The Association between Behavior Rating Inventory and Academic Achievement among High School Students in Karachi-Pakistan

Abstract

Aims: The aim of this study was to investigate the relationship between Behavior Rating Inventory of executive functions and academic achievement of high school students. It was hypothesized that “The scores on Behavior Rating Inventory of Executive functions will be positively correlated with the scores on academic achievement test in all three areas (i.e. spelling, reading and arithmetic) in high school students”. Study Design: Correlational research design. Place and Duration of Study: high school students with grade level of 7 and 8 were randomly selected from different schools of Karachi, Pakistan in 2009 and 2010. Methodology: At the first stage of study permission was taken from the authors of different tests that were to be used in the study. After getting permission from school administration a sample of 100 (50 male and 50 female) students with grade level of 7 and 8 were randomly selected from various schools of Karachi-Pakistan. The age range of participants was from 12 to 14 years (mean age: 12.50; SD = .92). The participants were briefed about the purpose of the study for establishment of rapport. All participants were scattered by seating them randomly in order to control the corresponding and cheating factors. In order to ensure their willingness of voluntary participation in the study written consent was taken from them. They were asked to complete the demographic forms, after which the spelling subtest of Wide Range Achievement Test-III –WRAT-III (Wilkinson, 1993), and The Behavior Rating Inventory of Executive Function -BRIEF (Gioia, Peter, Guy, & Kenworthy, 2000) were administered on them in a group. However, the other two subtests i.e. arithmetic and reading were administered on each participant separately. The procedure for administration of all three subtests was followed according to the instructions given in the manual. Results: For statistical analyses Pearson Product moment coefficient of correlation was calculated through SPSS version 12.0. Analysis indicated that the correlation between the scores on Behavior Rating Inventory of executive functions and academic achievement in all three areas i.e. reading, spelling and arithmetic is not statistically significant. Conclusion: The findings concluded that the scores on Behavior Rating Inventory of executive functions are not associated with the scores on academic achievement of students, however specific component i.e. behavior regulation index (inhibit, shift and emotional control) does correlate with arithmetic achievement.