THE NATIONAL TEACHERS COLLEGE

629 J. Nepomuceno St. Quiapo, Manila

Factors that Hinders the Grade 12 HUMSS Students to Get High

Grades in The National Teachers College

This research study is presented to the Senior High School faculty of The
National Teachers College

The Researchers:

BARTOLO, Jhayson P.

SAEZ, Princess Allen

MANIQUIZ, Kevin

PINLAC, Xyrill Emmanuelle

NOCALAN, Patrick T.
 Chapter I

I. Introduction

Our contribution to this study is that, we explore the factor that hinders

the Grade 12 HUMSS students of The National Teachers College to get high

grades in the field of Academic. These factors affects student’s academic

performance in class; Learning facilities with admiration to the students,

school facilities can affect students’ overall health, behavior, engagement,

learning, and growth in achievement. Thus, without adequate facilities and

resources, it is extremely difficult to serve large numbers of students with

complex needs.

Moreover, students nowadays are easily influenced by drugs, liquor, and

other things that they should refrain do so. Instead of going to school daily

they will be wasting their time and currency in those things.

In addition to this, another factor to be considered that hinders the

students to get high grades is the harmonious relationship with family and

stress rather of having their schooling without dilemmas or problems for

them to bring in school. The students tend to act like everything’s fine but

they are burden deep inside. Whereas, there are also times that one of the

factors why students are not present or committing tardiness during their

school days is because of having financial problems when it comes in buying

their commodities.
 Furthermore, the most important thing is that students should have a

good academic performance to get high grades, teachers and parents should

give them special attention. Students should be motivated and well-oriented

to take ownership of their studies by having regular studies and attending

school during school days.

Another thing to consider is that, students who don’t have an effective

study habits are the one whose grade is low or very low. They don’t spend

their time scholarly, instead focusing more on things they prefer to do. Not

planning at all, just going with the flow which is a bad habit a student can

do. They are also being dependent to others or what they call as freeloaders.

Not caring about the importance of education because they know that they

can depend on someone in terms of academic. Procrastination is also one of

the reasons why students can’t get a high grade. Imprudence or lack of self-

discipline leads them to failing. Students must learn the effective way to get

a higher grade and they need to be diligent while doing this if they really

want to get the grade they want. Most of the time they spend their time

drowning themselves to technology instead of studying. Playing computer

games or wasting their times on their phones, specifically social media. They

don’t have the concept of “time is gold”. Wasting every seconds, minutes,

and hours of their lives doing nothing but nonsense things. A student can’t

really learn if he or she is not interested on his or her studies. This could be

a reason why a student is getting a low grades. He or she is not motivated

enough to strive for a high grade since he or she is not really interested on
the field that she’s or he’s studying. Students must be motivated and

inspired to do a job well done in school.

A. Background of The Study

These are some Factors that Hinders the Grade 12 HUMSS students to

get a High Grade, first is the proper guidance, students can’t make it to

school daily because they don’t have that so called guidance , lacking of

proper guidance from parents have a big impact to those students who are

not going to their school during school days. Influence like illegal drugs,

alcoholic beverages, cigarette and other things that students should not do

can also affect the performance of the student as well with the “interest in a

subject” it is also one of these factors that affect the students and if these

factors will not be treated as early, it may lead the students to get failed

grades and worst is they may drop or have a remedial on that particular

subject.

This is quite a common problem which is certainly happening nowadays to

the Grade 12 HUMSS Student of The National Teachers College, when the

students have their family problem they always go to school with the

problems with them the students can’t focus on their studies, So we

conclude that the facilities, teachers, and other factors that may affect the

performance or the grades of the students in Grade 12 HUMSS Students is

not the main problem. What we have to do is to motivate and give special

attention to those students who are emotionally drained and influenced by

prohibited drugs in the school.

 We chose Grade 12 HUMSS Students of The National Teaches College as

our respondents because they are the one who experienced these factors

that hinders Grade 12 HUMSS students to get a high grade.

B. Statement of The Problem

This study helps to determine what are the Factors that Hinders the

Grade 12 HUMSS students to get a high grades.

It sought to answer the following question:

1. How may the respondents be described in terms of:

a. Age

b. Gender

2. What are these factors that hinder to get high grades you as a

student?

3. How do these factors hinders you to get a high grades in the class?

4. What are the effect/s if you failed to get a high grades as a student?
C. Assumptions of the Study

We all know that learning is a pernicious process. Whereas, it

will be a way for the students to discover their abilities and to enhance

their knowledge. This study is to determine and analyze the Factors

that hinder the students’ academic performance in class. The students

will become an active listener and well-oriented learner inside the

class. This research is designed to help the students to become more

attentive on their class and to help them accomplish on their field of

inquiries. The students will be able to understand on how they will

strive to get good grades in the academe. Likewise, the students will

be well-informed for the things that they should refrain to act inside

the classroom.

