Student
Underachievement
OUTLINE
I.
INTRODUCTION
a. Situation
b. Definition
II.
CAUSES
/ INDICATORS
a. Personal Factors
b. School Factors
c. Home life Factors
III.
EFFECTS
/ IMPACT
a. Personal Impact
b. School Tradition
c. Home Life Situation
IV.
SOLUTIONS
/ PARADIGM
a. Self Awareness Enhancement
b. School Assessment on the
Appropriate Instructional Practices
c. Parents/ Guardians’ Empowerment
Series
V.
CONCLUSION
Student Underachievement
I.
Introduction
Student underachievement in the K-12
curriculum has been a major concern of most educational
institutions. In one way or another, most learners experience some sense of gap between their ability and
what they can actually achieve in school ( Coil, 2007). Their underachievement has been viewed in various
ways manifested in their projects, activities, performances, tests, outputs or GPA ( grade point average)
where they could have put more effort than they actually did. This situation has posed an enormous daily
challenge on the teachers to begin reflecting on the question: Why do our students have suddenly fallen out of
love with learning? How do we lead them towards achieving their full potential? This paper intends to
address these issues to expose the main reasons behind the problem as well as to propose possible solutions
that all proponents may utilize to help resolve the predicament.
institutions. In one way or another, most learners experience some sense of gap between their ability and
what they can actually achieve in school ( Coil, 2007). Their underachievement has been viewed in various
ways manifested in their projects, activities, performances, tests, outputs or GPA ( grade point average)
where they could have put more effort than they actually did. This situation has posed an enormous daily
challenge on the teachers to begin reflecting on the question: Why do our students have suddenly fallen out of
love with learning? How do we lead them towards achieving their full potential? This paper intends to
address these issues to expose the main reasons behind the problem as well as to propose possible solutions
that all proponents may utilize to help resolve the predicament.
Indeed, both previous questions open
wide the issue on the multi-faceted causes of
underachievement’s occurrence and a multitude of its effects on the students’ life. The main concern of
underachievement’s occurrence and a multitude of its effects on the students’ life. The main concern of
most teachers, however, comprise how all learners can
attain their optimal learning ( i.e. the
concepts
learned and their
application to new learning situations) with high
quality content ( i.e. their personal
experiences, interests, blended with the prescribed curricula and national standards)( White Paper,
n.d.,p. 1). This would call for the appropriate teaching techniques educators may employ that can match
experiences, interests, blended with the prescribed curricula and national standards)( White Paper,
n.d.,p. 1). This would call for the appropriate teaching techniques educators may employ that can match
what they know about how their students learn best (
Muir, n.d., p. 1).
Considered as a discrepancy between
a learner’s performance and some ability index such as IQ
score (Delisle, 1990), student underachievement poses a wide array of reasons derived
from various
factors. In a particular study conducted among
selected schools in the Philippines, Evins Kumandong
(2009) provided four factors contributing to the
underachievement of students, namely: school, home,
peers and personal/self. The focus of this paper will
simple include three of those factors – school, home
and self/personal.
II.
Causes
Signs
of underachievement are seen in different curricular levels. Most of the
students
experiencing this can be found in the middle school,
high school and even in the tertiary level. Early
incidents of underachievement occur among the primary and elementary boys.
Some girls, though less
noticed, underachieve in the intermediate year/s
believing the it isn’t “cool” to be competitive. Hence,
they rather prefer to avoid exhibiting their
brightness for if they do, the boys will not like them.
Underachievement
flourish in the middle school and high school levels. Many of these students
show some difficulty in establishing their sense of focus or concentration, laziness, unresponsiveness to
teacher’s support and consistently yield low scores in their major examinations and performance tests.
show some difficulty in establishing their sense of focus or concentration, laziness, unresponsiveness to
teacher’s support and consistently yield low scores in their major examinations and performance tests.
Additionally, their underachievement
may also be caused by the traditional structure of the
school itself emphasizing the orderly straight rows
of the desks, quiet learning, and compliant behavior.
Thus, there are some instances when students show no
interest in class activities because they suffer
some form of bullying from their peers. There are
also cases when they have to deal with some teachers
who establish either impossible or low standards, who
can be too strict, or repressive and lack the
patience with the learners who ask difficult
questions, seldom conform, and express divergent thinking.
