Causes Of Poor Academic Performance Research Articles

Students From Single-Parent Households: Their Issues & Challenges

Single parenthood has been predicted as one of the causes of poor academic performance among school students. Most studies in Western countries reported that children of single-mother and single-father families perform academically lower than children of two-parent families. A phenomenological method of inquiry and analysis was used to explain the challenges and issues faced by students from single-parent households. In-depth interviews were conducted with five secondary school students at Klang Valley. The findings revealed that the students experienced five types of challenges: lack of parental guidance, grief of losing a parent, conflict between divorced parents, financial constraint, and societal perception. In overcoming the challenges, five strategies, which are talking to someone, listening to music, expressive writing, becoming more independent and feeling grateful were employed.

New strategy to control the rate of mathematics failure in secondary schools

This paper was set up to determine the causes of poor academic performance in mathematics at senior school certificate examination (SSCE). To achieve this, a case study was adopted which targeted three different secondary schools in Damaturu of Yobe state. Participants would be randomly chosen and only those learners doing ‘O’ leve mathematics. Teachers who teach mathematics at ‘O’ level will also be targeted. The information will be gathered through the use of questionnaire, documents analysis, interview and observations. Many researchers/authors showed that teaching methods, student’s negative attitude towards mathematics, lack of teaching experience by some teachers and lack of adequate resources are some of the causes of poor academic performance in mathematics at senior school certificate examination (SSCE). A number of recommendation would be made about the strategies of teaching mathematics and motivation of students to develop interest in mathematics.

Causes Influencing School Failure

The article aims to analyze school failure, identifying the causes of poor academic performance and dropout students 6 "A" of "Cardenal Maurer" Educational Unit. In this regard it was decided to implement surveys teachers indicated instructional unit, thus identifying the shortcomings in the use of teaching methodology and pedagogical support from teachers, in order to conduct an objective analysis data that can be obtained from surveys, and learn more about the process of teaching and learning which students spend.

Adopting Computer Science Pedagogical Patterns in Developing and Enhancing Computational Thinking Among Zero-Year Engineering Students

Prospective undergraduate engineering students are assumed to possess Computational Thinking (CT) skills through basic programming. They are thus required to have considerable programming experience to enable them to execute tasks involving CT skills. Unfortunately, this is not the case as existing studies demonstrate lack of these skills, leading to poor academic performance. This was the case with first-year computer science international students at Eötvös Loránd University, faculty of Informatics, prompting the management to seek the causes of poor academic performance among the students and proper interventions. Two intervention courses were created to help develop and enhance CT among the students – Introduction to Computational Thinking and Scratch Programming.  Apart from inculcating CT among learners, another underlying concern is that teachers are not keen to embrace CT approaches in the classroom. This is attributed to lack of time in utilising machine technology and lack of pedagogical skills. This was the case when the Scratch programming course was first offered. Like teaching any other subject, CT teachers require a collection of pedagogical experiences to enable effective CT teaching, including pedagogical patterns. Therefore, this paper demonstrates the adoption of computer science (CS) pedagogical patterns in the designing and teaching Scratch Programming course to zero-year students in the faculty to develop and enhance CT. The patterns established through the literature review were deployed in the development and delivery of the course. The survey was conducted to establish the effectiveness of the tool.

Análisis bibliométrico de estudios sobre factores socioeconómicos en estudiantes universitarios

El artículo presenta una actualización de las variables socioeconómicas relacionadas con el abandono de los estudios universitarios. Se utilizó la metodología del metaanálisis, a partir de la revisión sistemática de estudios científicos relacionados con el tema. De 143 artículos publicados en el período 2005-2019, se seleccionaron 71 que cumplieron plenamente con los criterios de selección de la muestra: relación directa con la temática del estudio, publicados en revistas en español del área de educación e indexadas en bases de datos especializadas de acceso abierto. El presente estudio corrobora las incidencias de las variables socioeconómicas y sociodemográficas como causales del bajo rendimiento académico y de la consecuente deserción estudiantil; uno de los factores socioeconómicos preponderantes resultó ser la escolaridad del padre o la madre. También muestra que la finalidad de las investigaciones sobre las variables socioeconómicas se orienta principalmente a la formulación de políticas universitarias para disminuir el abandono estudiantil.

