Effects of academic coaching on elementary and secondary school students

Dianna T. Kenny*, Gavin Faunce

*Corresponding author for this work

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

The authors assessed the effects of out-of-school hours academic coaching on students' (a) academic performance on end-of-year examinations in English, mathematics, and science; (b) attainment of academic scholarships; and (c) acceptance to Gifted and Talented (GT) classes and selective high schools. Participants were 1,724 elementary and secondary school (Years 4 to 12) students. Results of analysis of covariance, with IQ as the covariate, indicated that coached and uncoached students performed equally in most subjects across most of the academic school years from Year 7 to Year 12. Logistic regression indicated that IQ was the best predictor of outcome for all aptitude tests. However, coaching had a significant effect on success on the GT entrance examination, a lesser impact on entrance to selective high schools, and no impact on the scholarship examination. Intensive test-wiseness and test-taking skills training appears to have compromised the integrity of some selective entrance examinations, particularly for younger students.

Original languageEnglish
Pages (from-to)115-126
Number of pages12
JournalJournal of Educational Research
Volume98
Issue number2
Publication statusPublished - Nov 2004

Keywords

  • Commercial academic coaching
  • Effects on performance and aptitude tests
  • Elementary and secondary students in Australia

Fingerprint Dive into the research topics of 'Effects of academic coaching on elementary and secondary school students'. Together they form a unique fingerprint.

  • Cite this