ANALYZING STUDENT PERFORMANCE IN CONNECTION WITH LEARNING DISORDERS AND EXTRACURRICULAR ACTIVITIES IN FOREIGN LANGUAGE CLASSES

Abstract

In our study, we investigate the academic performances of students with atypical developmental pathways (dyslexia, dysgraphia, and dyscalculia) as compared to students without these disorders. Specifically, we consider how their performance is influenced by participation in classes with varying curricula and by their family background. To do this, we analyze data from the Hungarian National Competency Measurement 2019, tenth grade (83,751 students), of whom 1,515 students had one or more learning disorders (dyslexia, dysgraphia, dyscalculia). The students were enrolled in the standard curriculum, in intensive foreign language learning experiences, or in an increased number of lessons. We conducted a secondary analysis of the SPSS by creating two- and three-dimensional ANOVA tables and cross-tabulation analysis. Family background is examined using a central complex variable created from several variables by the Hungarian Education Office. Our results show that learning disabled students enrolled in a foreign language class have higher competence performance scores in both reading comprehension and mathematics than learning disabled students enrolled in a standard curriculum class, but lower than those enrolled in a class with an increased number of lessons; the same pattern is seen in participation in extracurricular activities. It seems that higher-achieving students enroll in advanced level foreign language training, but participants in advanced level training in other subjects are able to achieve even higher results, which may be due to family background. Different learning disorders affect student performance, but overall, the order set up based on student performance in classes with different curricula is the same for students with typical and atypical development.