ADD-like Behavior and Academic Achievement

ADD-like Behavior and Academic Achievement Abstract Persons suffering from attention deficit disorder (ADD) cannot be fully attentive and will generally be impulsive. This is because ADD, as a condition, affects a person’s neurobiology. In addition, it is most likely that individuals affected by ADD will perform poorly academically. To determine the relationship between ADD-like behavior and class work performance, the authors of this study investigated various variables such as English performance in 9th Grade and existence of social adjustment problems in 9th grade among other variables. A score of ADD-like characteristics (mean of 3) was the dependent variable. It was found out that ADD-like behavior and poor class work performance are related. This study, therefore, aids in detecting young persons who may suffer from ADD in their latter years based on their current class work performance. Consequently, it would be possible to intervene at an early stage and save the children from ADD.

Buy this excellently written paper or order a fresh one from ace-myhomework.com

Attention Deficit Disorder-like Behavior and Academic Achievement Introduction Attention Deficit Hyperactivity Disorder (ADHD) as a developmental and neurobiological condition is indicated by symptoms such as one being distracted easily, hyperactivity, and also tendency to be impulsive (Gajaria, Yeung & Goodale, 2011). ADD’s effect on how a child performs at school varies with the child’s age, size and basically on his developmental stage. Usually, people suffering from ADD rarely pay attention and will even be easily distracted. This makes persons suffering from ADD perform poorly in class work.

However, even there being cases of persons with ADD performing poorly in their academics, there are not many studies linking ADD directly to poor class work results. As such, it cannot be out rightly concluded that ADD is a sure link to failure in academics. No, that is not the case.

More, advanced and consistent research that could relate ADD to failure in class work would be very beneficial especially in arresting this problem beforehand.

Persons with Attention Deficit Disorder (ADD) have a brain dysfunction coupled with little activity when compared to their colleagues considered “normal”. Moreover, they have difficulty in grasping details and being attentive, and all in all their learning is mostly shuddered.

According to various reports, these kinds of people have experienced social constraints in their latter lives where they have found difficulties relating with other “normal people” (Howell, Huessy & Hassuk, 1985).

This study purposes to look at the presence of a relationship between ADD-like behaviors and class work performance. The driving force is that even the least brain dysfunction is capable of dimming a prospective bright academic future of an individual. A study that had ADD-Like behavior, being the dependant variable, and whether students who dropped out of their high

schools, had poor grading in their English classes among the social environments of their classes, as independent variables, had any relation, proved positive.

Method Participants Participants were 216 students (54% boys, 46% girls) from one of 18 schools in northwestern Vermont. The schools were chosen in such a way to produce a reasonable cross section of rural schools within 40 miles of Burlington, Vermont. Age at first assessment, family background, racial/ethnic identity and other background variables were not assessed.

Procedure All participants were part of a larger study conducted by Howell, Huessy and Hassuk (1985). The original study began with 501 children in the second grade and consisted of six stages of data collection: second grade, fourth grade, fifth grade, ninth grade, 12th grade, and three years after graduation. The first three assessments were collected via the child’s current teacher, the second two assessments were collected via school records and the final assessment was an extensive interview. Due to normal attrition, the sample size was reduced to 352 children by the end of the fifth grade. The present study utilizes data collected during all six collection periods and includes only those for whom complete data is available (N = 216).

Measures Gender: The gender of the child was collected via a questionnaire completed by the child’s second grade teacher.

Grade Repetition: Whether or not the child repeated a grade during high school was assessed via school records at the end of the 12th grade.

English Level: The level of English class the child was enrolled in was assessed via the school record in the ninth grade. The three categories were: remedial, general and college preparatory.

English Grade: The grade the child received in English during the ninth grade was assessed via school records. Grades were: A, B, C, D, or F. Social Adjustment Problems: Whether or not the child exhibited any social adjustment problems in the ninth grade was assessed via school records. A child was considered to have a social adjustment problem if there were at least two notations in the record of infractions like disruptive classroom behavior, truancy, or setting fires in trash cans.

High School Dropout Status: Whether or not the participant dropped out before completing high school was obtained from the interview conducted approximately three years post high school graduation.

