26th December 2013 9:00
By Blue Tutors
A new study suggests that genetic factors contribute to about 60% of variation in GCSE exam results. Scientists at the Institute of Psychiatry, Kings College London studied academic performance in over 11,000 identical and non-identical twins, and found that on average genes explained a considerable level of the differences in performance in core subjects. The study of 16 year old twins in the UK also showed that environment is still a notable factor, with schools and families contributing to 36% of difference. The researchers concluded that other differences were explained by environmental factors unique to each student.
In order to distinguish between the effects of nature and nurture, researchers studied both identical and non-identical twins. They found that identical twins’ GCSE results were more alike than non-identical twins, which suggests that genetics plays a larger role than shared environment. The researchers have concluded by saying that education systems should make use of the research in order to improve education strategies by becoming more sensitive to their individual requirements. Their report makes references to genetic predispositions which can be recognised and catered for by future education policies.
However, the research has been met with warnings from the academic community that the results should be treated with caution. A lecturer from the department of Biological Anthropology at Oxford Brookes University has said that the role of environmental factors is still hugely significant. The research shows that intelligence is a highly complex trait which is influenced by a number of factors including genetics and environment. The concern will be that the research will be taken to mean that nature has one the nature-nurture debate, which is not at all the case. Much needs to be done to address the environmental factors such as economic and social elements which affect children’s attainment.