'Contributing Factors to Low Performing Students\r'

'Contributing Factors to Low do Students In Partial Fulfillment of the Requirements for the item Master of Arts major in Guidance and Counseling CHAPTER 1 fundament Students ar facing with many an(prenominal) issues in their lives, and because of the competing things for your attention, it’s hard to concent lay on per using. Studying can seem really boring when comp bed to any other elicit activity. You may even prefer doing non-sense things rather than to study your littleons.Too many people overlay studying as the thing to do when you stool around to it or train some sp ar time, too many people look at studying as necessary task, non an delight or an opportunity to learn. ( Grohol, 2006 ) Studying is historic in our lives, especially to the lives of the school-age childs. Each student as unique item-by-item has contrasting abilities, approaches, ship canal of thinking, raises and ways of studying the lessons. These case-by-case differences have satisfyi ng influences on ones acquisition style and acquisition.Each student has different methods and ways of studying and these methods are sometimes subservient but some are non as hard-hitting as the others. (Oppapers, 2010) http://www. termpaperwarehouse. com/essay-on/Study-Habits-Chapter-1/82775 Students’ disordered achievement in school is not without consequences to either the students themselves or the school system. Problems homogeneous difficulty of adjustment to school schools, outstrip of parents, rebellion against authority, feeling of elementary low quality and financial difficulty are practically manifested by underachievement in school.However, these variables have contributed to the victory or failure in the quadruplet year stay in proud school but are perceive in different perspectives by the individual learners (Soberano, 2000). Bar-On and Parker (2000) stated that the school is a cordial environment with many demands on societal competence. The y oung people who fail to get along with their peers in the classroom are deally to be perceived as distractible or even disruptive, thus bear upon their performance and progress in school.Family family is considered to be an important factor in student life. Schneiders indicate that from the very vary it is the family and particularly the parents, who ensure the satisfaction of basic physical and psychological needs on the basis of which intense and lasting ties are ordinarily established. The close affinity among youth and the fundament has significant implications for temperament victimization. As the evidence indicates, the personality development of teen-agers is to an important degree a monetary standard of home and family influences.As pointed by Franken (Batingal, 2007), â€Å"children growing up in a positive family atmosphere, whose parents are involved in their schooling execute to develop better self-regulation and besides do better in school. ” However, irresponsible, unstable pedigree of parents and lack of financial and moral countenance to their siblings has resulted the student’s low esteem, less motivated in their school performance. Moreover, expertise of knowledge of the t separatelyers in his field of studies and causeive classroom management plays a significant factor of the student’s schoolman performance and achievements.Since given the best teacher in terms of knowledge mightiness and potentials, if he lacks the ability to control his students in the classroom, teaching cannot be effective and thus, no learning will take order (Acero, Javier, and Castro, 2007). Individual characteristics such as age, sex, and parents’ cultivational attainment are important factors in achieving better education outcomes. Adolescents encounter alter obstacles during their entire school life. Academic performance is affected by the characteristics of the learner’s environment.One of which is, living en vironment, whether one lives in the home or in the lodging/ boarding house show an effect on the pedantic performance of students. Graceda (Soberano, 2000) discusses that the impact of the types of residential arrangement and some important factors, like I. Q. , parents’ relationships and socio-economic status of the family correlate in each residential arrangement indicates lower academic performance. On the other hand, adolescent peers also affect how fountainhead and how much they learn. Peers add models that can encourage or warn learning. However, by and large, peers have harmful effect on grades.Over half the students’ surveyed said that they did not talk about school work with their friends. In fact, merely 1 in 5 said he or she did not do as well as possible for fear or earning the disapproval of peers (Rathus, 2001). The major findings of the study from depicted object Center for Education Statistics, compared with students with friends who showed little i nterest in learning, those with friends who cared about learning had better educational outcomesâ€they were less presumable to shake out of school and more likely to be enrolled in an academic program, calibrate from high school, and continue their education afterwards graduating.On the other hand, students with friends who were interested in having sex, drinking, and using drugs experienced less desirable educational outcomes. These students experienced a higher rate of dropping out of school and a lower rate of being enrolled in academic programs, graduating from high school, and pursuing postsecondary education (nces. ed. gov).\r\n'