Poor Academic Achievement Research Articles

Effect of Self-Esteem of Over-Age Learners on their Academic Achievement in Public Secondary Schools of Butula Sub County, Kenya

Just like food, education is a basic need for everyone in Kenya. With introduction of free primary in 2003 and subsequently free day secondary education in 2008 in Kenya there has been an increased urge for education by over-age leaners in schools. Academic achievement has remained low in in public secondary schools in Butula Sub County despite the efforts made by the government to make it better for every learner. Over-age learners are among those who contribute to the poor academic achievement in public secondary schools in Butula Sub County. The purpose of this study was to establish the effect of self-esteem on academic achievement of over-age learners in public secondary schools of Butula Sub County. The study employed Walberg’s theory of Academic Achievement and descriptive research design. The target population was 2306 form four students and 54 teachers from 27 public secondary schools. 321 over-age learners and 10 teachers from 5 secondary schools gave their views in this study. Stratified random sampling, simple random sampling and purposive random sampling were used to sample schools, students and teachers respectively. Questionnaire and interview schedules were used to collect data. Descriptive statistics such as percentages, mean, median, standard and Analysis of variance, (ANOVA) for inferential statistics were used to analyze data. the findings reveal that (58.6%) of over-age learners agreed that they feel useless about their academic achievement at times, (71.7%) disagreed to the statement ‘I feel I am a person worthy in my academic achievement, at least on an equal plane with others’. ANOVA indicated a significant effect of over-age learners’ self-esteem on their academic achievement; F (18, 259) = 1.771, P = 0.028. The findings of this study concluded that there is a statistically positive effect of self-esteem on academic achievement of over-age learners. It was recommended that there is need to explore the use of guidance and counseling as interventions to inspire and motivate learners into appreciating self-worth so as to nurture strong self-esteem and academic achievement.

Differences in university experiences, support seeking, and mental well-being in Australian university students according to bereavement status

In Australia, nearly half of university students report high levels of distress during their studies. Bereavement increases a student’s risk of mood changes, eating disorders, suicide, poorer academic achievement, and attrition. We used an online, quantitative, cross-sectional survey to investigate the prevalence of bereaved students in Australian universities and differences between bereaved and non-bereaved university students’ mental well-being, university connectedness, current grade average, and support experiences. Findings indicated 22.3% of students experienced bereavement in the previous 24 months. Bereaved students had higher ratings of perceived social support than non-bereaved peers. There were no significant differences in mental well-being, grade averages, and university connectedness once sex, living arrangements, enrolment type (full/part-time), and religious affiliation were controlled. Bereaved students who continued their studies showed resilience and a preference for social support. Findings present a rationale for universities to harness resources to support bereaved students throughout their studies to promote engagement and retention.

Disparities in Food Insecurity and Academic Achievement Among California Public University Students: An Intersectional Approach.

Background/Objectives: Historically racialized status (HRS) and low socioeconomic position (SEP) are independent risk factors for food insecurity and poor academic achievement among college students. Despite increased enrollment of students from historically racialized groups and low SEP, little is known regarding the intersectional experience of these contemporary student characteristics with food security status or academic achievement. The purpose of this study was to examine the intersections of racialized status and SEP with food insecurity and academic achievement among undergraduate students attending a public university system in California. Methods: This cross-sectional study included 1170 undergraduates who utilized their campus food pantry between June and August 2019 at nine University of California campuses. Racialized status and SEP were used to construct four distinct intersectional positions: (1) White, not low SEP (i.e., traditional students; reference), and three contemporary student groups: (2) White, low SEP; (3) HRS, not low SEP; and (4) HRS, low SEP. Using regression analyses, these intersectional positions were examined with food insecurity and grade point average (GPA), while controlling for other student characteristics. Results: HRS, low SEP students had significantly higher odds of experiencing food insecurity (OR = 2.72; 95% CI: 1.52-4.97) and lower GPA (B = -0.14, p = 0.05) than traditional students, after adjustment. Conclusions: Contemporary students are at increased risk of food insecurity and lower academic achievement compared to traditional students.

