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Chapter 2

REVIEW OF RELATED LITERATURE

This chaptewr present the review of related literature and

studedies of the sub-topics of the research: student failure, student,

teacher, study and failure.

Academic Failure

According to Eskandari (2014), academic failure can be helpful

in identification of student risk of academic defeat and consequently

leads to the prevention of materials and human resource loss. To

understand the problem of attrition, universities need to consider how

they can influence their student to remain motivated and complete their

degrees (Tinto, 2017). However student characteristics such as self

confidence, attitude, and beliefs, situational factors refer to “life

circumstances’ including health, employment, and family responsibilities;

and institutional factors are related to the organization in which a student

enrols and may include procedures, policies, and structure (Bowles &

Brindle, 2017). In addition the common reason cited for withdrawal from

higher education are personal, including physical or mental health issue

and financial pressure (HESP, 2017; TEQSA, 2017).


According to O, Shea, Lysaght, Roberts, and Harwood (2016),

student who fail may also be ‘Othered by their peer, teacher and

institution. Factors for failure an individual level includes: a lack of

preparedness, poor study habits, low self-esteem, learning difficulties,

and lack of time on task (Holland, 2016; Potter & Bye, 2014), many of our

student who failed and persisted described leading complex lives, as

others have also noted for those drop out (Naylor et al., 2018). Across to

all student group, there was a rise in student reporting that they kept to

themselves at university (Baik et al., 2019).

The drivers of such can be traced to system expansion and

associated increases in student discontinuing their studies (DET, 2017),

including widening participation policies through which traditionally

under-represented students with different form of cultural capital are

entering universities in larger numbers (O’Shea, 2015), traditional and

traditionally under- represented student respectively, academic

achievement is a predictor of persistence (Li and Carroll, 2017).

Government collated data from the University Kingdom (HESA, 2018)

and Autralia show that student entering from traditionally under-

represented backgrounds have, in general, lower completion rates.


Common reason of the student for taking the fail grades for

withdrawal from higher education are personal, including physical or

mental health issues and financial pressures (TEQSA, 2017). Worryingly,

the most recent result of the Student Experience Survey show that “health

or stress” was the dominant reason for considering learning university

(SRC, 2018), or centred on those deemed to be at-risk student or those

having to explain their performance to an academic progress committee

(Jevons and Lindsay, 2018). Such experiences influence student body who

are widely reported to be experiencing greater mental health problem

(Orygen, 2017) but are less likely to seek professional help (Gorezynski,

Sims-chouten, Hill & Wilson, 2017). Persistence captures the focus, drive

and forward progression needed by student to complete a program of

student (York, Gibson and Rankin, 2015).

According Stadfeld et al., (2018), academic failure tolerance

and social self-efficacy we’re significant factors influencing the college life

satisfaction of nursing student. However, (Bernard, 2018), socially

isolated student hand significantly lower examination grades and we’re

more likely to drop out of university. This collaborate findings that time

management is difficult for first-year student (Brooker & Lawrence, 2017).

In addition, Logo (2019), distracting other and perceived threats were


found as significant predictors of attitude and cyber slacking. The general

profile of EV nursing students was found to be a young female student

born in the country, with limited family commitment, and with

occasional previous degrees in field other than nursing. Roman (2014)

stated that student performance, motivation and resilience, this technique

allows to draw the profiles of students with a higher risk of academic

failure.

According to Dang (2015), the causes of academic failure

include ancestral, edifying issues, socioeconomic academic which lack of

willingness to study. However, the causes and result of low academic

achievement from teachers, parents and students perspective as well as

providing possible solutions to their problem because student poorer

academic performance and non-completers (Finn and Rock, 2016 ; Al-

Zoubi, 2015), problematic to college student and can result in lower

grades point average, increased risk of academic failure, compromised

learning impaired mood (Hershner and Chervin, 2014). In addition,

student experience some successes in equalizing education, the overhaul

of apartheid policy has seen as many delays and disappointments as it

has successes (Mnisi, 2018).

Student
According to Bygren (2020), relative to students with native

names student with foreign names appear to experience weak positive

ideas in grading of their examination, but the estimated effect is sensitive

to model specification. Mean problem of high education modernization is

the balance between inputs and relevant outputs, specifically, right of

every student (Paura and Arhipora, 2014). Student find difficult but those

who are intrinsically motivation learn and do well even when they face

obstacles in their life (Heyder, Weidinger and Steinmanys, 2020) courses

they choose or patterns and student success not yet well understood

(Fischer, Rodriguez, Denaro and Warschaser, 2020). This study

population was the grades sample were grades an experimental class

with student (Setianingsih and Dwijanto, 2020).

