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Factors Influencing Student Learning

Students differ in intelligence, socioeconomic status, culture, and gender, which influence learning and place some students at risk. Intelligence involves thinking and problem-solving abilities influenced by both nature and nurture. Common responses to differences in ability include ability grouping in schools, but this can lower performance and stigmatize low-ability students. Socioeconomic status, culture, and gender also impact student success, though gender differences in aptitude are minor. Effective schools and teachers for at-risk students emphasize high expectations, academic focus, monitoring progress, parent involvement, and supportive instructional strategies.

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10 views1 page

Factors Influencing Student Learning

Students differ in intelligence, socioeconomic status, culture, and gender, which influence learning and place some students at risk. Intelligence involves thinking and problem-solving abilities influenced by both nature and nurture. Common responses to differences in ability include ability grouping in schools, but this can lower performance and stigmatize low-ability students. Socioeconomic status, culture, and gender also impact student success, though gender differences in aptitude are minor. Effective schools and teachers for at-risk students emphasize high expectations, academic focus, monitoring progress, parent involvement, and supportive instructional strategies.

Uploaded by

Nike Arwana
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Chapter Summary

Students differ in intelligence, socioeconomic status (SES), culture, and gender, each of which
influences learning. Certain combinations of these factors place students at risk of not being able
to take full advantage of their educational experience.
Intelligence
Intelligence is the ability to think and reason abstractly, to solve problems, and to acquire new
knowledge. Some theories suggest that intelligence is a single entity; others describe intelligence
as existing in several forms.
Experts disagree about the contributions of heredity and environment on the development of
intelligence. Nature advocates argue that intelligence is genetically determined; nurture
proponents contend that it is influenced primarily by a child's cumulative experiences. Most
experts believe that intelligence is determined by a combination of the two.
The most common response to differences in ability has been to group students according to
those differences. Within- and between-class ability grouping is common in elementary schools;
tracking is prevalent in middle and secondary schools. Ability grouping can lower performance
and stigmatize students in low-ability classes.
Socioeconomic Status
Socioeconomic status (SES) includes parents' income, occupation, and level of education. SES
can strongly influence student attitudes, values, background experiences, and school success.
Culture
Culture helps determine the attitudes, values, customs, and behavior patterns a child brings to
school. The match between a child's culture and the school has a powerful influence on school
success. Culturally responsive teaching creates links between a student's culture and classroom
instruction.
Gender
Gender differences in aptitude or intelligence are minor, and gender-related achievement
differences are caused primarily by different treatment of boys and girls. Teachers can minimize
achievement differences by treating boys and girls equally and by actively combating gender
stereotypes in their teaching.
Students Placed at Risk
Students placed at risk are those in danger of leaving school without the skills needed to function
effectively in our modern world. Effective schools for students placed at risk stress high
expectations, an academic focus, continuous monitoring of progress, and strong parent
involvement. Effective teachers hold high expectations for academic success, use a variety of
interactive instructional and motivational strategies, and demonstrate caring through sincere
interest in students' lives. Effective instruction for students placed at risk provides greater
structure and support, more active teaching, greater student engagement, challenge, and more
feedback with higher success rates.

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