Secondary school learners’ academic achievement in mathematics through a practical instruction teaching approach in the Kigezi and Ankole regions of Uganda

Addressing the challenge of subpar mathematics achievement levels in secondary education has gained global attention. Due to teachers’ inability to teach mathematics without real objects to explain it in real life, learners take the subject as very abstract, hence the poor academic achievement in national examinations. This qualitative case study investigates the impact of practical instruction on the mathematics achievement of secondary school students in Uganda. The research involved interviews with sixteen teachers from selected secondary schools in the Kigezi and Ankole regions to gain insights into their perspectives on the utilization and advantages of practical instruction in mathematics. Thematic analysis was employed to analyze the data. Regarding assessment strategies, the study found that there is a need to incorporate alternative assessment methods that can effectively assess the range of learners’ mathematics abilities. The study’s findings highlight that teachers view practical instruction as a valuable approach that enhances students' mathematics achievement by involving them in hands-on experience with real objects and learner-centered activities. Based on these results, the study recommends the widespread adoption of practical instruction as a means to elevate the quality of mathematics education in Uganda, ultimately addressing the prevalent challenges in mathematics achievement at the secondary school level.

Developmental mechanisms linking deprivation and threat to psychopathology and school outcomes.

Decades of evidence have elucidated associations between early adversity and risk for negative outcomes. However, traditional conceptualizations of the biologic embedding of adversity ignore neuroscientific principles which emphasize developmental plasticity. Dimensional models suggest that separate dimensions of experiences shape behavioral development differentially. We hypothesized that deprivation would be associated with higher psychopathology and lower academic achievement through executive function and effortful control, while threat would do so through observed, and parent reported emotional reactivity. In this longitudinal study of 206 mother-child dyads, we test these theories across the first 7 years of life. Threat was measured by the presence of domestic violence, and deprivation by the lack of cognitive stimulation within the parent-child interaction. We used path analyses to test associations between deprivation and threat with psychopathology and school outcomes through cognition and emotional reactivity. We show that children who experienced more deprivation showed poor academic achievement through difficulties with executive function, while children who experienced more threat had higher levels of psychopathology through increased emotional reactivity. These observations are consistent with work in adolescence and reflect how unique adverse experiences have differential effects on children's behavior and subsequently long-term outcomes.

Inequalities in adolescent mental health and allocation of students to selective classes in comprehensive schools in Finland: a longitudinal study

BackgroundLower socioeconomic positions (SEP) and poor academic achievement increase children’s risk for mental health problems. The Finnish education system is officially non-selective and unified, but a part of children can...

Effect of Kinesthetic Learning on Students’ Interest and Achievement in Mathematics

One of the pertinent reasons for poor academic achievement in Mathematics is fundamentally linked to the application of ineffective teaching methods by teachers to impact knowledge to learners. This study adopts a quasi-experimental pre-test post-test research design to examine the efficacy of kinesthetic learning on interest and achievement in Mathematics. Four research questions were raised to guide the study and four hypotheses were formulated and tested at 0.05 level of significance. The sample comprises 101 Junior Secondary School students drawn from two secondary schools in Bekwarra Local Government Area of Cross River State, Nigeria. Two intact classes were randomly selected from each school and assigned to experimental and control group. Data for the study were sourced using a modified Mathematics Interest Inventory (MII) and mathematics achievement test designed by the researchers tagged Students’ Mathematics Achievement Test (SMAT). Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The findings revealed a high post-test interest cluster mean of 3.10 (above the decision benchmark of 2.50) and also a higher post-test mean achievement score with (Mean = 20.82; Standard Deviation = 3.63) for students in the experimental group compared to the control group. The result also indicated that both male and female students taught mathematics using kinesthetic learning in the experimental group had positive interest and achievement after exposure to the treatment. The test of the hypotheses indicated that there is significant difference in interest and achievement between students taught mathematics using kinesthetic learning and conventional method, whereas there is no significant difference on the interest and achievement of male and female students taught mathematics using kinesthetic learning. The study concluded that kinesthetic learning has a positive effect on interest and achievement in mathematics; and that gender is not a sole determinant of good academic performance or interest in mathematics but teaching method. The study recommended that mathematics teachers should adopt kinesthetic learning or play way method in teaching because of its relevance in improving learners’ interest and achievement.

