Academic achievement of self‐care children living on military bases

Abstract

The effect of on‐base living on the academic achievement of self‐care children was studied using 61 seventh grade students. Thirty three of these children lived on a military base while the remaining 28 children resided in a civilian community. Children who lived on the base scored significantly higher on the Sequential and Analytical subscales of an intelligence test than those who lived off the base. However, no statistically significant differences were found between the two groups on the Verbal, Memory, and Total IQ scores. The residence status #opon‐base vs off‐base#cp did not have significant effect on the academic achievement when measured by scores on Reading, Language, and Math subscales of California Achievement Test. Irrespective of the residence status, family configuration #opsingle vs two parents#cp, financial status, previous self‐care experience, parental telephone contact with children when away, and gender had no statistically significant effect on the academic achievement of self‐care c...