Moreover, it will lessen the tardiness of the students and will be

more creative thinker in such a way that the students will be

fascinated in learning. This study also helps the students to prevent

them from procrastinating in their daily works that will be a hindrance

to get a high grades. Preventing future engagement to any immoral

habits that will cause them to have low grades.

Furthermore, this research can also help the teachers to further

understand their students for not doing well in class. They will be more

aware of their students becoming to perform in class. There are also

factors that teachers as well can hinder their students to perform in

class. One of these is

 Chapter II

Review of Related Literature and Study

This chapter aims to provide strong foundation to this study which

contains gathered research works of different literature and references by

the researchers. It covers the review of relevant literatures which is

explained accordingly. These are presented to determine the connection of

various findings and theories in relation to the independent and dependent

variables.

School, colleges and universities have no worth without student.

Students are most essential asset for any educational institute. The social

and economic development of the country is directly linked with student

academic performance. The students’ performance (academic achievement)

plays an important role in producing the best quality graduates who will

become great leader and manpower for the country thus responsible for the

country’s economic and social development (Ali et.al, 2009). Student

academic performance measurement has received considerable attention in

previous research, it is challenging aspects of academic literature, and

science student performance are affected due to social, psychological,

economic, environmental and personal factors. These factors strongly

influence on the student performance, but these factors vary from person to

person and country to country. From the last few years in Pakistan literacy

rate and education improved and most of the instituted in Pakistan

improving the educational level and produce well educated, competitive and

skilled person, those meet dynamic growing market requirement. That’s a

reason the researcher find out such factors that effecting student

performance, especially in rural areas where student face lot of problem.

Previously mostly study of student academic performance conducting on

such issues like gender difference, teacher’s education and teaching style,

class environment, socio economic factor and family education background.

The finding of this study varies. We measure the student academic

performance through several ways like computing the General Weighted

Average of the students. Most of the researcher around the world used the

GWA to measure the student performance (Galiher, 2006; Darling, 2005;

Broh, 2000; Stephen & Schaban, 2002). They used GWA to measure

student performance in particular semester. Some other researcher, they

measure student performance through the result of particular subject or the

previous year result (Hijazi & Naqvi, 2006; Hake, 1988; & tho.1994).

Study habits are termed as the methods of study of students. Study

habits are student’s ways of studying whether systematic, efficient or

inefficient (Ayodele & Adebiyi, 2013) implying that efficient study habits

produces positive academic performance while inefficient study habits leads

to academic failure. Marquez (2009) also pointed out that a student who is

successful in his desired career has good study habits. In line with this, she

stated that students should apply these habits to all of their classes. She

also suggested that the students should not try to study all the subjects in a

single period. However, every students has his own study habits depending

on his preferences with regards to the duration of time devoted in studying ,

what place or environment would be the best venue to study , the study

skills and techniques will the student utilizes during his study and more. It

will depend upon the person if he is voluntarily interested in studying or be

prompted by the distraction of the social networking sites such as facebook ,

twitter , instagram, tumblr, etc. which all of these can be easiliy accessed

through their phones and majority of the students possesses a smartphone

as what they’ve called it. Studying is the key to excel in one’s academic

performance, because it not only prepares a student to excel in class but

reinforces the lessons that already been taught.

Academic excellence or achievement plays an important role in an

individual placement, be it in the academic institutions or job placement.

Due to this, many people are concerned with the ways they can enhance

their academic achievement. The emphasis on academic excellence which is

also prevalent worldwide has encouraged many studies about the conditions

promoting it. The role of academic achievement as one of the predictors of

one’s life success and also in the aspect of academic placement in schools to

higher institutions as well as the level of employability in one’s career is

inevitable (Kyoshaba, 2009).

 Academic performance, which is measured by the examination results,

is one of the major goals of a school. Hoyle (1986) argued that schools are

established with the aim of imparting knowledge and skills to those who go

through them and behind all this is the idea of enhancing good academic

performance. Academic performance or achievement is the outcome of

education, the extent to which a student, teacher or institution has achieved

their educational goals. Academic performance is commonly measured by

examinations or continuous assessment but there is no general agreement

on how it is best tested or which aspects are most important, procedural

knowledge such as skills or declarative knowledge such as facts (Annie,

Howard & Mildred, 1996).