The implied effect of school resources on educational

achievement is large this factors include things that: Teacher, school

leaders, student or parents can control Teachers school leaders that can

includes things (Lafortune, Rothsteir and Schanzenback, 2018; Killian

2017). However ineffectual regulatory environment to control advertising

to children were a concern their need to engage parents and communities

for advocacy and social mobilization (Draper et al., 2014) public think less

money should be spent on class size reduction relative to the amount


spent in school but there grades but there graders is low to they spent

(Henderson et al., 2020). In addition, grades affect the motivation an

learning outcome of students (Sparks 2016) school grades as predictors of

self-esteem and changes in internalizing problem can be predicted by

school grades (Metsapelto et al., 2020).

According to Solomon et al., (2020) low-grade appendicial

mucinous neoplasms are tomors that often present in the student.

Concerning school is relate burnout academic stress among high school

students were reviewed (Walburg, 2014) it seems that letter grades are no

longer making the grades when it comes to measuring student progress.

However the important discussions about the future and responses to

academic difficulty experienced by their adolescent during eight grades

in the united state (Destin, 2017: Svododa, 2017). Student in communities

is become a much more significant and indispensable part of all our lives.

According to Peruanda et al., (2018) Grades effectiveness of

instructional media based on interactive learning vocational school

improving student cognitive ability and it can be concluded that the use

of cooperative learning model two stray can increase student learning

outcome in English learning school (Mantasiah, 2018). In addition,

according to Simulyinasih, 2018 average of students reading skill after


being exposed in teaching in student skill explaining information. Hong,

(2018) examine the effect of enrolment in separate elementary and middle

schools relative to enrolment. Cornel, Skukla and Konold (2016) at the

school level higher discipline structure was associated with higher

engagement and higher student support was associated with higher

engagement and grades in both samples. Maxwell (2016), school building

and facilities condition social environment in every student their

attendance and academic achievement affect student. Hinrichs (2020)

student in communities is become a much more significant and

indispensable part of all our lives. Achievement test scores and grades

because it seems that letter grades are no longer making the grades when

it comes to measuring student progress (Muller, 2018; Long, 2015).

According to Childs, Kincaid, George & Gage (2016),

relationship between school wide implementation of positive behaviour

intervention and supports and student discipline outcomes. However

mindfulness training and classroom behaviour among lower-income and

ethnic minority children in school (Black and Fernando, 2014) that

favourite support system by the student as well as by the teacher

(Nooruddin and Baig, 2014). In addition, impact of school-wide positive

behaviour supports on student behaviour in middle grades (Noceda E.,


Whitbread and Nocera G., 2014) and build a predictive machine learning

model, and use it to identify the key factors contributing to the success in

school (Tomkins, Ramesh and Getoor, 2016). Developments in the

understanding of time in school learning of every student that shows

how big impact the process of schooling in every student to go in school

(Anderson, 2018).

Teacher

According to Gray (2015), every teacher described an increased

tendency to see a poor grade a reason to complain rather than as reason

to study more, or more effectively (Simon and Schuster, 2015)teacher

school and home than any other aspect of education and becomes the

prime battlefield when school and community view one another as

adversaries. Farrell (2015), teacher needs to know can be provided at the

pre-service level, and there student. However motivation of the student

engage in classroom learning activities that intervention style that could

increase student learning (Cheon and Reeve, 2015) teacher believe that

give assay to student believe it was written by a origin type (Sprietsma,

2014).

Colnerud (2015), stress can be caused by acting in conflict with

one’s own conscience e.g. when one knows the right thing to do but
institutional constraints make it difficult to act in that is consistent with

one’s morals. Alm & Colnerud (2015), most teacher endearoring to grade

their student as objectively as possible many students feel that they are

subject to unfair grading. The main finding from analysis indicate that

when teachers fail to follow guidelines of the current grading system, use

independable information allow themselves to their communication the

pupil perceived the grading process as unfair (Lavy and Sand, 2015), in

teacher stereotypical biases of the student such gender biases also impact

student enrolment in advanced level math courses in high school, boys

positively and girls negatively. Wood (2016), a true and honest thought

that if you become a teacher by your pupils you’ll be taught.