ADD-like Behavior Score: ADD-like behavior score is the average of three scores obtained during the second, fourth and fifth grades. Each child’s current teacher was asked to complete the form. The diagnostic instrument was a 21-item questionnaire that tapped behavioral components commonly associated with ADD. Teachers rated each child on a scale from 1 (low behavior) to 5 (high behavior), where 3 indicated an “average” level of behavior. For each of the three assessments, the 21 items were summed to obtain a total score. The score used in the present study reflect an average of these three assessments. Howell et al. (1985) report high reliability (Cronbach’s alpha ranged from .93–.96 across the three assessments), and good validity for the measure.

Intelligence Quotient (IQ): IQ was assessed via a group administered Intelligence Test.

Grade Point Average (GPA): Overall high school GPA was collected from school records at the end of the 12th grade. GPA was calculated using the following scale: A=4, B=3, C=2, D=1, F=0.

Results Descriptive Statistics After conducting an analysis for descriptive statistics, the following findings were recorded: ADD-like behavior mean score was 52.85, SD 10.45.The IQ mean score stood at 102.35, SD 12.58 while the 9th Grade mean GPA was 2.44, SD .85. Variances were as follows: ADD-like behavior scored at 109.25, IQ score at 157.69 while the 9th Grade scored at 7.1. In ranges, ADD-like behavior scored at 52.00, IQ scored had a range of 82 while 9th Grade GPA had a range of 3.75. Of the total 216 students, 53.7 percent (116) were males and the rest 100 students (46.3 percent) were females. One hundred and ninety-six (196) students (90.7%) of the total 216 never repeated a grade unlike their fellow 20 students (9.3%) who repeated in one grade or more. Clearly, 29 students (13.4) qualified for the college prep 9th English level. The 29 qualified students were a comparison to the 154 students (71.3%) who had a general English level at the 9th Grade, and also to the 33 students (15.3%) who had attained the remedial English level of the 9th Grade.

Thirteen (13) percent (28 students) attained A in their 9th Grade English while 38 percent (82 students) had B and 36.1 percent (78 students) had C. Twenty-five (25) students (11.6%) got D, while their fellow 3 students (1.4%) had F in the same English of the 9th Grade. In the social adjustment problem analysis in the 9th Grade, 25 students (11.6%) had a positive response. One hundred and ninety-one (191) students (88.4%) had no social adjustment problem in the 9th

Grade. Only 20 students (9.3%) of the 216 participating in this study had a high school drop-out otherwise, the rest 196 students (90.7%) never dropped out of high school.

Table 1: Means (SD), Variances and Ranges for ADD-Like Behavior Score, IQ Score and GPA in 9th Grade (N=216)

Mean

Standard

Variance

Range

Deviation ADD-like

52.848

10.45221

109.249

52.00

IQ Score

102.3542

12.55762

157.694

82.00

GPA in 9th

2.4386

.84507

.714

3.75

behavior score (mean of 3)

Grade

Table 2: Frequencies and Percentages on Different Variables (N=216) Frequency

Percent

(n = 216)

(n = 216)

Gender: Male

116

53.7%

Female

100

46.3%

Yes

20

9.3%

No

196

90.7%

Repeated Grade:

9th Grade English Level: College Prep

29

13.4%

General

154

71.3%

Remedial

33

15.3%

9th Grade English Grade: A

28

13.0%

B

82

38.0%

C

78

36.1%

D

25

11.6%

F

3

1.4%

Yes

25

11.6%

No

191

88.4%

Social Adjustment Problems in 9th Grade:

Dropped out of High School:

Yes

20

9.3%

No

196

90.7%

Statistical Analyses and Interpretation Independent t-test The hypothesis in this study was that: H0: ADD-like behavior is the same in males and females.

H1: The mean ADD-like behavior scores between males and females are different.

While conducting the independent t-test, it is assumed that each data point in the sample is independent, the data in each of the two populations are normally distributed, and that the two populations have equal variances. In this study’s t-test analysis, it was identified that there was a statistically significant (t(214) = .261, p < .001) difference in ADD-like behaviors between males and females. This led to the rejection of the null hypothesis; ADD-like behavior is the same in males and females. Males (M= 56.09, SD = 10.00) had a higher ADD-like behavior score compared to females (M = 49.09, SD = 9.722). The results of the t-test showed without doubt that males differed significantly in ADD-like behaviors compared to females with males showing more ADD-like behaviors.