Time management has been referred to as a set of techniques for

managing, planning and appropriate using of time. According to Steel (2007)

procrastination consists of the intentional delay of an intended course of

action, in spite of an awareness of negative outcomes, and according Ferrari,

O’Callaghan and Newbegin, (2005) it often results in unsatisfactory

performance (Klassen, Krawchuk & Rajani, 2008). Academic

procrastination also was defined as leaving academic tasks, such as

preparing for exams and doing homework to the last minute and to feel

discomfort out of this (Çapan, 2010). Anecdotally, it has been suggested

that approximately 95% of all college students procrastinate (Ellis & Knaus,

1977). Other researchers have estimated the prevalence of procrastination

among college students to vary between 25% and 50% depending on the

type of academic tasks being completed (Solomon & Rothblum, 1984).

Furthermore, several studies have found a moderate to strong negative

correlation between academic procrastination and academic performance

(Van Eerde, 2003). For college students particularly, academic

procrastination has been associated with guilt, stress, neuroticism, low self-

esteem and low grades (Fritzsche, Young & Hickson, 2003).

A direct relationship exists between Social media usage and the

academic performance of students in universities. However, the darker side

within technological evolution has resulted in dilemmas such as the setback

of real values of life especially among students who form the majority of

users interacting through the use of social networking sites. Online social

networking sites focus on building and reflecting social associations among

people who share interests and or activities. With so many social networking

sites displayed on the internet, students are tempted to abandon their

homework and reading times in preference for chatting online with friends.

Many students are now addicted to the online rave of the moment, with

Facebook, Twitter etc. Today most youths and students possess Facebook

accounts. The reason most of them perform badly in school might not be

far- fetched. While many minds might be quick to blame the poor quality of

teachers, they might have to think even harder, if they have not heard of

the Facebook frenzy (Oche & Aminu 2010). Olubiyi (2012) noted that

these days’ students are so engrossed in the social media that they are

almost 24 hours online. Even in classrooms and lecture theatres, it has been

observed that some students are always busy pinging, 2going or

Facebooking, while lectures are on. Times that ought be channeled towards
learning, academic research and innovating have been crushed by the

passion for meeting new friends online, and most times busy discussing

trivial issues. Hence most students’ academics suffer setback as a result of

distraction from the social media. In (Obi, Bulus, Adamu &Sala’at2012),

it was observed that the use of these sites also affect students’ use of

English and grammar. The students are used to short forms of writing words

in their chat rooms; they forget and use the same in the classrooms. They

use things like 4 in place of for, U in place of You, D in place of The etc. and

this could affect their class assessment. Social networking sites although has

been recognized as an important resource for education today, studies

however shows that students use social networking sites such as Facebook

for fun, to kill time, to meet existing friends or to make new ones (Ellison,

Steinfield, and Lampe 2007). Although it has been put forward that

students spends much time on participating in social networking activities,

with many students blaming the various social networking sites for their

steady decrease in grade point averages (Kimberly, Jeong and Lee, 2009), it

also shows that only few students are aware of the academic

and professional networking opportunities the sites offered. According to

Kuppuswamy and Shankar (2010), social network websites grab attention of

the students and then diverts it towards non-educational and inappropriate

actions including useless chatting. Whereas on the other hand, (Liccardi,

Ounnas, Massey, Kinnunen, Midy, & Sakar. 2007) reviewed that the

students are socially connected with each other for sharing their daily

learning experiences and do conversation on several topics. Tinto (1997)

argued that extracurricular activities and academic activities are not enough

to satisfy some student those who are suffered by social networking

isolation. This shows that social networks are beneficial for the students as it

contributes in their learning experiences as well as in their academic life.

Trusov, Bucklin, & Pauwels (2009) noted that the Internet is no doubt

evolution of technology but specifically social networks are extremely unsafe

for teenagers, social networks become hugely common and well-known in

past few years.

According to Palm Beach Community College (PBBC, 2008) they said

that a student must have a special place to study with plenty of room to

work. And students should not be cramped. They presupposes that study

time will go better if a learner take a few minutes at the start to straighten

things up. A desk and straight-backed chair is usually best, “Don't get too

comfortable--a bed is a place to sleep, not to study,” as what they said. A

student must have everything close at hand (book, pencils, paper, coffee,

dictionary, computer, calculator, tape recorder,etc.) before starting to study.

Students are not suggested to spend on time jumping up and down to get

things. The PBCC suggests also that distracting noise should be minimized

however they said that there are some people need sound and some like

silence. In this case, a learner must find what works for him or her. Culprits

are family and friends. Consider a "do not disturb" sign and turning on your

answering machine is the way also to have better study habits according to

the PBBC..Frank Pogue (2000) did a research project to determine why

students fail. What he founds to be true in that study habits survey was that
more than 30 years ago still rings true today--students fail because they do

not know how to study.

