academic achievement of children with developmental coordination disorder
South African Journal of Childhood Education
| Field | Value | |
| Title | Gender differences in academic achievement of children with developmental coordination disorder | |
| Creator | de Waal, Elna Pienaar, Anita E. Coetzee, Dané | |
| Description | Background: Developmental coordination disorder (DCD) has a negative impact on everyday activities and academic achievement in children, mainly owing to similar underlying motor and cognitive constructs. Academic achievement of boys and girls seems to be different, with boys being more prone to academic backlogs, especially in language-related areas.Aim: This study investigated if boys with DCD displayed more academic problems than girls with DCD.Setting: Ten-year-old children (N = 221, ±0.41) from different economic backgrounds were randomly selected for assessment as part of the NW-CHILD (North-West Child Health, Integrated with Learning and Development) longitudinal study in the North West Province of South Africa.Methods: The Movement Assessment Battery for Children, Second Edition, was used to determine DCD status in the group. The results of the Annual National Assessment and the mid-year June exam, which included six learning areas, were used to analyse academic differences between typically developing boys and girls and those who were identified with DCD (seven boys, seven girls). Independent t-testing and Mann–Whitney non-parametric tests were used to determine differences between boys and girls.Results: Boys with DCD had inferior literacy and numeracy skills, significantly poorer manual dexterity and balancing skills and also displayed statistically and large practically significant weaker mid-year grade point averages than girls. Children with DCD also portrayed poorer academic achievement than typically developing children.Conclusion: Significant differences in balancing skills and in languages between boys and girls with DCD might have contributed to the practically significant poorer maths performance of boys. | |
| Publisher | AOSIS | |
| Date | 2018-11-19 | |
| Identifier | 10.4102/sajce.v8i1.515 | |
| Source | South African Journal of Childhood Education; Vol 8, No 1 (2018); 10 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/515/865
https://sajce.co.za/index.php/sajce/article/view/515/867
https://sajce.co.za/index.php/sajce/article/view/515/866
https://sajce.co.za/index.php/sajce/article/view/515/868
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