Another important finding from the t-test analyses was that there was no statistically significant difference (t(214) =3.559, p > .001) in ADD-like behaviors for persons who showed social adjustment problems in 9th Grade compared to those who did not have social adjustment problems. In the same manner, there was no statistically significant difference (t(214) = 3.228, p > .001) between those who had dropped out of high school and those who had not. It is therefore clear that having or lack of social adjustment problems as well as dropping/or not dropping out

of high school are not significant determinants of existence of ADD-like behaviors. The mean ADD-like behavior score for those who showed social adjustment problems (M= 62.56, SD = 7.12) was however higher than that of those who had no social adjustment problems in 9th Grade (M = 51.57, SD= 10.16). The mean ADD-like behavior score for those who had dropped out of high school (M = 60.95, SD = 7.15) was also higher than for those who had not dropped out of high school (M = 52.02, SD = 10.39). The differences were, however, not statistically significant.

There was a large effect size of presence of social adjustment problems in 9th Grade given that η2 was .53. This is to indicate that 53% of the variance in ADD-like behavior was as a result of presence of social adjustment problems in 9th Grade. A substantially large effect size was also observed for whether one was a male or a female. This was indicated by η2 = .33, indicating that 33% of the variance in ADD-like behavior was accounted for by gender. A small effect size, though, was observed η2 =.04 by whether one dropped out of high school or not, thus 4% of variance in ADD-like behavior was accounted for by whether one dropped out of high school or not. From this, it is evident that gender and presence of social adjustment problems in 9th Grade are related to ADD-like behavior, where males have higher ADD-like behavior scores than females while existence of social adjustment problems in 9th Grade is related to more ADD-like behaviors.

Table 3: t-Tests showing ADD-Like Behavior Scores for High School Drop Outs and Non-Drop Outs Variable

df

t

η2

p

High School Drop-out?

214

3.228

.04

>.001

Social adjustment problems in 9th Grade?

214

3.559

.53

>.001

Gender

214

.261

.33

<.001

ANOVA The ANOVA test was conducted with the following hypothesis in mind: There is difference in ADD-like behavior depending on the level of 9th grade English for participants.

H0: The means for College Preparatory, General and Remedial 9th grade English level are equal.

H1: The means for College Preparatory, General and Remedial 9th Grade English level are not equal.

In this study, the ANOVA test was conducted with the following assumption in consideration: The samples were independent, there was normal distribution of the sample and that variances were equal. From the analysis, it was evident that the ANOVA test was significant, F(2, 213) = 18.500, p < .001. As such, the null hypothesis was rejected; the means for College Preparatory, General and Remedial 9th grade English level are equal.

A post-hoc analysis was conducted as a follow up to the ANOVA test. This was done using the Tukey test with the aim of looking at the pairwise differences. This is because the Levene statistic, L(2, 213)= 2.277, p> .001 was not significant, hence equal variances were assumed. Participants with Remedial 9th grade English level (M= 56.97, SD = 11.67) showed a higher ADD-like behavior score (mean of 3), compared to General (M= 53.81, SD = 9.54) and College preparatory (M= 43.07, SD= 7.84). There was a significant difference in ADD-like behavior scores between College Preparatory 9th grade English level participants and General

and Remedial English level students. However, there was no significant difference in ADD-like behavior scores between Remedial and General 9th grade English level students.

The strength of the relationship between ADD-like behavior scores and 9th Grade English level as indexed by η2 = .57 was strong, with 9th Grade English Level accounting for 57% of the variance in ADD-like behavior score.

As such, it is correct to say that College Preparatory 9th grade English level students differed significantly in their ADD-like behavior scores compared to both Remedial and General English level students, with participants with Remedial 9th grade English level participants showing the greatest ADD-like behaviors than the other two groups.

