Students Academic Performance in High School

Students Academic Performance in High SchoolEven though a diametric batch of constraints and ch allenges in pedagogics has been faced worldwide, educational development has been actively promoted by think ofs of adapting to rapid global changes (Peretz, 2009). Ensuring tone of education is one of the six precept For All goals agreed by over 160 governments during the World Education Forum in Dakar in 2000 almost every country more or less the world has committed to enhancing education quality in an effort to achieve the goals of EFA by 2015. Governments seek to offer assimilators an education that equips them with skills, knowledge, and wider perspectives so that students can participate in the social, economic and political lives of their nations (UNESCO, 2009).The Royal Government of Cambodia (RGC) has prioritized educational sector as a key bea for national development capacity building and homo resources development is one of the key strategies of the Rectangular Strateg y in the third term of the national assembly (RGC, 2004). Cambodian education system is divided into tetrad levels pre- civilise education, primary education, secondary education ( junior-gradeer and upper) and gamey education. Students from the age of three to five years old are allowed to enroll in pre- inculcate education. To get basic education, students gravel to at least spend six years of primary education and three years of lower secondary education. After graduating from lower secondary education, students are provided options to go on to upper secondary education or enter secondary -level vocational training programs provided by the Ministry of Labor and Vocational Training (MOLVT). Students can withal have chances to pursue their studies in university or vocational training after completing upper secondary education (UNESCO, 2008). The Ministry of Education, Youth and Sport (MoEYS) has emphasized education quality at all levels basic, secondary and toweringer educ ation because it can produce the well-educated and skilled students in vagabond to meet the needs and requisite of the growing labor market.Education at upper secondary level is the foundation for spicyer education. After upper secondary school, students should have capacity to continue their studies at higher education or to specialize their studies (MoEYS, 2004). To achieve this goal, students are provided options to select the program of probe sciences and social studies. Additionally, students are required to study at least ten subjects which are compulsory to complete upper secondary education. To completely graduate from upper secondary school, students are assessed based on the rafts earned at Grade 12, the final grade of upper secondary education, and the score of the national examination (UNESCO, 2008).1.2 Problem StatementThe achievement of high school students has been a great concern to educators, parents, and government. Even though measures have been taken to impr ove the quality of education, a large proportion of high school students carry out poorly in the classroom (P. Pal, somebodyal communication, October 10, 2010). Furthermore, more or less students are likely to play truant or miss their class very very much. As place in UNESCO National Education Support Strategy, the cost burden, the need for the students to work and a neediness of understanding the importance of formal schooling are some of the reasons behind the low grade 12 completion rate (UNESCO, 2010).1.3 Research ObjectivesThere has been little qualitative research conducted on perceptions of students and teachers towards the factors influencing the students donnish exercise in high school in Cambodia. Therefore, the intent of this study is to identify those factors influencing students donnish surgery in high school. Investigation into the factors that might influence students academic performance in high schools may contribute to enhancing students learning abilities in upper secondary education as well as helping them to pursue their higher education easily.1.4 Research QuestionsThis study aims to answer the following research questionsHow do teachers and students perceive factors influencing students academic performance?What are the differences in perceptions between teachers and students toward factors contributing to students academic performance?1.5 Significance of StudyThis study is particularly significant for two main reasons. First, it provide increase understanding of and contribute to the literature on students academic performance in high school in Cambodia. Second, it is hoped that the findings of this study willing contribute to helping all stakeholders, namely, parents, teachers, school communities, and central agents to strengthen efficiency and quality of education in upper secondary education.1.6 Definition of ConceptPage, Thomas, and Marshall (as cited in Ogunbanjo, 2001) defined school performance as an action of a person or group when given a learning task. In education, performance refers to achievement in carrying out of a task, assignment or course. Academic performance is the level of success determined by grade point average at the end of the semester (Lamsis, 2010). Thus, in this study, academic performance is generally taken to mean students ability and achievement in the school work as measured by tests results, performance or behaviour during lessons, grades and reports.1.7 Proposed ChapterThis research study is organized in five chapters. Chapter one will consist of introduction dealing with background nurture of the study, problem statement, research objectives, research questions, significance of the study. The past literature, which was conducted in different settings around the world, will be examined in chapter two. Next, the research methodology will discuss in dilate the participants, method, instruments, tools, data collection, data analysis, ethical