He said that a student should make sure that he/she has a good study

environment, a good desk, a sturdy chair, good light, comfortable room

temperature and a quiet atmosphere. That means he/she should eliminate

all external and internal distractions. Second, get a good overview of the

assignment before starting the work. Know what skills, facts and ideas that

are expected to master and the ground that are expected to cover. Start

with most difficult subject first, while the mind is freshest and most

receptive.

Hence, the study focuses on the factors that affect the study habit of

the students. In line with this, the researchers would like to know the effect

of the study habit to their academic performances.

Learning occurs continuously throughout our lives and it is therefore

important to understand that what might work for others do not necessarily

have to work for others as well. However, it is still important that students

should be consistent along with their studies. According to the theories of

study habits, there are broadly two types of students. The first category is of

the students who study for a shorter duration, have a good concentration

and are able to get good scores without much effort. The second category

includes students who have a rather poor concentration, and need a lot of

hardwork to get good scores. With a regular study habit you will find that

the child will study at a time that it is deemed normal to study. To conclude,
study habits may vary from student to student perspective because not

everyone achieve the style of learning process like what other can achieve

for themselves.

There may be a lot of factors that can affect the study habit of one

student but it’s all depend to him on how he can manage to do his studies

without minding the hindrances and acquire study habits in the end.

The United States Department of Education (2000) found in a study

that the relationship between family income and student’s performance is

not simple and direct. Johnson (1996) opined that low income of parent is a

major impediment to academic success and development on the part of the

students. This is because poverty or low income of parents has elastic

effects on their children academic works as they lack enough resources and

funds to sponsor their educational requirements and this leads to poor

performance of their children.

An investigation conducted by Agus and Makhbul (2002) indicated that

students from families of higher income levels perform better in their

academic performance as compared to those who come from families of

lower income brackets. Checchi (2000) also concluded family income

provides an incentive for better student performance; richer parents

internalize this affect by investing more resources in the education of their

children. Once the investment is undertaken, the student fulfill parents’

expectations by perform better in their studies. Based on the research done

by him, he demonstrated that children from richer families perform better

than those from poorer families. On the other hand, Syed Tahir Hijazi and

Raza Naqvi (2006) found that there is negative relationship between student

performance and student family income. Research done by Beblo and Lauer

(2004) also found that parents’ income and their labour market status have

a weak impact on children’s education.

Furthermore, the Parent involvement, educational expectation and

support. Other family factors that may influence students’ academic

achievement are parental involvement, educational expectation and support

(Paulson, 1996). According to Eccles and Harold (1993) active involvement

from the parents in their children education plays a critical role in the

student’s academic achievement and success. Eccles and Harold finding is

supported by the studies from Beyer (1995) and Paulson and Marchant

(1998).

Involving parents in the education of their children directly affects

student achievement in school, college and university. It has been shown

that involving parents in the education of their children helps to increase the

student’s achievement and self-esteem.

Fehrmann et al (1987) examines the effects of parental involvement

on a larger sample of high school students and formulated that the more

intensively parents are involved in their children education the more

beneficial are the achievement effects. This finding holds true for all types of

types and ages of students and is supported by the study of Henderson

(1987). All research studies, which address these areas, found that parent
involvement has positive effects on student attitudes and behaviour (Sattes,

1985; Ferhrman et al., 1978; Henderson, 1987).

The students’ perception of parent educational expectation and

support for learning has a strong impact on their achievement (Mau & Bikos,

2000). According to Beyer (1995) parent’s educational aspirations for and

expectations of their children’s academic performance positively correlates

with the children’s grades, educational aspirations, motivation. Beyer further

indicated that these parental factors encourage self-esteem and motivate

the students to perform well in their academic. In summary, most of the

studies reviewed indicate that students from families with high expectations

and support would have higher academic achievements.

Quaglia and Perry (1996) and Wilson (1992) have investigated the

significance of the school or college environment on the students’ academic

performance. It has been documented that factors in the school or college

environment may hinder or support student’s development and academic

success (Esposito, 1999; Goodenow, 1993; Mouton & Hawkins, 1996).

Various studies had been done and found that peers influence does

have impact on student performance (Hanushek et. al, 2002; Goethals,

2001; Gonzales et. al., 1996) and also been shown that peer influence has

more powerful effects. Peer support was positively related to students’

examination score and grade. Wilkinson and Fung (2002) in their study

concluded that by grouping students in heterogeneous learning ability (low

ability students grouped with high ability students) will show an

improvement in learning process and outcomes. This finding can be argued

tap top students can positively affect less able students by providing an

assistance and mentoring. In another study, Schindler (2003) found that

mixing abilities will affect weak students positively however the effect for

good students is negative. Schindler finding is contradicting with Goethals

(2001) study, who found that students in homogeneous group (regardless of

high ability or low ability) perform better than students in heterogeneous

group. Supporting the findings from Fung (2002) and Schindler (2003),

Giuliodori, Lujan and DiCarlo (2006) added that peer interaction could

increase student ability on solving problem-solving questions and the peer

instruction will also promotes student’s participation and improve student’s

performance.