Table 4: ANOVA Table showing ADD-Like Behavior Scores for College Prep, General and Remedial 9th Grade English Level Source

SS

df

MS

F

η2

p

Between

3476.346

2

1738.173

18.500

.57

<.001

Within

23488.481

213

93.954

Total

23488.481

215

Correlation Three assumptions are taken when conducting a Pearson Correlation: (1) there is random distribution in the pair of samples under comparison (2) there is independence of samples in each case to be compared and (3) there is normal distribution of the two samples to be compared. In regard to this, the third assumption i.e. samples were randomly distributed was violated. This is in view of the fact that Howell, Huessy, and Hassuk (1985) clearly stated that the samples in

their study were not obtained randomly. Otherwise, the first and second assumptions were met i.e. each case forming the pair to be compared were independent of each other and there was normal distribution of sample pairs to be compared from the fact that the samples were more than 30, i.e. the sample size was large.

In this study, three variables were used to perform a 2-tailed Pearson Correlation with significance being considered at the 0.01 level. The variables were: ADD-like behaviour score (mean of 3), IQ Score and GPA in 9th Grade.

Table 1: Intercorrelations between ADD-like Behaviour Score (Mean of 3), IQ Score and GPA in 9th Grade (N=216) Variable

1

2

3

ADD-like behaviour

1

-.629**

-.542**

1

.446**

-

1

IQ Score GPA in 9th Grade

-

** p < .001, 2-tailed 1 = ADD-like behaviour score (mean of 3); 2 = IQ Score; 3 = GPA in 9th Grade The first research question was: Does ADD-like behaviour relate with IQ score in a linear manner? The hypotheses were therefore as follows: H0: ρ = 0 (a linear relationship exists between IQ Score and ADD-like behaviour).

H1: ρ ≠ 0 (there is no linear relationship between IQ Score and ADD-like behaviour).

The Pearson correlation between ADD-like behaviour and IQ Score was found to be statistically significant, r(216) = -.629, p < .001. This led to the rejection of the null hypothesis (a linear relationship exists between IQ Score and ADD-like behaviour). This relationship was found to

be negative, indicating that an increase in the score of one led to a decrease in the score of the other.

The second research question was: Does GPA in 9th Grade relate with ADD-like behaviour in a linear manner?

The hypotheses generated from this research question were as follows: H0: ρ = 0 (a linear relationship exists between GPA in 9th Grade and ADD-like behaviour).

H1: ρ ≠ 0 (there is no linear relationship between GPA in 9th Grade and ADD-like behaviour).

On conducting the Pearson Correlation, it was established that the relationship between GPA in 9th Grade and ADD-like behaviour relate in a statistically significant manner, r(216) = -.542, p <.001. This led to the rejection of the null hypothesis (a linear relationship exists between GPA in 9th Grade and ADD-like behaviour). Conclusively, an increase in one of the variables leads to a decrease in the other and vice versa.

The third research question was: Does IQ Score and GPA in 9th Grade relate in a linear manner?

The research hypotheses were as follows: H0: ρ = 0 (a linear relationship exists between IQ score and GPA in 9th Grade).

H1: ρ ≠ 0 (there is no linear relationship between IQ Score and GPA in 9th Grade).

The Pearson correlation revealed that a statistically significant relationship existed between IQ Score and GPA in 9th Grade, r(216) = .446, p < .001. As such, the null hypothesis (a linear relationship exists between IQ Score and GPA in 9th Grade) was rejected.

Discussion The purpose of this study was to establish whether there exists any relationship between the ADD-like behaviors and academic performance, and whether such behaviors can be used to

predict future occurrence of ADD. When an examination of the relationship between the dependent and the independent variables was done, the two sets of variables proved positive.

This meant that the students dropping out of school or performing poorly in their English examinations at the 9th grade had performed so largely because of their ADD-like behaviors. It was actually ascertained that students on the remedial English class at the 9th grade displayed more ADD-like characteristics than those who had proceeded to the college preparation class.

The findings of this study were very much consistent with those of Howell, Huessy and Hassuk (1985). Howell, Huessy and Hassuk (1985) upon embarking on a similar study found out that academic performance for “normal” persons right from their elementary schooling was consistent with their ADD –like behaviors level; it was directly proportionate. Contrary to Howell, Huessy and Hassuk’s research, the study was limited to elementary schooling. Howell, Huessy and Hassuk’s (1985) had established a consistency of poor academic results related to ADD-like characteristics even in higher education. In addition there was no correlation between ADD-like characteristics and other kinds of life performances (e.g. performance in extra curriculum activities) in the current study, apart from that one of social non -adjustment at the elementary school.