Coil (2007) confirms that the traditional and
conforming nature of the school setting, inappropriate
curricula,
days and weeks spent in drills and practice for standardized tests,
inflexibility of scheduling or
curriculum context, and seemingly oppressive
scenarios inherent in it can make underachieving
students.
students.
Moreover, underachieving students often are products of families in turmoil
under stress or
over-committed. Their families are bombarded by marital discord, job pressures, financial constraints,
lack emotional support, absence of quality time, isolation from extended family. All these overshadow
their educational endeavors which become less prioritized. Left in the survival mode, a child / learner
may achieve but for his/her family it may not be essential anymore.
over-committed. Their families are bombarded by marital discord, job pressures, financial constraints,
lack emotional support, absence of quality time, isolation from extended family. All these overshadow
their educational endeavors which become less prioritized. Left in the survival mode, a child / learner
may achieve but for his/her family it may not be essential anymore.
On the contrary, some parents may
still demand high grades without checking whether the kids
are actually learning anything. Worse, some instances
may lead to counteridentification where
parents
may overly identify with the successes or failures of
a child (Kumendong, 2009). In the end, the child
may think that he/she could never live up to parental
expectations. In a family, if there is someone who
becomes an achiever the other may become a rebel against the pressure to achieve.
becomes an achiever the other may become a rebel against the pressure to achieve.
III.
Effects
The
abovementioned indicators of underachievement have led to some effects /
outcomes
which urgently
need careful attention. First, not achieving enough provide negative deposits
on the
mind of the learner which may further develop his/her
negative inner-self attitude. Hence, they become
bored, less motivated, non-performing. In the same manner, these students do not have the chance to
maximize their learning (Zemsky, et al, 2005).
Second, traditional schools contribute to
underachievement making the students feel frustrated
because the curriculum does not challenge them nor respond to their needs. If a gifted student is
provided by concepts that are familiar to him/her and
is presented in one and the same approach
( without differentiation), he/she will soon perceive that school is “boring” and isn’t the right place to
( without differentiation), he/she will soon perceive that school is “boring” and isn’t the right place to
learn anything new. Evidences established show that
the educational system has transmitted unrealistic
role expectations but has failed to meet the changing
needs of students.
Third, underachieving students come from
families where there is a considerable instability
within the unit. If a child does not find enough support from his/her respective family, whatever he/she
achieve or not achieve will not matter anymore because day-to-day survival is the focus of life. In
extreme cases, some hungry children are found “apathetic, lethargic, unable to pay attention for the
periods and are often irritable and agitated” ( Karablum, 1991). In short, hunger interferes with learning
and intellectual development.
within the unit. If a child does not find enough support from his/her respective family, whatever he/she
achieve or not achieve will not matter anymore because day-to-day survival is the focus of life. In
extreme cases, some hungry children are found “apathetic, lethargic, unable to pay attention for the
periods and are often irritable and agitated” ( Karablum, 1991). In short, hunger interferes with learning
and intellectual development.
If survival is not an issue, parents
may be overly concerned leaving the children confused,
stressed, and frustrated because they have to live up to the pressure or parental expectations.
stressed, and frustrated because they have to live up to the pressure or parental expectations.
Children have already formed their
attitude about themselves and others based on the
messages that they have received from their parents,
mentors, adult friends, and from a variety of
societal factors such as school, church, and family. These
greatly affect their optimal learning.
In summary, the causes and effects
of students’ underachievement cannot be blamed on any
sole influence. Instead, it is but proper for every sector to do its share in redressing the existing
inequalities, and revisit and come up with appropriate solutions to resolve the issue at hand.
sole influence. Instead, it is but proper for every sector to do its share in redressing the existing
inequalities, and revisit and come up with appropriate solutions to resolve the issue at hand.
IV.
Solutions
Over the decades, educators
concerned with issues on underachievement have finally come up
with a common stand regarding the said situation:
this is a call for a more learner-centered models of
schooling (Learner-Centered Principles Work Group of
American Psychological Association’s Board Of
Educational Affairs, 1997). Considering this, the following proposed solutions are but humble attempts
Educational Affairs, 1997). Considering this, the following proposed solutions are but humble attempts
to help lessen if not entirely eradicate the problem
regarding underachievement.