According to Saukah (2017), teacher give grades to student by

grading decision making and grading practises and not their own and by

the student score and their performance. Typically, they consider the

special characteristics of the material to be learned, the background of

their student, and the conditions under which the teaching and learning

that can give to student (Setiawan and Koimah, 2019). In addition, Mobile

devices such as laptop, personal digital assistants and mobile phones

have become a learning tool with great potential in both classroom and

outdoor learning (Sung, chang & Lin, 2016) systematic manner to


describe and explain the process of analysis within the context of learning

and teaching in teacher (Maguire and Delanunt, 2017). Teacher using

there and other realistic case studies they explore the strengths and

weaknesses of each approach so that teacher can critically assess their

own philosophical position on teaching (Fentermacher, Soltis and Sanger,

2015).

According to Palmes, Wiley & Sons, (2017), wisdom thats been

ispiring motivation and guiding teacher for two decads the courage to

teach sort know well but the student give them low grades (Morris, 2017)

student have a level of knowledge in teacher incounter but us the teacher

or the leader they early literacy or study the case of student that essay can

understand by their lesson plan, instructional activity. Conwin et al

(2019), every teacher not going to teach the student if their learning to

teach and teaching through practitioner inquiry (Human Kinetics, 2019),

teach ideas in teaching their some different that student lesson their class

(Corwin Press, 2018), student didn’t want the teacher he didn’t lesson

because for them the teacher is not good the way of teaching in student.

In addition, remedial test, giving more tasks and grades adjustment are

also done to teach the criteria of passing grades (Saukah, 2017).


Kinetics Publishers, (2019), teacher learn how to develop

culminating and progressive assessment, as well as plan for continuous

performance based assessment and acquire effective teaching strategies

for standard-based instruction. However GmbH & Co KG, (2019), teacher

teach about reading instruction by exploring further certain of the

reading skills of literates their development of reading. Routledge, (2019),

teache gio in for career planning just as systematically as the member of

any other profession and the career movement (Neve & Devos, 2017),

leadership of both the principal and special needs coordinator played a

key role in the development before the teacher because their the reason

how to teach every teacher (Muijs and Sage, 2017), thinks skills, teacher

subject knowledge, evalvating teacher perpormance and international

comparisons on teaching that the evidence and practice do the teacher. In

class there are different of student in boy and girls but teacher will do

their responsibility as a teacher to them (Sax, 2017). French University to

analyse gender biases in student evaluations of teaching (SETs) (Boring,

2017), In fact, many of what we consider student in science education are

not new at all but can be traced to writing on education of one hundred

year ago.

Study tips
Waiting until you return to school to catch up on what you

missed will most likely result in a landslide of work as you scramble to

catch up while dealing with current assignments. The solution to this is

working to keep up with your classes even when you’re out sick(Wallace,

2019). Use your free time for work and rest. If you have a few hours to

kill, split your time. Try getting that assignment done. There’s no harm in

starting early; when you feel like you can’t work anymore and be honest,

because you know when you can’t work anymore, take a break.

(CollegeXpressBookmark, 2019). As a student, it’s only natural for you to

look for ways to maximize your time while spending the least amount of

time possible on things you don’t enjoy. Enter time management, a skill

that will only become more important as you travel through life. Below are

several tips that helped me utilize my time more effectively during the

past school year.

Can you identify something that inspires you off the top of your

head? Before you start working on any task, it’s important to ask yourself

this question so that you know your starting point and are heading in the

right direction.(ShivaniEkkanath, 2020). In college, you will be given a

syllabus for every class with a full schedule of the entire semester, most

likely before you even attend your first lecture. This schedule includes
homework assignments and exam dates. Look at these ahead of time and

plan out your schedule. Create a calendar and write down all important

dates and homework assignments.(Gandhi, 2019). Getting organised is key

to finding enough time for all your revision, but balancing studying with

the fun stuff in life can be difficult.Websites like Get Revising have

free online study planners that will do this for you, so make use of

them.(Langley, 2015). When you composed essays in high school, you

were often provided with a training model to help you achieve structured

writing. In college, you’re expected to master the conventions of academic

writing through your own critical thinking. (Neal, 2019).

