The influence of students’ prior numeracy achievement on later numeracy achievement as a function of gender and year levels

Abstract Students’ prior achievements in school have significant correlations with their later achievements. Specifically, students’ numeracy achievement is the most important predictor of success. However, assessment this across gender and its trend year levels often overlooked or not adequately investigated. This study examined relationships between influence on gender. A focus level also supported examination. The data source was Australian National Assessment Program—Literacy Numeracy (NAPLAN) results Years 5, 7 9 students (ages to 14) from 2017 2021 test years. NAPLAN scores were analysed using regression analysis. author determine predictive value for performance Findings indicate that found be very large (between R 2 = .591 .747) levels. Notably, showed an increasing pattern as progressed through academic Additionally, observed a discernible results. Potential initiatives assist educational outcomes are discussed. Awareness might help teachers educators create better more efficient mathematics programs targeted interventions. Such decision requires identifying relevant factors measuring degree