Academic Performance in Islamic University Primary School: Causes of Poor Performance and Anticipated Remedy. A Study Commissioned by the Executive Board of Islamic University in Uganda

The study explored the causes of poor academic performance and anticipated remedy in Islamic university primary school. The study was qualitative in nature and case study design was used. Purposive sampling technique was used to select 28 respondents who were interviewed. Data was collected through semi-structured interviews, documentary analysis and observation. The thematic analysis method was used to analyse data. The findings revealed that the causes of poor academic performance included, absenteeism, poor feeding, language problem, negative teachers’ attitude, inadequate support from administration, and poor school environment. The researchers developed a tool to help improve the academic performance in Islamic university primary school. The tool explains that the school should provide professional administration, teacher motivation, in-service training, learners’ guidance and counselling, improve learners’ communication skills and provide a conducive school environment to improve the academic performance of the pupils.

Assessing Students’ Performance in Mathematics in Tanzania: The Teacher’s Perspective

One of the aims of teaching and learning mathematics is to encourage and enable learners to become confident in using mathematics to analyze and solve practical problems in real-life situations. However, while a few students prosper in learning of mathematics, many students find it difficult and ultimately fail the subject. This study analyses students’ mathematics performance data and examines the perception of teachers on the causes of poor academic performance in mathematics among students in Tanzania. The study also probes on teachers’ emotions when teaching mathematics. The study utilizes the primary, secondary and tertiary students’ performance data during the period 2008 to 2016. The data were obtained from the National Examination Council of Tanzania and the College of Business Education records as well as 28 semi-structured interviews with purposively selected teachers and lecturers. Data are analyzed through content analysis and descriptive statistics. Findings reveal higher failure rates in primary and secondary schools particularly lower secondary school. Gender differences exist at all levels of education with girls underperforming in primary, lower secondary, and college examinations due to cultural factors impacting female students’ learning. Factors associated with student’s poor performance in mathematics are in line with Walberg’s productivity model but for Tanzania, policy environment and culture also play an important role. The findings reveal that majority of mathematics teachers and lecturers possess mixed emotions towards student’s ability and the teaching-learning environment. Measures to improve the situation suggested include; enhancement in teaching-learning environments, classroom instructions, teaching skills, students learning skills, teacher training programs, attitude of the community, and accountability. The results provide information about the trends of mathematics achievement and associated factors for educators and other stakeholders to consider the implication in curriculum and instructional practices of mathematics at all levels of education.

PROFILE AND PERFORMANCE LEVEL IN MATHEMATICS OF THE A & E TEST PASSERS IN THE PROVINCE OF SORSOGON, PHILIPPINES

INTRODUCTION:The 1987 Philippine Constitution provides for the recognition and promotion of non-formal, informal and indigenous learning system as well as self learning, independent and out-of-school study programs particularly those that respond to community needs (Article XIV, Section 2, paragraph (4)). Republic Act 9155, otherwise known as the Governance Act for Basic Education stipulates the establishment of the Alternative Learning System (ALS) to provide out-of-school children, youth and adults with basic education. The Government established ALS to provide Filipinos, the chance to have access to basic education and complete it in a mode that fits their distinct situations and needs.The Department of Education (DepEd) in the Philippines recognized ALS non-formal education program which is conducted outside the classroom usually at community learning centers, barangay multi-purpose hall, libraries or at home. This system is managed by ALS learning facilitators, such as mobile teachers, ALS district coordinators, instructional managers at an agreed schedule and venue between the learners and facilitators. The ALS curriculum reflects the set of knowledge, skills and competencies that the learners should develop to meet the minimum requirements of the Philippines basic education. The target learners of ALS are those people usually located in far-flung communities with no or limited access to formal schools. A test passer of either the elementary or secondary level gets a certificate which bears the signature of the Secretary of DepEd. This allows a passer to mainstream in the educational system of the country.LITERATURE REVIEW:To attain better academic performance has always been noted as the general goal not only of the students but also of every educational institution. Mathematics as one of the tool subjects from primary schools to high school level can be considered as the language of science and technology and early foundation of mathematics skills is necessary in order to attain high academic performance. This provides background to a growing body of research which supports the implementation of curricular resources and program standards for mathematics for early childhood learners (Richardson, 2000).Some of the causes of poor academic performance for some students are simply poor school elementary base. ALS learners may not be able to focus on tasks easily. Another possible issue could be personal or financial issues which prohibit them from focusing on their studies. There are also other factors that affect students' performance such as home life, health, motivation, learning problems, psychological problems, and family social status. Boado(2013) emphasized that factors affecting academic performance of the students were correlated to family, peers, school and teachers are some of the most influential predictors that significantly relates to academic performance.Moreover, Kumar & Karimi (2010) posits that quality of students' academic performance is influenced by a wide range of environmental factors rather simply teacher factors and psychological factors within the learners such as motivation and the self, rather than simply by ability. Ball & Cohen (1999) explained that the effectiveness of professional programs merging from the mathematics content, methodology, knowledge to child growth and development and family relationships is a good foundation in mathematics programs as well as enhancing education professionally.These studies relate to the present study along profile. The former treated socio-demographic profile of parents in relation to students' level of performance in the secondary level were most of these students belong to the group of very low income families. The present study deals on the profile of A& E test passers in the Province of Sorsogon during the Fiscal Years 2012 to 2014 in relation to their performance level in the test along the area of mathematics. …