Gender, an important factor, though not academically related displayed some difference: Female participants showed lesser ADD-like characteristics in comparison to their male counterparts. This observation is worth prompting novel research that will pin down the relationship gender has with ADD-like characteristics and academic performance. It was not a good idea, though, to have ADD-like behavior as a single measure (averaging on 3). Future studies should avoid such a situation as it constitutes a limitation to the study.

Conclusion

To conclude, this study should form the basis of pro-activeness to people affected by ADD, and by all organs of governance concerned with the wholesomeness of individuals.

Indeed, the findings of the study that ADD-like characteristics may contribute to academic failure or may be a sign of development of ADD should aid in making sure that there is early intervention and treatment to those who display such warning signs at an early age, most likely in elementary schooling. Young persons with ADD-like behaviors would also benefit greatly by being encourage to join support groups such as “electronic support groups” found in social sites as indicated by Gajaria, Yeung and Goodale (2011).

References Gajaria, A., Yeung, E., & Goodale, T. (2011). Beliefs about attention-deficit/hyperactivity disorder and response to stereotypes: Youths postings in facebook groups. Journal of Adolescent Health, 49, 15-20.

Howell, D. C., Huessy, H. R., & Hassuk, B. (1985). Fifteen-year follow-up of a behavioral history of attention deficit disorder. Pediatrics, 76(2), 185-190.

Appendix Table 1: Means (SD), Variances and Ranges for ADD-Like Behavior Score, IQ Score and GPA in 9th Grade (N=216)

Mean

Standard

Variance

Range

Deviation ADD-like

52.848

10.45221

109.249

52.00

IQ Score

102.3542

12.55762

157.694

82.00

GPA in 9th

2.4386

.84507

.714

3.75

behavior score (mean of 3)

Grade

Table 2: Frequencies and Percentages on Different Variables (N=216) Frequency

Percent

(n = 216)

(n = 216)

Gender: Male

116

53.7%

Female

100

46.3%

Yes

20

9.3%

No

196

90.7%

Repeated Grade:

9th Grade English Level: College Prep

29

13.4%

General

154

71.3%

Remedial

33

15.3%

9th Grade English Grade: A

28

13.0%

B

82

38.0%

C

78

36.1%

D

25

11.6%

F

3

1.4%

Yes

25

11.6%

No

191

88.4%

Social Adjustment Problems in 9th Grade:

Dropped out of High School:

Yes

20

9.3%

No

196

90.7%

Table 3: t-Tests showing ADD-Like Behavior Scores for High School Drop Outs and Non-Drop Outs Variable

df

t

p

High School Drop-out?

214

3.228

>.001

Social adjustment problems in 9th Grade?

214

3.559

>.001

Gender

214

.261

<.001

Table 4 ANOVA Table showing ADD-Like Behavior Scores for College Prep, General and Remedial 9th Grade English Level Source

SS

df

MS

F

Between

3476.346

2

1738.173

18.500

Within

23488.481

213

93.954

Total

23488.481

215

p

<.001

Table 5: Intercorrelations between ADD-like Behaviour Score (Mean of 3), IQ Score and GPA in 9th Grade (N=216) Variable

1

2

3

ADD-like behaviour

1

-.629**

-.542**

1

.446**

-

1

IQ Score GPA in 9th Grade

-

** p < .001, 2-tailed 1 = ADD-like behaviour score (mean of 3); 2 = IQ Score; 3 = GPA in 9th Grade

Table 6: Mean and Standard Deviations for Male and Female ADD-like Behavior Score (Mean of 3)

Group Statistics Gender ADD-like behavior score (mean of 3)

N

Mean

Std. Deviation

Std. Error Mean

Male

116

56.0862

10.00158

.92862

Female

100

49.0917

9.72213

.97221

Table 7: Independent t-Test for ADD-Like Behavior Score (Mean of 3) Independent Samples Test Levene's Test for Equality of Variances

t-test for Equality of Means 95% Confidence Interval of the Difference Mean

Std. Error

Sig. (2- Differenc Differenc F ADD-like

Equal

.261

Sig.

