A case study of academic performance and attendance between reasonable adjustment and foundation year students in language classes

Abstract

This research examines the study of students with low academic ability and mental health, namely Reasonable Adjustment (RA) students in language classes and compares it with Foundation Year (FY) students. It also considers challenges language teachers at this university may have with their students. At the university where this study was conducted, an increasing number of Reasonable Adjustment (RA) students and Foundation Year (FY) students are studying Japanese as an elective module of their degree program. RA refers to those who suffer from mental disabilities such as anxiety and depression. The aim of this study is to examine if there are any significant differences or similarities in academic performance and attendance between RA and FY students in the language studies. The study was carried out with the help of quantitative method using a final test called Unseen Exam (UEX) and students’ attendance percentage. The duration of this study was over two semesters (Autumn and Spring terms) in the 2018/19 academic year at a British university in the South of England. The participants were 16 students who learn Japanese Beginners’ level through the Institution Wide Language Program (IWLP). Among 16 students, 6 were RA students and 10 were FY students. The quantitative data were analysed using the IBM Statistical Package for the Social Sciences Statistical (SPSS) 25 and descriptive and analytical statistics were conducted. The results of datasets showed that there was a statistically significant difference in both UEX and attendance between FY and RAs. Also the average of FY was higher in both UEX and attendance. Furthermore, the findings of correlation showed that UEX and attendance are correlated and statistically significant. There was also a statistically significant relationship between the UEX and the students and also between the attendance and the students.