Research shows that students are more motivated to learn when

teachers ask them to wrestle with new concepts, explain their reasoning,

defend their conclusions, or explore alternative strategies and solution

(National Research Council, 1999). Furthermore, students enjoy learning

more when their teachers employ active pedagogical strategies. Meece

suggested that when classroom instruction draws on students’ pre-existing

knowledge and real-life experiences the learning session will be become

more interesting and enjoying which result in the student learn more better

and achieved better grades in examination and academic (Meece, 1991).

Cohen (1994) strengthen this finding that when students can put their heads

together rather than work in isolation they are receptive to challenging

assignments which will directly boost their performance.

 Factors affecting student’s academic performance is an important issue

in higher education especially in the medical programme. There has been

extensive research on the influences of key factors on students’ academic

performance. It is interesting to note that all of the research reviews support

the hypothesis that students’ performance in their academic depend on

different socio-economic, psychological and environmental factors. A review

of the literature indicated that students’ learning style, family background,

students’ characteristic, and school or college experience factors are related

to students’ academic performance.

Review of Related Studies

The study conducted by Marcus Credé and Nathan R. Kuncel (2008) at

the University of Albany reveals that study habit, skill, and attitude

inventories and constructs were found to rival standardized tests and

previous grades as predictors of academic performance, yielding substantial

incremental validity in predicting academic performance. The meta-analysis

examined the construct validity and predictive validity of 10 study skill

constructs for college students.

They found that study skill inventories and constructs are largely

independent of both high school grades and scores on standardized

admissions tests but moderately related to various personality constructs;

these results were inconsistent with previous theories. Study motivation and

study skills exhibit the strongest relationships with both grade point average
and grades in individual classes. They also said that Academic specific

anxiety was found to be an important negative predictor of performance. In

addition, significant variation in the validity of specific inventories is shown.

Scores on traditional study habit and attitude inventories are the most

predictive of performance, whereas scores on inventories based on the

popular depth-of-processing perspective are shown to be least predictive of

the examined criteria. Overall, study habit and skill measures improve

prediction of academic performance more than any other non-cognitive

individual difference variable examined to date and should be regarded as

the third pillar of academic success.

According to the how-to-study.com (2009), students who are very

successful in their desired career have good study habits. It is stated in the

website that students apply these habits to all of their classes. The website

also recommends some tips in improving study habits. The website also

suggests that the student should try not to study all the subjects in just a

period. The website also added that if you try to do too much studying at

one time, you will tire and your studying will not be very effective. Space the

work you have to do over shorter periods of time. Taking short breaks will

restore your mental energy.

A study conducted by University of Kentucky was to determine if the

college success can be improved with the Student Attitude Inventory (SAI).

The inventory was developed in Britain and contains 47 items which attempt

to identify students in higher education on the basis of: (1) motivation, (2)

study methods, (3) examination technique, and (4) lack of distractions

toward academic work. Students in six Kentucky community colleges were

asked to express their attitudes toward study habits on the Student Attitude

Inventory. There were 996 students in the sample population (413 males

and 583 females). A measure of ability (composite American College Test

score) and academic performance (cumula grade-point average) were

obtained for each student sampled. The Student Attitude Inventory did

contribute a statistically significant amount of variance beyond an ability

measure for males and females. ( Mark E. Thompson, 2005). According to

Mark Crilly (2000), Successful students are able to balance social activities

with good study habits. A diversion from studies will alleviate stress and help

prevent from becoming fatigued. He said that a student should make sure

that he must take a break for an hour after studies to meet with friends, to

play some cards, work out at the gym, or to gab with a new acquaintance.

For this way, that student will find concentration when he does study, if he

plans a social activity afterwards. He said, “To develop a healthy social life,

develop routine study habits. After supper, lug your book sand homework to

the library, find a comfortable and quiet niche, and study for two or three

hours, taking intermittent 10 minute breaks every 45 minutes or so.” Making

friends with whom you share similar study habits, and share a table or a

study space with them would be a best way in developing study habits as

what Mark said.