According to Etame K. (2019), try to create a time table. Allocate

time for when you’ll sleep, work, study, and relax. While doing this, make

sure you’re being honest with yourself. If you know you need to study for

math the most, don’t say you’ll study for 10 minutes. Group tutoring or

forming study groups are other ways to master learning and to get better

grades in school. Students studying together is always an effective way to

share information and learn from one another. (Aquarius cain,2018). This

one is huge. I wouldn’t have been able to do my homework without help

from friends. Trust me—it’s normal to not understand class material

entirely, but it’s highly likely that someone from your friend group gets it.
It’s also likely that they’re struggling in a subject you feel confident in. Set

up a quid pro quo relationship, where all of you can help each other with

subjects that you feel comfortable with, and you’ll gain a better

understanding of the material. Just make sure you stay focused.(Rebecca

Blyn, 2019). When you go the extra mile, your grades will reflect that—and

you can always do more in and out of class. It’s important to pay attention

and take notes. Notes should be on important topics, with room for side

notes and perhaps pictures that correlate with the lesson (if that helps you

learn). Study your notes at home, and use them to help you with your

homework. (ArriaMcGinty, 2018)

Be well-prepared with all the stationary and any other items

you need for the exam. For example, always have a back-up calculator,

extra pens, pencils, and geometrical instruments in the event of a

malfunction. This can help diffuse the tension while you’re answering

questions, as it can be emotionally settling to know that you’re amply

prepared(Ekkanath, 2019). When you go the extra mile, your grades will

reflect that—and you can always do more in and out of class. It’s

important to pay attention and take notes. Notes should be on important

topics, with room for side notes and perhaps pictures that correlate with
the lesson (if that helps you learn). Study your notes at home, and use

them to help you with your homework. (ArriaMcGinty, 2018).

Failure

There are large racial disparities in school discipline in the

United States, which, for Black students, not only contribute to school

failure but also can lay a path toward incarceration.( Okonofuaand

Eberhardt,2015). Increasing work hours negatively affects full-time

students’ credit accumulation.Heterogeneous effects of working on the

academic performance of full-time and part-time students(Darolia, 2014).

The authors propose a theoretical model linking emotions, self-regulated

learning, and motivation to academic achievement. This model was tested

with 5,805 undergraduate students.Moreover, positive emotions foster

academic achievement only when they are mediated by self-regulated

learning and motivation.(Mega, C., Ronconi, L., & De Beni, 2014). Some

curricular elements are threshold concepts that involve “troublesome

knowledge,” not because they are difficult for students to comprehend per

se, but because they are challenging for students to fully appreciate. In this

article, we suggest that entrepreneurial failure is a threshold concept in

entrepreneurship courses because students may get so fixated on failure’s

economic costs that they neither fully appreciate the social and emotional
costs nor recognize the potential benefits of failure to entrepreneurs

(Bolinger and Brown, 2014).

Many of us believe that those who do well in school are smart,

while those who struggle in school are not (MAY, 2016). Academic failure

means lack of success in education and leads to the loss of higher

education costs and social and economic losses. In this study, the

viewpoints of students on the factors which affect academic failure were

studied. Among the six studied areas (family, learner, instructor, learning

environment, curriculum and socioeconomic factors), students stated

curriculum as the most influential factor for academic failure. (Najimi et

al., 2014). They found that there are weaknesses in the students' academic

achievement. In fact, academic achievement is considered very necessary

for students to transfer from one studying level to another, so the

researchers found that it is crucial to investigate this topic. In fact, this

research presents some factors that affecting students' low academic

achievement for instance, using traditional methods instead of using

modern teaching methods in teaching, as well as the poor relationships

between the teachers and the students that create a teaching environment

lacking of respect which leads to the lack of students' acceptance of the

learning process on the whole. (BaniYoune, 2015). Over the years, the
failure patterns of repeating students of Bachelor of Accounting among

South African universities have become more noticeable and a concern to

both academics and administrators alike. The paper identifies and

determinesthe potential failure pattern that leads to the occurrence of

failure of this group of students and suggests changes on curriculum

design or teaching, learning and assessment methods so as to achieve best

performance.(Fakoya, 2014). Results also showed that effects of failure-

coping behaviours were independent of any effects of failure appraisals.

Results support the importance of understanding and targeting the failure-

coping behaviours of students. Current efforts to address the stress and

mental health difficulties experienced by students should include explicit

training on how to deal with academic failure(Santor, Colvin & Sinclair,

2018).

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