Construct and Predictive Validity of Head-Toes-Knee-Shoulder (HTKS) Test as a Measure of Executive Function of Children in Pre-primary O-Classes in Ethiopia

Abstract

Executive Functions are the cognitive abilities needed to control and regulate one’s thoughts, emotions and actions, which are necessary skills for learning, problem solving, coping and adapting with challenges. The purpose of this study was to determine the validity of the HTKS test as a measure of executive function and relate it to academic skills such as emergent mathematics and literacy skills. The research questions were: 1) Is the Head Toes Knee Shoulder (HTKS) Test a reliable and valid measure of executive function? 2) Does executive function predict emergent literacy and mathematics performance of preschool children enrolled in O-class? 3) Do gender, age, regional location account for the contributions of executive functions on emergent literacy and mathematics performance? Cross sectional survey research method was employed and data was collected from 2,515 O-class preschool children (with 50% females) in five regional states of Ethiopia where 98% of the sample were between 5 and 8 years old. Data was collected using the Measure of Early Learning Quality and Outcome (MELQO) with the following sub-tests: emergent mathematics and literacy, executive functions. Reliability and validity of the MELQO tools were established during the pilot phase as well as during the main study and showed sound psychometric characteristics. Data was analyzed using t-test, confirmatory factor analysis and hierarchical multiple linear regression. Results showed that the HTKS test was both reliable and valid measure of executive function. Furthermore, there were no statistically significant difference between boys and girls in emergent literacy, mathematics and in executive function scores. Finally, results revealed that children’s executive function significantly predicted performance on emergent literacy and mathematics after controlling the effects of age and regional variations. About 14.3% and 15% of the unique variance on the emergent literacy and mathematics was respectively associated with executive function. In conclusion, executive function skills were found to be good predictors of academic skills and need to be considered in school readiness programs.