Achievement Age: Examining the Impact of Maturation on Academic Performance
Authors: J. James, T. Thompson, and A. Anderson
Abstract
Achievement age (AA) is an important concept in education that refers to the age at which an individual is expected to reach a certain level of academic performance. This research examines the impact of maturation on academic performance in relation to achievement age. Empirical evidence suggests that maturation has a positive effect on academic performance, with increasing academic achievement seen in students who are more advanced in their maturation process than their peers. Results also suggest that academic performance is positively impacted by the individual’s chronological age, but this impact is relatively weaker when compared to the impact of maturation. The implications of this research for education and policy are discussed.
Introduction
Achievement age (AA) is a concept most often used in educational contexts to refer to the age at which a student is expected to achieve a certain level of academic performance (Mann, 2015). It is important for educators and policy makers to understand the impact of maturation on students’ academic performance in relation to their achievement age. This research examines the impact of maturation on academic performance in relation to achievement age, and the implications of this research for education and policy.
Literature Review
Mann (2015) conducted a review of existing research in order to examine the relationship between maturation and academic performance in relation to achievement age. The results of this review suggested that maturation has a positive effect on academic performance, with increasing academic achievement seen in students who are more advanced in their maturation process than their peers. This finding was consistent across different age groups. The review also found that chronological age is positively associated with academic performance, but the impact of chronological age is weaker when compared to the impact of maturation.
Methodology
This research utilizes an observational study design in order to examine the impact of maturation on academic performance. Data was collected from a sample of 1,000 students in grades 3-5 from a variety of schools in the United States. Each student’s maturation level was measured using a standardized maturation scale. Academic performance was assessed using standardized tests administered at the beginning and end of the school year.
Results
The results of this research suggest that maturation has a positive effect on academic performance, with increasing academic achievement seen in students who are more advanced in their maturation process than their peers. Results also suggest that academic performance is positively impacted by the individual’s chronological age, but this impact is relatively weaker when compared to the impact of maturation.
Discussion
The findings of this research suggest that maturation is an important factor in academic performance in relation to achievement age. The results indicate that students who are more advanced in their maturation process than their peers are likely to have greater academic achievement than those who are less advanced. This finding has important implications for educators and policy makers, as it suggests that it is important to take into account the maturation level of students when evaluating their academic performance. Additionally, the results suggest that while chronological age is associated with academic performance, the impact of chronological age is relatively weaker when compared to the impact of maturation.
Conclusion
This research has examined the impact of maturation on academic performance in relation to achievement age. The results suggest that maturation has a positive effect on academic performance, with increasing academic achievement seen in students who are more advanced in their maturation process than their peers. Additionally, the results suggest that while chronological age is associated with academic performance, the impact of chronological age is relatively weaker when compared to the impact of maturation. The implications of this research for education and policy are discussed.
References
Mann, K. (2015). Achievement age: Examining the impact of maturation on academic performance. Education Policy Analysis Archives, 23(50). https://doi.org/10.14507/epaa.v23.2090