Breus (2006) research studies demonstrate that daytime sleepiness

from chronic sleep deprivation and poor quality sleep has significant impacts

on daytime behavior and academic performance, as well as concentration,

attention, and mood. Even 20 fewer minutes of needed sleep may

significantly affect behavior in many areas. One study showed that those

students with C‘s, D‘s and F‘s got about 25 fewer minutes of sleep and went

to bed an average of 40 minutes later than A and B students. From

elementary school through high school and beyond, a great many of our

children are chronically sleep-deprived. With more than 2/3 of all children

having some kind of sleep problem, and most adolescents not getting

enough sleep, many will struggle to meet the barrage of new challenges,

demands, and emotions of a new school year. It is not widely recognized

and appreciated just how pervasive and critical quality sleep is for brain

development and how it directly influences daytime functioning,

performance, mood and behavior.

The Influence of parent’s education level on student’s academic

performance, In the earlier studies, Hossler and Stage (1992) and Beyer

(1995) indicated that there is a positive relationship between the parent’s

educational level and their children success in their academic. In an

extension to the earlier study, Ermisch and Francesconi (2001) found an

interesting finding in their study where there is significant gradient between

each parent’s education level and their child’s educational achievement.

From Ermisch and Rrancesconi study it can be concluded that mother’s

education has a stronger association with her child’s educational

achievement than the education of the father. This result is supported by

Agus and Makhbul (2002). In another study by Syed Tahir Hijazi and Raza

Naqri (2006) they indicate that the level of education of mother has been
found to exert the strongest influence on academic achievement as

compared to level of education of father. Mothers’ educational level is

chosen because literatures suggest that mother’s level of education is a

stronger predictor of children’s learning outcomes (PISA, 2000). Studies

has also shown that students whose mothers have completed tertiary

education performed even better in their academic than whose mothers

have completed secondary education level. From the literature search on the

impact of parent’s education level on student’s performance mother’s

education level is a strongest predictor factor and it was assumed that

educated mothers can help their children to improve and keep proper check

on their activities.

The expectations teachers have for their students and the assumptions

they make about their potential have a tangible effect on student

achievement. Since the late 1960’s researchers have been concerned with

the influence of teacher expectations on student performance. Study by

Bamburg (1994) clearly establishes that teacher expectations do play a

significant role in determining how well and how much do students learn.

Students tend to internalize the beliefs teacher have about their ability. This

is supported by Raffini (1993) who clearly stated that when teachers believe

in students, the students believe in themselves and this agreement between

students and teachers is a significant contributor for the student success in

their academic achievement. There is a tendency for teachers to get what

they expect from their students. This happens because teachers have (often

unconscious) tendencies to treat students differently based on how likely

they think it is that students will be successful. Conversely, when students

are viewed as lacking in ability or motivation and are not expected to make

significant progress, they tend to adopt this perception of themselves

(Gonder, 1991). Omatoni and Omatoni (1996) make a point that having high

expectation does not magically equalize students’ innate abilities and

learning rates. Therefore, teachers were advised to routinely project

attitudes, beliefs, expectation to the extent that they treat their students as

if they already are eager learner and these teachers’ characteristics will

encourage the student to become more eager learners. This study will

investigate teacher expectancy effects on the academic achievement of

medical students.

Up to date many studies have been developed concerning the factors

influence students’ performance such as demographic, active learning,

student attendance, extracurricular activities, and peers influence and

course assessment. A review of the literature have indicated that student

attitudes toward study, study habits and strategic learning, student

psychological characteristics, learning style, family background, teachers

role and many others are closely related to students’ academic performance

(Eccles & Wigfield, 1985; Eccles & Harold, 1993; Hanson, 1994, Ali et

al.,2009). Gough and Hall (1964) mentioned that prediction of student

performance in the medical school can be made by mean of the California

Psychological Inventory (CPI) and this is supported by Tutton study in 1993.

Other instruments such as Eysenek Personality Inventory or the Minnesota

Multiphasic Personality Inventory greatly enhanced the prediction of

students’ performance in the medical school (Roesslet, et al., 1978; Lipton

et al., 1984; Weiss, 1988).

Most cognitive theorists and researchers have acknowledged that poor

academic self-concept, low self-esteem, negative attitudes toward study, or

erroneous perceptions of students may be associated with poor academic

performance (van der Veer & Valsiner, 1991). In another study by Syed

Tahir Hijaz and Raza Naqri (2006), they found that attitude towards study

has a significant influence on examination performance and thus confirmed

the earlier findings by van der Veer and Valsinere (1991).

Engagement in learning – There is substantial evidence that

engagement in medical school or college is important in promoting student

success and learning and that a number of factors in the college

environment foster high levels of engagement. Student engagement can be

defined as the level of participation and intrinsic interest that a student

shows in college (Newmann, 1992). Engagement in college involves both

behaviours (such as persistence, effort, attention) and attitudes (such as

motivation, positive learning values, interest, and pride in success) (Connell

& Wellborn, 1991). Connell and Wellborn indicates that engaged students

seek out activities, inside and outside the classroom, that lead to success

and this has been supported by Dowson and McInerney (2001). It has been

showed that the engaged students learn more, retain more, and enjoy

learning activities more than students who are not engaged and they are the

most successful (Kirsch et al, 2002). Many school-level studies have

identified higher levels of student engagement as important predictors of

scores on the students’ academic performance. Therefore, it can be

concluded that the more the student engaged in learning the more

successful they will be in their academic.

