Exploring the Distribution of Eight Executive Function Skills among Pupils in Grant-Aided and Non-Grant-Aided Secondary Schools

The study explored the distribution of eight executive function skills, namely: working memory ability, task initiation ability, self-control ability, planning ability, organisation ability, metacognition ability, response inhibition ability and flexible thinking ability among grade eleven pupils (N = 115) from two grant-aided secondary schools (SSGTA and SSCC, n =52) and two non-grant-aided secondary schools (SSWB and SSKR, n = 63) in Kabwe town in central province in Zambia. The study used a quantitative survey research design to investigate whether there was a statistical difference in the strength of the said eight executive function skills between pupils in the grant-aided schools and the non-grant-aided secondary schools. A convenience sampling strategy was used to select participants. Participants were enlisted in the study on a voluntary basis. A self-administered behavioural rating seven-point Likert scale was used by participants to rate the strength of their executive function skills. Using a statistical package for social sciences, data was analysed using an independence sample t – test. The findings revealed that there was not a significant statistical difference in the strength of six out of eight of the self-reported executive function skills, namely: working memory ability, task initiation ability, planning ability, organisation ability, metacognition ability and flexible thinking ability between pupils from the grant-aided secondary schools and non-grant-aided secondary schools. There was, however, a significant statistical difference in the strength of two self-reported executive function skills, namely self-control ability and response inhibition ability, between pupils from the grant-aided secondary schools and non-grant-aided secondary schools. Pupils from the grant-aided secondary schools reported stronger self-control ability and response inhibition ability compared to pupils from the non-grant-aided secondary schools. Deficiency in self-control ability and response inhibition ability among pupils in the non-grant-aided secondary schools could be a contributing factor to lower academic performance among pupils in the non-grant-aided secondary schools. If we are to provide inclusive and quality education to all pupils, there is arguably a need for deliberate and explicit teaching of executive function skills to pupils, both in grant-aided secondary schools and non-grant-aided secondary schools.