Understanding underachievement in
the right context will provide a solid step towards
solutions. Underachievement, in spite of its causes
and effects, is primarily a behavior, which means, it
can be modified. Therefore, it is but essential to
remember that it would be best not to label a student
as an underachiever but to label the behavior itself.
For instance, the child is “underachieving in
Mathematics and Science” rather than an “underachieving
student” ( Delisle, 1990).
If students exhibit such a behavior,
many of them simply lack basic study skills, time
management,
and organizational skills. Hence, they ought to be given a Self-Awareness and
Study Skills
Inventory. Once the needs are carefully identified,
their mentors may start training them towards
the enhancement of
the said skills.
Furthermore, schools have to begin
revisiting their vision-mission to assess the relevance of the
training that they provide for their learners. Likewise,
it will be a chance to rekindle that passion among
the members of the entire institution to include every child in meaningful and engaged learning. This
eventually means using the pedagogical techniques that are most appropriate with the diverse
classrooms.
the members of the entire institution to include every child in meaningful and engaged learning. This
eventually means using the pedagogical techniques that are most appropriate with the diverse
classrooms.
Likewise, the schools may utilize the
following strategies suggested by Delisle and Berger( 1991)
to reverse underachievement:
Supportive Strategies include
classroom techniques and designs which will allow the child to feel
–at-home and customize the curricular activities to
fit his/her differing needs.
Intrinsic Strategies underscore the idea that student’s
self concept as a learner is linked closely
to his/her desire to achieve academically.
Remedial Strategies allow to recognize
the imperfections of the students as well as their
strengths and weaknesses. These strategies will provide the students chances to excel in their areas of
strengths and weaknesses. These strategies will provide the students chances to excel in their areas of
strength and interest while opportunities are given
in specific areas of learning deficiencies.
When students are intrinsically motivated the more they are involved in the learning process.
While the extrinsically motivated prefer to work on
tasks that are low in degree of difficulty and exert
minimal effort required.
Teachers may also setup classrooms
that encourage motivation. The atmosphere must be foster
a sense of belongingness, care, and support. A non-threatening
classroom climate will ensure
participation. With materials that are relevant and skills specifically taught in class, the students may use
participation. With materials that are relevant and skills specifically taught in class, the students may use
and apply the skills in the real world( Lumsden,
1994).
The school administrators must
enjoin all the parents and guardians to take an active
participation and do their share in empowering their children. They must be involved in an
participation and do their share in empowering their children. They must be involved in an
Empowerment Series of training and seminars to
upgrade themselves and join hands together with
other struggling parents to establish a kind of
support group for parents and guardians.
All of these attempts must be
recognized by all parents and guardians to ensure that all efforts
are done for the benefit of their children’s optimal learning as members of the next generation shaping
are done for the benefit of their children’s optimal learning as members of the next generation shaping
their own history.
REFERENCES
Coil C. (2007). Underachievement:
What is it? What causes it? E-zine, Vol. 1,3.
Committee on Academic Programs ad Teaching ( CAPT) (
2005). Learner-Centered Teaching and
Education at USC: A Resource for
Faculty. USC. pp. 1-9
Delisle J. and Berger S. Understanding Gifted Students. ERIC EC Digest #478, 1990 Retrieved
from
Kerablum W. Sociology in a Changing World. NY, Holt
Rhinehart and Winston, Inc.1991
Kumandong, E. N. (2009). Factors Contributing to Underachievement of Students in a Junior
Academy –A Qualitative Study. AIIAS Leslie Harding Library Curriculum and Instruction
Resource Center Linking Education.
Academy –A Qualitative Study. AIIAS Leslie Harding Library Curriculum and Instruction
Resource Center Linking Education.
Learner-Centered Principles Work Group of the
American Psychological Association’s Board of
Educational Affairs. Learner-Centered Principles: A Framework for
School Reform and
Redesign. (American
Psychological Association, November 1997.)
Lumsden L. Student
Motivation to Learn.ERIC Digest Number 92, 1994.
Muir M. What do
Underachieving Middle School Students Believe Motivates Them to Learn?
White Paper 2. ( n.d.). The Underachieving Student. Ford. Pp. 1-6
Zemsky R., Wegner G., Massy W. Remaking the American University: Market –Smart and Mission-
Centered. (Rutgers University Press, 2005).
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