The aim of this paper is to make a contribution to the educational objectives to be taken by considering

the students' perceptions. The purpose of this section is to identify factors that have been associated
with academic failure from the available research literature. The intention is to use these factors to
develop an effective and efficient model of prediction of causes of failure. Academic failure in school is a
problem that has become a serious concern for countries in different parts of the world. Several
research projects in this field have tried to locate the different causes of academic failure. Students
usually experience academic difficulties that have both academic and non-academic characteristics, and
the various combinations of reasons for academic failure results in different types of student profiles
suggesting different strategies of intervention. It was discovered within the research literature that
when intervention techniques arc used with failing students, their performance improves the
subsequent school year.

Some countries have located some of the factors that are perceived to be important for academic failure
and have begun to take action (Mirosley, 1984). The review of the literature points out that failing
students can be assisted to become successful in classroom when appropriate intervention techniques
are used. Often in research on student learning and behavioral outcomes some personal characteristics
of the students are measured and these are then related to some outcome measure. Among these,
personal characteristics are self-concept, personality, motivation, intelligence, cognitive style and locus
of control (Zarb, 1984). However, many of the environmental and contextual problems which lead to
unsuccessful learning are not taken into consideration. The purpose of this study was to identify the
factors related to the failure of college students.

In this study, student perceptions of salient factors that cause academic failure were explored. Data
obtained from this study were used to derive a perception instrument that could enable teachers and
researchers to explore the factors that are perceived by students to affect their learning or their non-
learning. Many reviewed students revealed that the use of instruments containing items seeking
individual student perceptions of a. classroom environment have become common practice.

An underlying assumption of the present study, is the concept related to the fact that perceived causes
of success and failure have important implications, and these results have been widely applied in
educational settings.
The central phenomenon for this study is school failure. Students failing to pass their English remedial
courses at the American Samoa Community College (ASCC) have been a constant and real challenge for
instructors and administrators every year. Like other ethnic students, Samoan students are expected to
be competitive in every aspect of education (Falealii, 1975). Having a number of students repeatedly fail
courses given by the English Language Institute department at ASCC fundamentally defeats this purpose.

For example, in 2008, of the 865 students registered for courses in developmental reading, 333 (39%)
did not pass. The success rate for students in Developmental Writing was no better; of the 820 students
who registered, 320 (39%) students did not pass (ASCC, 2009). Of the 1,685 students enrolled in
remedial reading and writing courses at ASCC in 2008, 653 (39%) students, almost half of the total
number of students enrolled, did not pass their courses. In the fall of 2008, 86% of students enrolled at
ASCC were placed in developmental reading, while 84% were placed in developmental writing. In the fall
of 2007, 96 % of students enrolled at ASCC were placed in developmental reading, while 92% were in
developmental writing (ASCC, 2009).

It is vital for educators to understand deficiency factors or what is lacking in the current educational
system, excuses, and setbacks hindering learning and causing huge numbers of students to fail (Green-
Demers & Pelletier, 2003). For ASCC students, these factors may include components of the English
language, which is the students’ second language, but used as the primary language of instruction in
school and the Samoan 2 culture, or the way of Samoa that is foreign and adverse from Western
practices. Findings from this study will contribute to the knowledge of teachers and administrators at
ASCC by promoting the understanding of Samoan students’ perceptions of why they fail developmental
English.
 In the decades since the Spaniards established the first educational system in the Philippines,
students have been expected to take daily and weekly quizzes in a variety of subjects as part of the
school's grading system (E.J.C. Education, 2012). This is still done in today's generation, yet despite
receiving well-taught knowledge by the end of the discussion, still, students are failing these written
works. This motivated many teachers and administrators to look for methods that could help students
learn the topics taught and prepare them for upcoming daily and weekly assessments (E.J.C Education,
2012), however, some students seemed to have trouble learning. The effectiveness of written works has
been extensively researched; yet, there is less credibility on the ideal method for using quizzes, or even
whether it truly helps students' grasp of subjects and how the results impact their academic
performance (Sandra Martins, 2018). 

For instance, of the 865 students who all completed a weekly evaluation in Physics, 333 (39%)
obtained a lower score than the passing mark. Although the remaining 527 (61%) children passed, those
who did not pass in the weekly evaluation obtained a significant influence on their self-confidence and
academic performance. Failure to attain a good score in school has become a big worry for governments
and schools throughout the world since it affects more than only students' performance. Students
typically have academic problems that have both academic and non-academic aspects, and the varied
combinations of causes for academic failure result in different sorts of student profiles that propose
alternative therapeutic options (Dr. Ferda Aysan, 1996).

This study aims to is to make a contribution to the educational objectives to be taken by

considering the students' perceptions. The purpose of this section is to identify factors that have been
associated with academic failure from the available research literature. The intention is to use these
factors to develop an effective and efficient model of prediction of causes of failure. Academic failure in
school is a problem that has become a serious concern for countries in different parts of the world.
Several research projects in this field have tried to locate the different causes of academic failure.
Students usually experience academic difficulties that have both academic and non-academic
characteristics, and the various combinations of reasons for academic failure results in different types of
student profiles suggesting different strategies of intervention. It was discovered within the research
literature that when intervention techniques arc used with failing students, their performance improves
the subsequent school year.

Many students in my school did not do well in benchmark tests and end of course exams,
prompting the administration to direct that teachers conduct daily quizzes as a measure to help
students pass their exams. However, no rationale was given for using the daily quizzes, and no
guidelines were given for their use. As a result, many teachers resisted this directive because they saw it
as a waste of their valuable instructional time. They also thought it was unrealistic to conduct a
meaningful quiz every day. On the basis of these concerns and to try to justify the rationale for daily
quizzes, I decided to carry out an action research (AR) project on the impact of daily quizzes on student
performance in end of course exams

The educational system of the Philippines has a long and complicated history. Probably

the first comprehensive research conducted dealing with the supposed medium language of

teaching was accomplished by Andrew Gonzalez (1992, 1998), who also discussed the

educational system of the Philippines and its historical aspects, together with the interlocking

conflicts and resulting problems of higher education in the Philippines. Catherine Young

(2002) discussed the Pilipino language as the medium of instruction in the country’s

educational system, as well as proposed an alternative, ideological model of literacy which

develops the critical thinking skills of Filipino students, builds cognitive and affective domains,

and values their local language experience and culture. The absence of detailed comparisons

(see Table 1) of different stages of development of the educational system, and a brief and

concise explanation of the challenges in the educational system, was a great opportunity for us

to undertake this research.

Curriculum policies, such as the 1987 Constitution of the Republic of the Philippines

Article XIV, are usually set forth by the Department of Education, Culture and Sports of the

Philippines with different bulletins, circulars, memoranda, orders and plans. These bodies of

government are sorted by national priority and contribute to the success of development goals

(Mariňas & Ditapat 1995). However, few of the laws passed by the national legislation

regarding the school curriculum: Section 3(10), Article XIV of the Constitution mandate the

study of the Philippines Constitution; Section 6, Article XIV, implement Filipino as the main

language of instruction; Section 19(2), Article XIV, declares that: “All the educational

institutions throughout the country shall undertake regular sports activities in cooperation

with athletic clubs and other sectors”. Republic Act No. 4723 ordered the teaching of music in

schools. The newly curriculum-specific laws designate:

https://scholarworks.montana.edu/xmlui/bitstream/handle/1/9281/MwapeaC0815.pdf?sequence=1

https://scholarworks.montana.edu/xmlui/bitstream/handle/1/9281/MwapeaC0815.pdf?sequence=1