Student Perception of Academic Achievement Factors at High School

Mustafa Bahar

doi:10.12973/eu-jer.5.2.85

Abstract

<p style="text-align:justify">Measuring the quality of the ‘product’ is elemental in education, and most studies depend on observational data about student achievement factors, focusing overwhelmingly on quantitative data namely achievement scores, school data like attendance, facilities, expenditure class size etc. But there is little evidence of learner perceptions. 553 students from two different universities, who graduated from 3 high school types, were asked to respond to two fundamental questions to reflect on school and classroom level achievement factors. 2294 responses produced eight categories in question one, teacher factors being the most preferred (n=424), followed by individual factors (n=404) and then family factors (n=395). As for liking towards a course, 1362 responses were produced, most frequent one being teacher’s attitude (n=205). Results indicate student perspective of causes of achievement is somewhat different from those expressed in quantitative studies. Girls attributed more achievement to study habits, family support whereas boys attributed more to school and technology. More emphasis is needed on perceived achievement factors for a sound evaluation of effectiveness in school.</p>

Highlights

As schools are the basic sources of formal knowledge, their effect on student achievement gets great attention
Attempts to identify the causes and consequences of school climate could benefit from examining potential predictors (Griffith, 1999, 2000)
We did not prefer high school students because they may be strongly influenced by the conditions they are currently in

Summary

Introduction

As schools are the basic sources of formal knowledge, their effect on student achievement gets great attention. Results of studies on the effects of classroom-level factors showed effects of structured lessons, intellectually challenging teaching, a workcentered environment, limited focus within lessons, maximum communication between teachers and students, record keeping, parental involvement, and a positive climate at the classroom level on student achievement (Mortimore, Sammons, Stoll, Lewis, & Ecob, 1988), positive feedback, emphasis of key lesson points, checking for student comprehension, academic-related. Most data on the simple correlation between school expenditures and achievement show a strongly positive affiliation, the strength of relationship disappears when one controls for differences in family background (Hanushek, 1989), implying other variables should be considered This goes hand in hand with achievement goals theory which dictates achievement level of individuals can differ even with the same intelligence and ability (Dweck, 1986; Dweck & Legget, 1988) and this stems from the different forms of motivation and goals (Elliot & Dweck, 1988). Student study practices affect achievement in differing ways, which may be influenced by a number of factors. To contribute to the literature with this in mind, our research questions focused on: 1. What is the main factor in students’ high school academic achievement?

Method

Participants

Results

Conclusion

Limitations of the Study and Suggestions for Future Research