Exploring the Nexus of Executive Function, Information Integration, and Parental Literacy on Academic Achievement in Rural South Indian Primary School Children

Abstract

This study examines the relationship between executive function skills (cognitive flexibility, inhibition control, and working memory), information integration skills (configurations and sequences), and parental education on the academic performance of primary school children in reading, sentence comprehension, spelling, and mathematics. Employing a correlational research design, the study investigated the associations between variables in a sample of 138 primary school students residing in rural South India. Data were collected using the Wide Range Achievement Test Fifth Edition (WRAT5™) and Brain-Based Intelligence Test (BBIT). The results indicated positive relationships between core academic capabilities, executive function skills, and information integration skills. Specifically, working memory was a strong indicator of math abilities, while the ability to remember sequences predicted spelling proficiency. Moreover, working memory, configurations, and inhibitory control significantly contributed to word reading, while both working memory and configurations predicted sentence comprehension. Parental literacy was found to enhance children's academic, executive, and information integration skills. The findings emphasize the necessity of targeted interventions and inclusive educational opportunities to improve foundational academic skills among rural primary school children. They highlight the crucial role of executive function and information integration skills in academic performance and the importance of parental literacy. Community-based programs are advocated to support both children's and parents' cognitive and academic development, informing educational policy and promoting effective resource allocation.