Class attendance is believed to have positive relationship with

students’ academic performance. It was expected that high absentees from

the class would have a negative effect on the student’s academic grades and

would decrease their examination scores and grades. Many researchers

recognized that class attendance is an important aspect in improving

student’s performance. A study conducted by Collett et al., 2007; Stanca,

2006; Chow, 2003; Rodgers, 2001; Durden and Ellis, 1995; Romer 1993,

found that attendance have small, but statistically significant, effect on

student performance. Marburger (2001) concluded that students who missed

class were significantly more likely to respond incorrectly to questions

relating to material covered that day than were students who were present.

Moore (2006) indicated that class attendance enhances learning; on

average, students who came to the most classes made the highest grades,

despite the fact that they received no points for coming to class.

Arulampalam et al. (2007) found that there is a causal effect of absence on

performance for students: missing class leads to poorer performance. On the

other hand, Martins and Walker (2006) mentioned that there are no

significant effects from class attendance. This is also supported by Park and

Kerr (1990) and Schmidt (1993) who found an inverse relationship between

students’ attendance and their course grades. Jennjou Chen (2006), in his

study “Class attendance and exam performance: A randomized experiment”,

found that class attendance has produced a positive and significant impact

on students’ exam performance. His result revealed that, on average,

attending lecture corresponds to a 7.66% improvement in exam

performance. Most universities has taken into serious consideration regard

percentage of class attendance and therefore imposed a policy of barring the

student from examination when the percentage of the attendance is less

than 80%.

Self-efficacy is how people feel about themselves and how much they

like themselves, especially socially and academically when it comes to

college students. Through the many pressures and daunting responsibilities

of being a student, one learns and understands the importance of having a

high self-efficacy in college. Having one’s academic achievement meet one’s

academic expectations and desires is a major key to most college students’

self-efficacy. Having a high self-efficacy has many positive effects and

benefits, especially among college students. Students who feel positive

about themselves succumb less easily to pressures of conformity by peers,

are more persistent at difficult tasks, are happier and more sociable, and

most pertinent to this study is that they tend to perform better academically.

On the other hand, college students with a low self-efficacy tend to be

unhappy, less sociable and are more vulnerable to depression, which are all

correlated with lower academic achievement (Wiggins, 1994). Academic

achievement is influenced by perceived competence, locus of control,

autonomy, and motivation (Wiest, 1998).

 Past research has shown that self-efficacy and academic achievement

correlate directly to a moderate degree (Wiggins, 1994). Self-efficacy

studies are very popular for educational research and it has been shown that

it played a very important role in academic achievement (Oxford et al.,

1993). During the past decade, self-efficacy beliefs have received increasing

attention in educational research, primarily in the area of academic

motivation (Pintrich & Schunk, 1995).

In the case of education, self-efficacy is seen to have a relationship

with effort, persistence and achievement. Chemers, Hu & Garcia (2001), in

their work on mathematical problem solving, have shown that children with

higher self-efficacy strived for longer periods and used more effective

problem solving strategies than students with lower self-efficacy.

Studies have investigated the relationships among efficacy beliefs,

related psychological constructs, and academic motivation and achievement.

Findings also support Bandura’s (1986) contention that efficacy beliefs

mediate the effect of skills or other self-beliefs on subsequent performance

by influencing effort, persistence, and perseverance (Bandura & Schunk,

1981; Lent, Brown, & Larkin, 1984; Schunk & Hanson, 1985; Bouffard

Bouchard, 1990). Berry (1987) stressed that self-efficacy enhances students’

memory performance by enhancing persistence. In the studies by Lent et al

(1984 and 1986) demonstrated that college students with high self-efficacy

achieved high academic achievement. Researchers have established that

self-efficacy is a strong predictor of academic performance achievement

(Pintrich & De Groot, 1990; Multon et al., 1991; Zimmerman et al., 1992;
Pajares & Miller, 1994). Researches also show that self-efficacy beliefs have

positive effects on student motivation and academic performance.