Effect of Computer Graphics Instructional Mode on SS2 Secondary School Students’: A Study of Agbani Education Zone of Enugu State

There is a perceived trend of poor academic achievement and interest of students in Computer Studies in Secondary schools in Agbani Education Zone of Enugu State. This situation has been attributed to many factors one of which is poor method of teaching. The research design was quasi – experimental. Two groups (one experimental and one control) made up of 135 senior secondary one (SS two) students were drawn from a population of 2,608 SS two students. Two instruments were used for data collection namely Computer Graphics Interest Scale (CGIS) andComputer Graphics Achievement Test (CGAT).Analysis of Co-variance (ANCOVA) was used to test the null hypotheses. The findings revealed that computer graphics instructional mode had significant effect on the mean interest and achievement scores of students in computer Studies. Based on the findings, it was recommended among others that Computer Scienceteachers should adopt computer graphics in the teaching of Computer Studies in order to enhance the interest and performance of students in Computer Studies. Enugu State Government and Agbani Education Zone.

School readiness profiles: Does the quality of preschool education matter?

Studies evaluating school readiness profiles and quality of early education are scarce and have produced inconsistent results. This study aimed to identify school readiness profiles, correlating them with the quality of education, in an epidemiological sample of 722 children (4 and 5 years old; 48.9% female). A four-class latent class analysis model best describes school readiness profiles. Fifty-eight percent of children were considered ready for school. The remaining children presented isolated or combined risks for academic underachievement and social maladjustment. High-quality preschools seem to be a protective factor only for at risk for poor academic achievement (OR = 1.22). The prioritization of high-quality preschools could mitigate risk factors at the family and socioeconomic levels, increasing the chances for academic success. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Perceived Social Support as an Antecedent of Academic Achievement among form two Students in Gaborone City, Botswana

Academic achievement which is reflected in knowledge mastery, and Skill development has been a major concern for academicians and policy makers. Further, there have been scanty studies on this area in Gaborone City, Botswana linking psychological variables to poor academic achievement. It is against this that the current study investigated the relative predictive weight of perceived social support and student academic engagement on academic achievement. This study was founded on Bronfenbrenner's Ecological Systems Theory and Albert Bandura’s Social Cognitive Theory. A correlational research design was employed. The target population of the study was 3713 form two students spread across the 8 secondary schools in the Gaborone City Botswana. Purposive sampling, stratified sampling and simple random sampling techniques were used to select the study sample size of 397 respondents. The study used an adapted Multidimensional scale for perceived social support, an adapted cognitive engagement inventory and end-of-term-two examination results as tools for data collection. Prior to data collection, pilot testing was among 50 randomly selected students and involved both reliability and validity testing. The analysis was conducted using the SPSS software Version 26 where descriptive statistics, Pearson's Product Moment Correlation Coefficient, multiple regression were used. The prediction model of academic achievement from social support and academic engagement was statistically significant, F (2,381) = 11.17, p < .001, with the two variables accounting for 11% of the change in academic achievement. Of the two, perceived social support (β = 0.24, p < 001) was a better predictor of academic achievement as compared to academic engagement (β = 0.15, p < .05). The findings of this study may have significance for learners, parents and teachers in addressing poor academic achievement. Keywords: Perceived Social Support, Academic Engagement, Academic Achievement, Form Two Students, Gaborone City, Botswana

Prevalence and Impact of Refractive Errors in School-Aged Children: A Cross-Sectional

