Theory of Academic Performance

Elger (2007)

In a school environment, students have the potential for exceptional academic

achievement. This proposition differs between students. On-the-ground

accomplishments occur in academic settings on a daily basis. At the beginning of the

semester, teachers and administrators take turns inspiring students to pursue their

dreams in order to graduate with honors. Because accomplishments are a shared vision

of the entire academic community, a performance theory is applicable in a wide range of

learning contexts.

Elger (2007) developed the theory of academic performance (ToP), and the author

defined 'perform' as the ability to produce a valued result and 'performer' as an

individual or a group that collaborates, with the level of performance as the location in

an academic journey. Elger (2007) defined performance levels as having six

components: level of knowledge, level of skills, level of identity, personal factors, and

fixed factors, and proposed three axioms for effective performance as performer's

mindset, immersion in an enriching environment, and engagement in reflective practice.

The theory of performance encourages educators to improve their performance by

empowering others to learn and grow more effectively. This type of learning will result in

rapid success and knowledge that will have an impact on society. According to Wiske's

(1998) research, performance indicates learning-for-understanding. Higher academic

performance yields results that increase academic quality. This process creates an

environment in which performance exceeds the expectations of stakeholders in the

academic community. There will also be a cost reduction, which means that the

financial resources required to produce the desired result will be reduced. Higher

academic performance boosts capability, capacity, knowledge, skills, and motivation.

This development bodes well for the university's visibility and acceptance. Applying the

academic performance theory to the Private University results, the performer will need

to stabilize the students at the front and encourage the students in the back to

significantly improve. From the start of the semester, the performer can set a

challenging goal for the student and include failure in the rubrics to motivate high

performance. This intervention should be implemented gradually.

Walberg's Theory Of Educational Productivity

Walberg H. (1992)

The study is based on Herbert J. Walberg's theory of educational productivity.

Walberg's theory addresses the influences on learning that affect a student's academic

performance. It is an investigation into academic achievement in which Walberg used a

variety of methods to identify the factors that influence a student's academic

performance. He analyzed his theory with the assistance of various theorists and

integrated his research with over 3000 studies. He classified 11 influential domains of

variables in his theory, 8 of which were influenced by social-emotional influences,

namely, classroom management, parental support, student-teacher interactions, social-

behavioral attributes, motivational-effective attributes, and so on.

Different representations of the variables are used. The first three variables (ability,

motivation, and age) reflect student characteristics. The fourth and fifth variables

(quantity and quality of instruction) reflect instruction, while the final four variables

(classroom climate, home environment, peer group, and media exposure) represent

aspects of the psychological environment. He explained that these variables have

certain effects that may cause problems with students' academic performance if they

are not properly guided. Giving weight to a particular variable can have a significant

impact on a student's academic performance.

Several studies have been conducted to identify issues affecting students' academic

performance. Students' academic performance is influenced by a variety of

socioeconomic factors such as the presence of trained teachers in school, the teacher-
student ratio, class attendance, the gender of the student, family income, the education

of the student's mother and father, and the distance between schools. Students are the

most important asset for any educational institution. Student academic performance is

directly related to social and economic development. The performance of the students is

critical in producing the best quality graduates who will become great leaders and

manpower for the country, ultimately responsible for the country's economic and social

development.

Previous research has focused on measuring student academic performance; it is one

of the most difficult aspects of academic literature, and science student performance is

affected by social, psychological, economic, environmental, and personal factors. These

factors have a significant impact on student performance, but they differ from person to

person.