The Impact of Executive Functioning on Academic Performance of Students in Mathematics and Science

Abstract

Present research investigated the impact of executive dysfunction on academic performance among students in their middle childhood. It was hypothesized that school teacher’s rating of executive dysfunction in students can significantly predict their performance in Mathematics and Science subjects. The study used primary data which was collected from public schools of Lahore. An indigenized executive dysfunction inventory was constructed for this purpose and psychometric properties were established. It was postulated that student’s performance in Science and Math will vary based on their executive dysfunction and the results attested to this hypothesis. Demographic properties were also evaluated through age, number of siblings, gender, family system, and mother profession.  Statistical findings revealed that higher level of executive dysfunction is associated with lower level of science and math performance.