This cross-sectional study aims to determine the prevalence and patterns of refractive errors among 700 schoolchildren aged 5-15 years in Al-Manara School, Tobruk, Libya. A comprehensive ophthalmic examination will be conducted to assess visual acuity and identify refractive errors. Academic performance will be evaluated by reviewing school records, including grades and standardized test scores. The impact of refractive errors on quality of life will be measured using a validated pediatric vision-related quality of life questionnaire. The study seeks to provide data on the burden of refractive errors and their effects on learning and daily living in this population. We hypothesize that uncorrected refractive errors will be associated with poorer academic achievement and reduced quality of life compared to peers without vision impairment. This research can highlight the need for regular vision screening and provision of spectacles for schoolchildren in Libya. Findings may guide education policy and school health programs to address this treatable cause of impaired classroom performance. The large sample size will allow for analysis of prevalence stratified by key demographics and characterization of the patterns of refractive errors in this geographic setting.

The Relationship of Preterm and Small for Gestational Age with Child Cognition During School-Age Years

BackgroundChildren born preterm and/or small for gestational age (SGA) are at increased risk of poor cognitive outcomes, particularly in low and middle-income countries (LMICs). ObjectivesThis study aimed to examine the cognitive and academic deficits during the school-age years in children born preterm or SGA compared with those in children born term adequate for gestational age (AGA) in rural Vietnam. MethodsChildren born to women in a preconception micronutrient supplementation trial in Vietnam were classified into 3 groups: preterm AGA (n =138), term SGA (n =169), and term AGA (n = 1134). Cognitive abilities were assessed using the Wechsler Intelligence Scale for Children, measuring 4 domains [verbal comprehension index (VCI), perceptual reasoning index (PRI), working memory index (WMI), and processing speed index (PSI) scores] and full-scale intelligence quotient (FSIQ) at 6–7 and 10–11 y. Academic achievement was assessed with mathematic and language tests. Analysis of variance and multiple regression models were used to analyze differences in cognitive function and academic achievement at 6–7 and 10–11 y by birth phenotypes. ResultsCompared with term AGA children, those born SGA had lower cognitive scores at both 6–7 y (VCI, −2.3; PRI, −3.7; PSI −2.1; and FSIQ, −2.9) and 10–11 y (VCI, −3.7; PRI, −3.5; WMI, −2.7; PSI, −1.9; and FSIQ, −3.9). Children born SGA also had poorer academic achievement with lower language (5.3) and mathematic (2.5) scores. Adjustments for maternal factors and home environment attenuated the associations, but the differences in VCI, PRI, FSIQ, and language at 10–11 y remained significant. There were no differences in cognitive function and academic achievement between children born preterm and AGA. ConclusionsOur findings highlight the enduring association of birth phenotype on cognitive functioning and academic achievement during the school years, despite adjustments for maternal education and family environment. Further research is needed to implement effective interventions to improve birth outcomes and optimize child health and development in LMICs.The trial was registered at clinicaltrials.gov as NCT01665378 (URL: https://clinicaltrials.gov/ct2/show/NCT01665378).

Use of Grading System in Education

The responsibility of learning and skill development of individuals of the society has been given to the schools and institutions of higher education. Teachers are making efforts for providing education to students on the basis of pre-decided objectives. Examination plays a major role in the process of education, where the level of students learning required to measure. Schools and higher education institutions are following marking and grading system in examination process. This paper focuses on use of grading system in examination. After observations of weakness and side effects of marking system, different committees and commissions had recommended for use of grading system. Grading was observed more reliable than marking limited point (five to ten) in grading system is more suitable for assessment of students instead of 101 point scale in marking. Marking system leads to poor academic achievement, whereas grading system provides less stress and higher academic achievement. In the technological era, the grading system might be utilized to provide grades, feedback and analysis of students through Artificial Intelligence and gamification. On background of NEP 2020 UGC also communicated about grading and credit system and even formulated ‘National Credit Framework’. The cautious use of grading system will be more appropriate to teachers for assessment and to students for learning achievements.