consideration and terminal point of the study in Chapter three. In Chapter four, finding and discussion will be identified. Finally, conclusion and recommendation will also be discussed in chapter five.CHAPTER 2 books ReviewFactors which influence students performance have been identified as including classroom management, quality of teaching staff, family social-economic status, neediness of teaching facilities, incapable student discipline, lack of student commitment, emotional problems, curriculum contents, learning situation, inadequate teacher instruction, and not enough maternal(p) involvement (Asikhia, 2010 Legotlo et al., 2002 Nguyen Griffin, 2010).In the study by Asikhia (2010), the focus of the probe was on the perception of students and teachers on the causes of poor academic performance among secondary school students in Ogun State, Nigeria. The results of teachers perception indicated that teachers teaching qualifications and students background had a lesseneder center on the students poor performance but teachers methods of teaching influence poor academic achievement. Students, on the other hand, thought that teachers qualifications and students home environment influenced their poor performance in school while teachers method of teaching and learning materials did not.In the study of factors influencing poor performance of grade 12 learners in two high schools in Limpo province in South Africa, Rammalas study (2009) discovered that parents low-level of education, high unemployment rate, child-headed family, unpredictable home environment, emotional problems, lack of facilities, unavailable learner support materials, lack of discipline, redeployment of education, unfamiliarity of new curriculum influenced students performance in the classroom.In a similar research study conducted in Nepal, Subedi (2003) demonstrated the factors influencing high school student achievement. This study only if aimed to investigate the effect of resources and class size on student per formance. The research revealed that the availability and use of resources had a significant effect on student performance. Class size also caused prejudicial effect to student achievement.In a research article by Legotlo et al. (2002), the focus of investigation was on perceptions of stakeholders towards causes of poor performance in grade 12 National Examinations in a province in South Africa. The results in this study revealed that inadequate resources, lack of discipline and poor morale, problems concerning the implementation of government policy, and lack of parental involvement were major causes of poor student performance.In a research study by Ogunbanjo (2001), the focus of the investigation was on the factors influencing the academic performance of underachieving learners in a South African secondary school with an inhibitive learning climate. In secern to get in-dept understanding of underachieving students learning performance, a qualitative method was applied. The find ings of this study identified the factors as influencing the academic performance of underachieving learners negative attitude of learners towards their school work, negative attitudes of teachers towards learners and inflexible teaching methods by teachers, lack of parental supervision, undisciplined behavior in class, learner absenteeism, insufficient learner support material, non-encouragement from parents for learners to study, excessive home chore, demotivation and low moral towards teaching as a career, overcrowding classrooms, lack of support from the department and school administration, lack of facilities and resources, lack of parental involvement, inadequate funding of schools, lack of parental supervision, peer pressure, lack of parental guidance and supervision, learners lack of discipline, indiscipline by learners, illiteracy among parents, and poor insight of learners about the value of education.Taken together, the results, of course, indicate that overcrowded classe s, lack of facilities and resources, inflexible teaching method, and lack of parental involvement are supposed to be the fundamental factors which negatively influence the students academic performance in high schools.CHAPTER 3Research Methodology3.1 Research DesignQualitative researchers share in the understandings and perceptions of others and explore how people structure and give meaning to their daily lives (Berg, 2009). In a qualitative research, a look study design is used to significantly focus on one phenomenon, which the researcher selects to understand deeply regardless of the number of sites or participants for the study (Mcmillain Schumacher, 2001). Since this study mainly aims to identify key factors that students and teachers perceive as influencing academic performance in a high school, the case study approach will be employed in this study.3.2 Participant and SampleThe target participants in this study will be teachers and students in a high school in Kandal provi nce. I will contact the school principal initially to propose my study and receive the approval before doing and contacting potential participants. A purposive sampling method will be employed in this study because I aim to explore in detail participants reasons for performing poorly in their studies. The sample of this study will consist of 4 students and 2 teachers from high school in question. Both male and effeminate participants will be selected. The teachers sample will be the class teachers who regularly facilitate both activities in classroom while 11th-grade students will be chosen in this study. The students sample will include students who learn with the selected teachers.3.3 Data CollectionUnlike a quantitative method, a qualitative data gathering procedures often involve spending a lot of time in the natural setting under study or with the research participants collecting relevant breeding unobtrusively (Gay, Mills Airasian, 