25th December 2013 9:00
By Blue Tutors
A new study has revealed that genetic factors have a significant impact on students’ educational achievement, with researchers suggesting that it is the single greatest factor in determining students’ results. This kind of research is often used to support that notion that intelligence is innate, and therefore students’ destinies are predetermined. This is not an argument that tutors like to hear. We are brought in to make a difference to the results that students can expect to achieve, and often make a big difference to students’ prospects. So if students’ ability is predominantly genetic, then why does tutoring have such a significant impact?
The answer to this lies in the elements detected by the study that are not predetermined by genetics. As critics were keen to point out, if 60% of a person’s intelligence is determined by genes, then 40% is down to environmental factors. This 40% is hugely significant, and addressing the factors affecting academic ability which are determined by environment can make the difference between poor and outstanding results. This is what tutors rely on to make a difference to their students. Factors such as school location, quality of teaching and predominantly economic and social background, have a significant impact on students’ achievement.
Whilst tutors may not be able to address all these factors, they can directly and indirectly change the environmental factors encountered by the students for the better. Regular tuition means that students will be receiving high quality one-one teaching, which will greatly improve their chances of performing well. Students with an average level of innate intelligence can outperform potentially bright students who have had consistently poor education, if they receive the help that they require. It is also the case that regular tutoring can have more lasting effects on students’ environment. Tutor’s suggestions and preferences often influence their student’s choices, meaning that students may start reading recommended books, picking up the language and vocabulary skills of the tutor, and developing new interests. For all these reasons, we should take the news that academic ability is 60% genetic with a pinch of salt. The 40% is ours – and we can make all the difference.