Investigation into causes of poor academic performance in mathematics among Obafemi Awolowo University undergraduate students, Nigeria

This study was aimed at investigating the causes of poor academic performance and to establish the strategies that can be adopted to improve performance in Mathematical Methods I among undergraduate students in Obafemi Awolowo University, Nigeria. Descriptive research design in form of an ex post facto approach was used. Sample was randomly selected from among students in four faculties that took the course in their second year. The data was collected using questionnaire. Descriptive statistics in form of simple percentages were used to analyze the obtained data. Factors attributed to poor performance include poor infrastructure, emotional problems, and weakness in Mathematics background among others. Remedial counseling involving cognitive restructuring and achievement motivation were recommended. It is hoped that the findings of this study will be very useful to school psychologists, university administrators, counselors and educators who are concerned about the rising rate of poor performance among Nigerian undergraduates.

Investigation into the Causes of Poor Academic Performance in Mathematics among Nigerian Undergraduate Students

This study was aimed at investigating the causes of poor academic performance and to establish the strategies that can be adopted to improve performance in Mathematical Methods I among undergraduate students in Obafemi Awolowo University, Nigeria. Descriptive research design in form of an ex post facto approach was used. Sample was randomly selected from among students in four faculties that took the course in their second year. The data was collected using questionnaire. Descriptive statistics in form of simple percentages were used to analyze the obtained data. Factors attributed to poor performance include poor infrastructure, emotional problems, and weakness in Mathematics background among others. Remedial counseling involving cognitive restructuring and achievement motivation were recommended. It is hoped that the findings of this study will be very useful to school psychologists, university administrators, counselors and educators who are concerned about the rising rate of poor performance among Nigerian undergraduates.

Troubled Transitions Into College and the Effects of a Small Intervention Course

Student attrition from colleges in the United States is a widespread phenomenon, posing real stresses to students, their families, and to universities. We examined the causes of poor academic performance in students' first semester through interviews and questionnaires and administered a small intervention course to freshmen on academic probation the following semester. This intervention had a modest positive effect on retention and academic self-efficacy but not on locus of control or grade point average. Finally, the 10% lower attrition rate among the students in our Portals to Academic Student Success courses suggests that small-scale interventions can mitigate attrition among students who later prove an ability to continue matriculating.

Dilemma of Basic School Pupils in Northern Ghana with respect to Their Learning Context

Lately, basic school pupils have performed poorly in the Basic Education Certificate Examination (BECE) as well as in their end of term examinations and this necessitated an enquiry into the phenomenon. The study used the cross-sectional study design. The sample size was 195. The study collected data using a questionnaire. Data analysis involved using descriptive statistics. The study found that largely pupils from academically performing and nonacademically performing schools have similar perceptions about causes of poor academic performance. Again, the combined effect of home and school environmental factors emerged as the major contributor to poor academic performance. The study recommends that providing a conducive home environment for the pupils, tackling pupil and teacher related factors, would help to ensure that poor academic performance is a thing of the past.

Approach to learning disability.

Learning disabilities (LD) is one of the important causes of poor academic performance in school going children. Learning disabilities are developmental disorders that usually manifest during the period of normal education. These disabilities create a significant gap between the true potential and day to day performance of an individual. Dyslexia, dysgraphia and dyscalculia denote the problem related to reading, writing and mathematics. Perinatal problems are certain neurological conditions, known to be associated with LD; however, genetic predisposition seems to be the most probable etiological factors. Evaluation of a child suspected to be having LD consists of medical examination, vision and hearing test analysis of school performance. The psycho-behaviour assessment and education testing are essential in the process of diagnosis. The experienced persons in the field of LD should interpret the results of such tests. With Individualized Remedial Education Plan (IEP) most children learn to cope up with disability and may get integrated in a regular steam.

Politics, markets, and America's schools

During the 1980s, widespread dissatisfaction with America's schools gave rise to a powerful movement for educational change, and the nation's political institutions responded with aggressive reforms. Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem. The fundamental causes of poor academic performance, they claim, are not to be found in the schools, but rather in the institutions of direct democratic control by which the schools have traditionally been governed. Reformers fail to solve the problem-when the institutions ARE the problem. The authors recommend a new system of public education, built around parent-student choice and school competition, that would promote school autonomy thus providing a firm foundation for genuine school improvement and superior student achievement.