Academic poor performance
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The document discusses several potential causes of academic poor performance, including psychological, social and environmental, neurological-cognitive, and physical/health factors. Psychologically, issues like low self-concept, mental health disorders, personality traits, lack of motivation, and time management problems can negatively impact academics. Socially and environmentally, factors within the family like divorce, low parental involvement, poverty, abuse, and addiction, as well as issues in the neighborhood and school environments can be causes. Neurologically, below average intelligence, specific learning disorders, and attention deficit hyperactivity disorder are discussed. Physically, health problems such as hearing loss, vision issues, chronic illnesses, motor impairments and learning disabilities can contribute to poor academic performance
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Academic poor performance
- 1. ACADEMIC POOR PERFORMANCE Understanding the Probable Causes
- 2. Common perceived causes Laziness Distractions Company of students(e.g., friends not academically inclined) Poor teaching techniques Rima Sehgal PhD rima.sehgal@fulbrightmail.org
- 3. Evidence Based Causes of Poor Performance PSYCHOLOGICAL SOCIAL AND ENVIRONMENTAL NEUROLOGICAL- COGNITIVE PHYSICAL/HEALTH Rima Sehgal PhD rima.sehgal@fulbrightmail.org
- 4. Psychological - (individual/ emotional problems) Self-concept Psychological disorders-Most frequent psychological disorders include examination phobia, conduct disorder, adjustment, separation anxiety, anxiety, anger, fear, and learning disability. Personality-Conscientious people are defined as highly responsible, achievement - oriented and industrious learners. Such characteristics make them determined and resolved to gain high academic attainments. (Bratko et al., 2006) Lack of commitment/motivation to study Time management. Medium of instruction at colleges/ universities is English. Problems with subject content and examinations Rima Sehgal PhD rima.sehgal@fulbrightmail.org
- 5. Factors that intervene with student’s motivation. Fear of making mistakes/ failure due to resulting humiliation Lack of challenge- boredom ( inability to understand or too easy to comprehend for “gifted’) Lack of meaning- no connection with own life; inability to comprehend the experience e.g., a dysgraphia may find writing irrelevant due to repeated failures. Emotional problems- such as anger or fear. Attention seeking behavior- Problem with academics can gain support and attention. Attention for children is a powerful motivator. SLDRima Sehgal PhD rima.sehgal@fulbrightmail.org
- 6. Social and Environmental reasons Family Neighborhood School environment Rima Sehgal PhD rima.sehgal@fulbrightmail.org
- 7. Familial factors A broken home -divorce, separation, death of one of parent and illegitimacy Lack of parental academic involvement, - lower maternal education and family background Parental academic involvement has been shown to have a strong effect on children living in disadvantaged localities (Greenman, Bodovski, & Reed, 2011) Authoritative parenting has been shown to be a significant predictor of self-efficacy and resilience and positively correlates with academic achievement. A justification available for this is perhaps by acting as influential role models parents add a shield against deprivation by mitigating risk factors which reduces the achievement gap (Speight, N. P. (2010). Poverty- According to a research, children living below the poverty threshold are 1.3 times as likely as nonpoor children to experience learning disabilities, cognitive and developmental delays. Abuse- Physical, Verbal or Sexual Drug addiction or Alcoholism. Incurable diseases (of one of the parents or close relatives). Rima Sehgal PhD rima.sehgal@fulbrightmail.org
- 8. Neighborhood Lack of role models in the low academic progression areas. Teaching work force and learning resources available in schools in high poverty areas are not as rigorous as those in posh/urban schools. High risk behaviours such as drug abuse—marijuana, stealing, participating in group against group fight has been commonly found in deprived localities. Rima Sehgal PhD rima.sehgal@fulbrightmail.org
- 9. School factors Teachers' behavior, attitude Teaching methods, Instructional style of the teacher Student perceptions of teachers and teacher’s attitudes, teacher sensitivity can predict academic performance and discipline. Students often did not attend school because of their teacher’s expectation of success and for the fear of humiliation in class (Whitehead, 2007) Positive teacher expectations, support and motivation have progressive effects on students regardless of their risk status and particularly for lower income students (Gregory, A., & Huang, F.,2013) Lack of conducive and stimulating School environment for learning- For instance-classroom, teaching materials, class size, the school environment, etc. Rima Sehgal PhD rima.sehgal@fulbrightmail.org
- 10. Neuro-cognitive • Below average intelligence • specific learning disorder-such as Dyslexia, Dyscalculia- A disorder that affects a child's ability to interpret what they see and hear or to link information from different parts of the brain. • Attention deficit and hyperactivity disorder- Three main signs, or symptoms, of ADHD. These are: • problems with paying attention, • being very active (called hyperactivity), and • acting before thinking (called impulsivity). • Learning difficulties are more common than you think. Keep in mind that learning difficulties don’t imply mental retardation. • These difficulties can affect a child to a greater or lesser degree depending on the case. It is always necessary to put into practice a sustainable strategy to solve the problem. • Unfortunately, due to a lack of information, the term “problem child” is often used and the condition goes untreated. Detecting and treating the disorder will help improve the child’s academic performance. Rima Sehgal PhD rima.sehgal@fulbrightmail.org
- 11. Physiological-Health factors Hearing loss Visualization impairment Allergy-related problems, asthma, sickle cell anemia and childhood diabetic, may have complexity in maintaining energy and concentration towards institutions due to constant exhaustion and the impact of medications. Motor impairments or orthopedic make it difficult to interact with others and to explore their environment. Neurological and physiological based learning problems intrusive with their traits to learn. Rima Sehgal PhD rima.sehgal@fulbrightmail.org
- 12. PREVENTION POSSIBILITIES Firstly, identify the causes and nature of challenges in academics at an early age with the help of school counsellor, teachers and parents. Thereafter, plan an Individualized intervention; reinforcing the efforts and improvements. Help students with self-determining learning and study skills during the institutional years. Lack of learning and executive strategies lead to the stress of the higher grades Thirdly, in high institutions often underachievers require the motivational force to surpass the difficulties. Approaches using individualized profile of students’ study style and providing study skills, peer tutoring are helpful. Recognize Individual Differences. Not everyone can excel in academics similarly. Rima Sehgal PhD rima.sehgal@fulbrightmail.org