T

.610 5.192

Df

tailed)

e

e

Lower

Upper

214

.000

6.99454

1.34729 4.33889 9.65019

5.203 210.91

.000

6.99454

1.34445 4.34426 9.64482

behavior score variances (mean of 3)

assumed Equal variances not assumed

5

Table 8: Mean and Standard Deviations for ADD-like Behavior Score (Mean of 3) for Participants with and without Social Adjustment Problems in 9th Grade Group Statistics Social Adjustm ent Problem s in 9th Grade?

ADD-like behavior score (mean of 3)

N

Mean

Std. Deviation

Std. Error Mean

No

191

51.5768

10.15789

.73500

Yes

25

62.5600

7.12112

1.42422

Independent Samples Test Levene's Test for Equality of Variances

t-test for Equality of Means 95% Confidence Interval of the Difference Mean

Std. Error

Sig. (2- Differenc Differenc F ADD-like

Equal

behavior score variances (mean of 3)

3.559

Sig. .061

t

Df -

tailed)

214

e

.000 -10.98321

e 2.09793

5.235

variances not assumed

Upper - -6.84795

15.1184

assumed Equal

Lower

7 - 38.14 6.853

4

.000 -10.98321

1.60270

- -7.73912 14.2273 0

Table 9: Mean and Standard Deviations for ADD-like Behavior Score (Mean of 3) for Participants who or who did not Drop out of High School Group Statistics Droppe d out of High School?

ADD-like behavior score (mean of 3)

N

Mean

Std. Deviation

Std. Error Mean

No

196

52.0213

10.39424

.74245

Yes

20

60.9500

7.15924

1.60085

Independent Samples Test Levene's Test for Equality of Variances

t-test for Equality of Means 95% Confidence Interval of the Difference Mean

Std. Error

Sig. (2- Differenc Differenc F ADD-like

Equal

behavior score variances (mean of 3)

3.228

Sig. .074

t

Df -

tailed)

214

e

.000 -8.92874

e 2.38231

3.748

variances not assumed

Upper - -4.23293

13.6245

assumed Equal

Lower

5 - 27.92 5.060

7

.000 -8.92874

1.76464

- -5.31361 12.5438 7

Table 10: Descriptive Statistics for ADD-like Behavior Scores (Mean of 3) for 9th Grade English Level Descriptives ADD-like behavior score (mean of 3) 95% Confidence Interval for Mean N

Mean

Std. Deviation Std. Error Lower Bound

Upper Bound

Minimum Maximum

College Prep

29

43.0690

7.84087

1.45601

40.0865

46.0515

27.33

60.33

General

154

53.8052

9.54340

.76903

52.2859

55.3245

24.67

76.67

Remedial

33

56.9747

11.66727

2.03101

52.8377

61.1118

25.50

75.33

Total

216

52.8480

10.45221

.71118

51.4462

54.2498

24.67

76.67

Test of Homogeneity of Variances ADD-like behavior score (mean of 3) Levene Statistic

df1

2.277

df2 2

Sig. 213

.105

Multiple Comparisons ADD-like behavior score (mean of 3) Tukey HSD 95% Confidence Interval

(I) 9th Grade

(J) 9th Grade

Mean Difference

English Level

English Level

(I-J)

College Prep

General

-10.73623*

1.96211

.000

-15.3672

-6.1052

Remedial

-13.90578*

2.46716

.000

-19.7288

-8.0828

College Prep

10.73623*

1.96211

.000

6.1052

15.3672

Remedial

-3.16955

1.85935

.206

-7.5580

1.2189

College Prep

13.90578*

2.46716

.000

8.0828

19.7288

3.16955

1.85935

.206

-1.2189

7.5580

General

Remedial

General

*. The mean difference is significant at the 0.05 level.

Std. Error

Sig.

Lower Bound

Upper Bound

Table 11: Pearson Correlations between ADD-like Behaviour, IQ Score and GPA in 9th Grade Correlations ADD-like behavior score

GPA in 9th

(mean of 3) ADD-like behavior score (mean of 3)

Pearson Correlation

GPA in 9th Grade

1

Pearson Correlation

Grade

-.629**

-.542**

.000

.000

216

216

216

-.629**

1

.446**

Sig. (2-tailed) N

IQ Score

IQ Score

Sig. (2-tailed)

.000

N

216

216

216

-.542**

.446**

1

Sig. (2-tailed)

.000

.000

N

216

216

Pearson Correlation

**. Correlation is significant at the 0.01 level (2-tailed).

.000

216