Methods of Teaching and Teachers’ Qualification of Biology Teacher as Determinant of Poor Academic Achievement in Afijio Local Government Area

The aim of this study is to investigate the impact of pedagogical practices and academic credentials of biology instructors on the disappointing academic performance of students in the Afijio LGA of Oyo State. The research comprises of five primary inquiries, with three addressed through hypotheses and two assessed with a 0.05 significance level. Data were collected via surveys and questionnaires, with 100 pupils from five different schools offering biology in the region taking part in the study. The questionnaire utilized a four-point scale to measure academic performance, proximity to schools, and social disparities between genders. Frequencies, percentages, and regression were utilized in data analysis. Results indicate that effective teaching methods and instructors’ level of education significantly impact biology pupils’ academic success. These findings support the views of Gupta (2017) and Ukpong (2021), who similarly emphasized the importance of a teacher’s approach and qualification on student performance. The study recommends that the government incentivize and motivate experienced teachers in the education system, while also encouraging students to prioritize learning over just academic achievement. Additionally, it suggests that only certified teachers should be permitted to teach mathematics at the secondary level to enhance their pedagogical approach and enhance students’ academic achievements.

Association between nomophobia and learning performance among undergraduate students: the mediating role of depression and anxiety

BackgroundThere is a gap in the existing literature concerning the connection between nomophobia and diminished academic performance, potentially influenced by anxiety and depression. The present study aimed to examine the relationship between undergraduate students’ nomophobia and learning outcomes, and whether depression and/or anxiety mediate this potential link.MethodsA quantitative cross-sectional survey design was employed. Nomophobia, anxiety, and depression were measured in 307 undergraduate students using validated self-report questionnaires. Learning performance was assessed based on participants’ grade point averages. Correlation analysis and mediation analysis were conducted to test the hypotheses.ResultsThe Pearson correlation analysis and multiple parallel mediation modeling suggest that anxiety plays a significant role as a causal pathway through which nomophobic behavior leads to lower grades among university students compared to their less anxious peers. Depression had no significant mediation effect.ConclusionThe findings support the notion that nomophobia is linked to poor academic achievement. The detrimental impact of nomophobia on learning performance appears to be more closely tied to anxiety rather than depression. This research contributes to the understanding of the complex interplay between technology use, psychological well-being, and educational outcomes in the higher education context. The study’s implications include the validation of the measurement scales in a non-English population and the recognition of the influence of technology on mental health and academic outcomes.

Association of Physiological Performance, Physical Fitness, and Academic Achievement in Secondary School Students.

This study aimed to compare the physiological performance and physical fitness based on the academic achievement levels of secondary school students and to explore the effect of gender on the relationship between physiological performance, physical fitness, and academic achievement. In this cross-sectional study, 304 children aged 13-14 years were recruited. To assess physical fitness, students performed a 20 m sprint test, a pro-agility test, a one-mile endurance run/walk test, and a countermovement jump test. At the end of the one-mile endurance run/walk test, the estimated VO2peak value of the participants was calculated. The physiological performance of the students was determined by measuring their resting heart rate and blood pressure. Students were grouped into three categories based on their academic achievement levels. The assessment of academic achievement considered their scores from the previous academic year. The scores were divided into three levels: poor (average score of 69 points or less), average (scores ranging from 70 to 84 points), and good (scores of 85 points or higher). The study revealed a notable disparity among students' VO2Max measurements based on their academic achievement (F = 8.938, p < 0.001, η2 = 0.056). However, we observed that the group with poor academic achievement displayed lower diastolic blood pressure values than the groups with average and good performances. Finally, no significant gender differences were evident in the relationship between academic achievement and any of the physical and physiological parameters.

