Starting School Age In The Academic Performance At A Tertiary Level Case Study

Article 1:
Role of Starting School Age in the Academic Performance at the Tertiary Level

The research conducted in this experiment was to determine whether there was any long term academic advantages when starting school at an earlier age than four years of age compared to a child who started at the age of four or older. The study aims to find a correlation between high achievements at a tertiary level of education of a student starting at an early in contrast to one who didn’t start at before the age of four. The study hypothesised: starting school earlier than age four enables students to score higher at the tertiary level and starting school earlier than age four helps develop self-regulation skills in the students.
In the conduction of
Therefore, this research was conducted to investigate the effect of confidence and the development of academic self-assessments on academic success. It was hypothesised that children who reach a mature age before starting school are more likely to be able to complete tasks expected of them and achieve expected academic success than children who do not reach school maturity.
The success of 265 fourth class students in Turkish and mathematics was studied in relation to the age they started school and parental educational level. This was investigated through the Turkish and Mathematic Academic Self Concept Scale, which comprised of 8 questions the students had to answer. Similarly, academic self-concepts and self-esteem were measured in terms of the age they started school. Self-esteem was measured by a variation of the self-esteem inventory which comprised of 25 questions the students had to
However, a strong correlation was observed between age starting school and academic self-concept of students in Turkish and mathematics lessons, as students who started school later had higher academic self-concepts than those who started earlier. Self-esteem was also higher for those who started school later. It was also found that increased parental educational levels resulted in higher academic success in both Turkish and mathematics.
The results concluded that success in Turkish and mathematic differed more due to parental education level than the age starting school. An increase in parental educational level lead to increased academic success, so parental educational level was found to be the biggest determinant of academic success. As a result of this study, it was recommended that children of different ages are not educated in the same class. Furthermore, children who begin school earlier and students whose parents have low levels of education should be given additional support and