Abstract
The first grade is considered as the cornerstone of the student's education in school. In this respect, success at this level leads to interest and a positive attitude towards education and learning environment. The purpose of this study was to investigate the academic factors of retention first-grade in primary schools in North Khorasan. The method in the first study was causal-comparative and the second study was a qualitative method. The statistical population included all first-grade students, their teachers, and parents in North Khorasan province. The sample size of the first study was 351 students who were divided into three groups of retention grade, weak academic achievement, and strong academic achievement students and in the second study were 30 teachers of first grade. Data collection tools included Parental Involvement in the Child’s Education Scale, Student-Teacher Relationship Scale, Researcher-Made Questionnaire, and semi-structured Interview Questionnaire. The results showed that parents of students with retention grade and weak academic achievement had poor participation in school activities. Teachers had more conflicting relationships with low and retention grade students. The results of the qualitative method indicated that obtained three components of attitude, cognitive, and behavioral for the teaching process that there were qualitative differences subcomponents between teachers of retention grade students and teachers without retention grade students. The results have implications for the prevention and reduction of retention grade rates in the first grade.
Highlights
Grade retention refers to compelling s student to stay in the same grade for another academic year (Jackson, 1975)
The purpose of this research was to investigate the educational causes of first grade retention in primary schools of North Khorasan
The results of the first study showed that in the parental involvement variable, there was a significant difference between the three groups in terms of parental help and guidance for homework, so that the parents of students in the grade retention group offered the lowest level of help and guidance, knowledge, skill, and self-efficacy to help their children
Summary
Grade retention refers to compelling s student to stay in the same grade for another academic year (Jackson, 1975). Some teachers and parents believe that by spending more than one year at the same grade, children are encouraged to acquire skills required to succeed at the level (Jimerson & Kaufman, 2003). The purpose of grade retention is to amend academic failure or social immaturity. Many teachers who advocate grade retention practice argue that it is an effective solution to academic failure or incompatibility (Jimerson, Carlson, Rotert, Egeland, &Sroufe, 1997). It is estimated that approximately 7 to 15 percent of US students go through grade retention every year (Davoudzadeh, McTernan, & Grimm, 2015). In their study on a large sample of children aged 7 to 17-years old, Byrd and Weitzman (1994) found that 7.6% of children fail to pass the first or preschool grade
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