From Constraints to Control: The French Language Classroom in Multilingual Nigeria

There are several issues associated with the teaching and learning of French Language in an Anglophone environment like Nigeria. For effective `interaction with the neighbouring countries, Nigerian citizens need the knowledge of French language. Nigeria is an Anglophone country that is surrounded by francophone countries. French Language teachers face a lot of issues while carrying out their day to day activities in the classroom. Some of them include mother tongue interference, lack of use of instructional materials, challenges of the modern technological facilities, confusion of the target French Language, hostile environmental issues, psychological issues, teachers’ personal issues and that of the learners etc. All these issues seem to affect the learning processes in the French Language classrooms. All the above constraints contribute to the poor performance of French language in Nigerian schools; this has led to poor academic achievement of students in French language which has spilled over to poor performance of students in both internal and external examinations.

The Impact of Environmental Factors on Adolescents’ Involvement in School Bullying

This article analyzes the environmental factors contributing to adolescents’ school bullying involvement. Compared with internal factors such as psychosocial factors, environmental factors are more likely to be manipulated, so the study of environmental factors of school bullying is of profound practical significance for the prevention and control of school bullying. Through systematic analysis and conclusion of relevant literature on environmental factors that cause school bullying in Google Scholar, these environmental factors are frequently influencing aspects of bullying, such as social context: (immigration issues, poor academic achievements, low socioeconomic status, community, and inferiority), school: (physical, emotional, and social environment), peer influence: (normative social influence and group think), family: (family economic conditions, parental conflict and the quality of the family environment and family-of-origin parenting styles). Those environmental factors that have potential negative effects on the physical and mental health of adolescents are revealed so as to offer insight into finding feasible ways to reduce campus violence.

Predicting dropout at master level using educational data mining: A case of public health students in Saudi Arabia

Student dropout and its economic and social consequences are significant issues in developing countries. Students who drop out experience reduced employment prospects and encounter social stigma. While early dropout prediction can assist in mitigating the consequences, it remains a considerable challenge. The present research employed a data mining approach to predict dropout of public health master-level students in Saudi Arabia, a developing nation that has invested considerable resources to promote higher education. The research model focused on three fundamental determinants of students’ dropout: individual, institutional, and academic. The study analysis on a dataset of 150 students revealed that all three determinants predicted student dropout. The results indicated that students with low academic performance who received an academic warning were likelier to drop out. Freshmen with poor academic achievement were particularly at risk of dropping out of college. Students between 31 and 36 years old who attended technical courses as a subject specialization could also dropout. The research contributes to the literature by suggesting that universities should consider these individual, institutional, and academic determinants to develop their dropout prevention strategies. This study has ramifications for university administrators in developing nations, such as Saudi Arabia, who can establish dropout prevention programs based on the determinants revealed in this study.

Chronotype and emotional/behavioral problems mediate the association between leisure screen time and academic achievement in children

ABSTRACT Leisure screen time is associated with poor academic achievement; however, the mechanism underlying this relationship is unclear. Chronotypes and emotional/behavioral problems may be linked to this association. This study aimed to examine the associations between leisure screen time, chronotype, emotional/behavioral problems, and academic achievement using mediation analysis. A total of 113 children aged 9–12 years participated in this study. All participants were assessed for leisure screen time, chronotype, emotional/behavioral problems, and academic achievement. Leisure screen time was evaluated using a self-reported questionnaire. Chronotypes were measured using The Japanese Children’s Chronotype Questionnaire, and the morningness/eveningness (M/E) score was calculated. Emotional/behavioral problems were assessed using The Japanese Strengths and Difficulties Questionnaire, and the total difficulties score (TDS) was calculated. Academic achievement was assessed by the homeroom teacher for each of the seven school subjects. Partial correlation analysis adjusted for grade, sex, and sleep duration indicated that leisure screen time was associated with M/E scores and academic achievement (p < 0.05). There was a positive association between M/E score and TDS (p < 0.05) and a negative association between TDS and academic achievement (p < 0.05). A mediation analysis adjusted for grade, sex, and sleep duration was performed. There was a significant total effect of leisure screen time on academic achievement (p < 0.05). Additionally, the M/E score and TDS significantly mediated the association between leisure screen time and academic achievement (p < 0.05). Our findings suggest that the serial path between chronotype and emotional/behavioral problems weakly but significantly mediates the association of leisure screen time with academic achievement.