2009). Choosing data collection strateg ies is a surgery of deciding among available alternatives for collection and corroboration of data and of modifying ones decisions to capture the reality of the phenomena (McMillan Schumacher, 2001). As the endeavor of this study is to gain in-depth understanding of the factors contributing to students academic performance, participant observation, semi-structured interviews and informal conversation will be carried out to collect the data.The interviews will consist of unrestricted questions and will be tape-recorded (see Appendix below for the details). Individual face to face interview and informal conversation will be used for teachers and students. I will make an appointment with the participants and inform them about the reasons of conducting this study, and request for their consent to participate in my study, before carrying out interviews. The participants will be provided options to select handy time and comfortable place for the interviews in order to ensure full coop eration and trust. I will bring a tape recorder on schedule interviews, and with the participants liberty, record the interviews which will be expected to take around 1 to 2 hours and go in the school campus or outside the school. Interview questions will follow a general list of topics. The purpose of these interviews is to allow those involved in a school to describe in detail their perceptions and experiences. In growth to these interviews, I will carry on informal conversations with participants at the beginning or end of the meeting to gain more specific concepts and experiences about the influencing factors on students academic performance.Participant observation will be also employed to collect data. The emphasis during observation is on understanding the natural environment as lived by participants without manipulating (Gay, Mills Airasian, 2009). After getting permission from school principal, I will visit the school for two weeks and significantly observe what goes on in classroom and during recess periods. The observation checklist will mainly focus on time management, environment in the classroom, teaching method, and behavioral patterns of students. Each observation will take around 45 minutes. Additionally, celestial orbit notes will be written at the end of each observation describing in detail the setting and activities during the lessons. To delay the accuracy and details of these notes, I will spend several hours for recording notes after leaving the field. Official documents of the school such as students attendance record, and every year academic report will be taken with permission of the school principal, teachers and students.3.4 Data AnalysisData analysis is begun from the initial fundamental interaction with participants and continued that interaction and analysis throughout the whole study (Gay, Mills Airasian, 2009). As data are collected from the participants, I will examine and reexamine the data in search of themes and pat terns in the data. Also, prior data and newer data will be continually compared to reduce less useful data. After gathering the data from the field setting, I will listen to the tape recordings, transcribe the interview tapes and analyze the participants responses. I will organize and prepare all data into different types of information depending on the sources of information. In addition, I will read through all data collected carefully to obtain general idea of information. Coding process will be used to organize information into categories or themes. Then these themes will be chronologically sorted into table display in order to discuss interconnected themes. Finally, I will make interpretation of themes.3.5 Ethical ConsiderationBefore starting the data collection, I will ask the permission and approval from school principal, teachers and students for observation or tape-recorded interviews. I will explain the study objective verbally and in writing to participants and tell them truthfully that their involvement is voluntary. I will fully explain any potential benefits to school principal, teachers, and students as a result of my study. Additionally, the participants will be informed of all data collection devices and activities. If at any point during the course of the interview the participants decide they no longer desire to continue, they will feel free to simply stop the interview. To avoid any harm to the participants, their names and school will be held in strictest confidence and will never be attached to any data or report that may result from this research. I will treat the participants with respect and give the participants pseudonyms. Personal identifiers will not be include in the research report released to the public in order to avoid the identification of participants. The participants will be told that their responses will be kept confidential and that no one known to them will have access to the information provided and no one can link the analyze to their names. Also, verbatim transcriptions and written interpretations and reports will be made available to the participants.3.6 Limitation of the StudyThis proposal has some specific limitations. First, the researcher will only conduct this study in a high school in a province in order to identify influencing factors on students academic performance. Second, since the study will be conducted in a small number of students and teachers in a high school in Cambodia, so the results will not generalize the factors influencing students academic achievement in all high schools nationwide. Third, the purpose of this research is not to provide broad generalizations, but to provide an in-depth analysis of factors influencing students academic performance in high schools. Finally, some activities, events and information which occur at specific period of the school calendar will not be captured during a short period of visit by the researcher.