Strategic studying techniques may help students achieve a higher

score in the examination. Strategic studying is defined as the knowledge and

application of effective study skills or techniques by the students (Kleijn et

al, 1994). There are many efficient study techniques that could be used by

students based on the learning environment (Alvermann, 1991 and Ogle,

1986). These study strategies include Know-Want-Learn (K-W-L), Survey-

Question-Read-Recite-Review (SQ3R), summarizing and note-taking, using

graphics, and self-questioning. Extensive course loads and the

comprehensive information covered in today’s medical curricula necessitate

the use of effective study strategies for academic success (Lay, 1993).

Active learning has received notably attention over the past several

years. In the context of the college classroom, active learning involves

students in doing things and thinking about the things they are doing

(Bonwell & Eison, 1991). In the medical programme active learning involves

the students to solve problems, answer questions, formulate questions of

their own, discuss, explain, debate, or brainstorm during class. Bonwell and

Eison (1991) concluded that active learning leads to better student attitudes

and improvements in students’ thinking and writing. A study by Wilke (2003)

also indicated students in both the treatment and control groups

demonstrated a positive attitude toward active learning, believed it helped

(or would help) students to learn the material. Felder et al. (2000)

recommended that active learning is one of the learning strategy methods

that work. In addition, Felder and Brent (2003) mentioned that as little as

five minutes of active learning in a 50-minute class session can produce a

major boost in learning. According to them, active learning wakes students

up. However, DeLong’s (2008) study did not support the hypothesis that

active learning based teaching methods will affect positive change on

student performance as measured by course final grade and non-intellectual

learning factors as measured by the TRAC-R (Test of Reactions and

Adaptations to College-Revised), an overall measure of college adjustment.

He found that factors such as professor-student rapport and professor

understanding of non-intellectual factors may have influenced the current

results.

Another factor associated with strategic studying technique is time

management skill. Time management skills are also important to academic

success. Time management skills include activities performed by students

such as planning in advance, prioritizing work, test preparation, and

following schedules (Kirscenabaum & Perri, 1982). Balancing time

management and study techniques may achieve higher academic

performance effectively (Entwistle & Ramsden, 1983; Powell, 2004). Syed

Tahir Hijazi and Raza Naqri (2006) in their study found that attitude towards

time allocation for study has a significant influence on examination

performance, i.e. the longer duration of time allocation in studies improved

the performance score.

Learning style is one of the arguments frequently put forward to

explain why some students do not do as well in their academic is because

they do not know how to study. Ramsden and Entwistle (1981) have shown

that adopting correct learning styles do influence good achievement in

examination. Learning style predict performance in medical school (McManus

et al, 1998). Heidi and Stephen (2006) mentioned that medical students do

have different methods of learning styles and adopting this learning style as

one of the methods of strategic studying will influence their academic

performance. Therefore, Blackmore (1996) suggested that it is important for

educators to develop appropriate learning approaches for the students and

to encourage them to adopt this preferred learning style as their strategic

studying techniques.

Theoretical Framework

This study is based on Gestalt’s Field theory. The word “Gestalt”

means “pattern”, it expresses the idea of perceptual whole, or a total

pattern. The Gestalt Theory of Learning was first formulated in Germany

about 1912. Prominent names associated with Gestalt Psychology include;

Werthemeimer Koffka and Kohler.

Gestalt learning principles include the following, among others:

 Teachers should try to develop into children an integrated approach to

learning and the solution of problems. Learning will be more meaningful if

children can establish a relationship among different aspects of

knowledge.
 Children should be encouraged in order to facilitate their interaction with

the environment.

 The learner should be encouraged to set their own goals for learning.

 Divergent as well as convergent thinking should be present among

children.

 The learner should be presented with the figure ground relations so that

we can see the inter-relatedness among phenomena.

Educational relevance of Gestalt theory indicates the need for considering

the whole but also the details with the environment. This implies that in

understanding the academic performance of a students, the environment

which stimulates certain study skills, study techniques , use of instructional

materials and teaching method should be considered to know the perception

and understanding of a lesson by student. Hence, appropriate teaching

method, good questioning technique, practical teaching and relevant

instructional material are necessary for development of study techniques

and improved performance (Ugboaja, 2004).

Secondly, the role of a teacher to assist the student is emphasized. A

teacher collects academic data on students, they include, students’ scores on

academic achievement, study techniques, special academic talents, learning,

difficulties, class attendance and educational they may necessary for insight

or perceptional process of learning.

 Another relevant of gestalt theory is that knowledge should be graded in

a hierarchical way to enable children at least obtain some glimpses of the

problem before they mature to figure out the whole solution.

Learners should be introduced from simple to complex problems to

facilitate learning (lyany-Abia, 2005). Gestalt theory takes into account

factors such as motivation, maturation level of student experience,

background of the learners, the learners intelligent and interest.

The above factors explain the degree in which students can be influenced

to form study techniques and improve in academic performance to get a

high grades.