Researchers say that genes are one of the most important factors affecting the success of children at school in the long run. Well, how can this information be used to help students?
Research conducted in recent years shows that two thirds of the differences in children’s achievement levels at school are due to genes.
In fact, genes also affect the success of learners in different lessons.
But little is known about how genetic and environmental factors affect the success of the child throughout his school life.
To investigate this, more than 6 twin (over 12 children) in the UK were followed up from elementary school until the age of 16, when compulsory education was completed, and the educational success was examined.
It was seen that children who succeeded in elementary school, whose children’s success in education followed a stable line, also performed well at secondary school final examinations they entered at the age of 16.
The research was based on the fact that twins were 100 percent identical in their genes. Thus, it could be seen how effective the genes are in their success differences.
When all the data in primary and secondary schools are examined, it is seen that 70 percent of the twin’s educational achievement is due to genetic factors, 25 percent share common environmental factors (sharing the same family and school) and 5 percent share environmental factors (different teachers and friends, etc.) It was found welded.
When a difference between primary and secondary school achievement was determined for one of the twins, it was concluded that this was caused by non-common environmental factors of 5 percent.
Genetic determinants While
such studies on Gemini provide information on features within large groups, recent scientific developments shed light on the effects of genes on the individual.
Significant improvements have been recorded in the effort to find out which genetic determinants are associated with certain characteristics through genomic research. But each determinant of individual differences in school achievement represented only 0.1 percent of the event.
The results obtained in these studies were evaluated in a whole new study and the training achievement scores were formed. The effect of twins on school success varied from 4 to 10 percent depending on the educational stage. However, they were the same genetic variants that influenced their success differentials.
In the future, early intervention may be available to children in need of assistance at school, starting with these statements.
For example, postpartum DNA tests can be used to monitor genetic risk factors that can cause children to have problems reading at an older age.
Early intervention, such as a special education program for the child, will have a more positive impact