opportunities.
While
numerous factors contribute to student achievement, understanding the specific influences
within a particular
context is crucial for targeted interventions. This study focuses on identifying and analyzing
the factors
influencing the academic performance of senior high school students at Opol National
Secondary Technical
School (ONSTS). Previous research suggests a complex interplay of factors, including
student-related
characteristics (e.g., learning styles, motivation, study habits), teacher-related factors (e.g.,
teaching methods,
teacher-student relationships), school-related factors (e.g., resources, learning
environment), and family-
related factors (e.g., parental support, socioeconomic status). However, the specific weight
and interaction of
these factors within the unique context of ONSTS remain unclear. This study aims to address
this gap by
investigating the relative influence of these factors on academic performance among ONSTS
students,
providing valuable insights for developing targeted interventions to improve student
outcomes.
The relationship between family socio-economic status (SES) and the academic
performance of children is well established in sociological research. 2 While there
is disagreement over how best to measure SES, most studies indicate that
children from low SES families do not perform as well as they potentially could at
school compared to children from high SES families (Graetz, 1995). Most studies,
however, compare students from across all SES backgrounds to reach the
conclusion that low SES adversely affects a range of educational outcomes.
Another important dimension, however, is the factors that may influence
educational outcomes within particular SES bands. This paper presents data on the
educational performance of children from financially disadvantaged backgrounds and
examines its variation as affected by traditional measures of SES as well as by a range of
other family, individual and contextual factors.
The work of assessing students’ learning is complex. In order to assess their work
objectively, teachers and instructors use various methods and instruments, one of which is
-testing We are aware that nowadays testing has become an inherent part of the society we live in.
Consequently, many important decisions are based on test results. So, it is not surprising that
anxiety during tests has become a prominent problem in schools all over the world. The present
study focuses primarily on test anxiety and its impact on learning, as well as its causes and effects
on students. A test anxiety scale followed by a set of questions was completed by a sample group of
undergraduate students of “Aleksandër Moisiu” University. The results indicated that a considerable
number of students were affected, at least at some degree, by test anxiety. From this perspective,
the following questions are raised:“What causes test anxiety?” and “What can be done to alleviate
this problem?” The findings of this empirical study, the review of literature as well as students
experiences provide useful suggestions concerning the ways of alleviating test anxiety.
According to: Anisa Trifoni, Miranda shahini Many practical studies are carried out to investigate
affecting college students’ performance. The focus of this research is that student performance in
intermediate examination is linked with students’ outline consisted of his approach towards
communication, learning facilities, proper guidance and family stress. The research is based on
student profile developed on the bases of information and data collected through assessment from
of a group of private colleges.
therefore: ifran mushtaq "and shabana nawaz khan. We discuss ways in which aspects of academic and
social motivation interact to influence student's academic performance. Research on academic and social
motivational constructs is reviewed, focusing on students' ability and efficacy beliefs, control beliefs,
achievement values, and achievement goal orientations. Relations between academic and social
motivational processes are discussed, as well as how motivational processes from both domains might interact to
influence academic outcomes. We also discuss motivation from the perspective of contextual factors and school
socialization processes that have the potential to influence student motivation and subsequent performance. In this
regard, teachers' instructional practices and interpersonal relationships with students are highlighted as potentially
powerful factors influencing student motivation and performance.
Also Let’s look this Author: kathryn R. Wenzel , allan wigfield.
Depression is a common disorder that impacts an individual’s ability to perform life activities,
including those required by the workplace. Academic performance can be viewed as a direct
parallel to workforce performance, with students belonging to a unique set of individuals whose
ability to perform can be measured on criteria applied by an observer and by self-report. While the
prevalence of depression for this group is high and preparation for entry into the workplace is
critical for these individuals, this relationship has not been adequately investigated. Aims of the
Study: This study investigates the relationship between depression and its treatments and the
academic performance of undergraduate students.
Therefore : shumaila khursif, Qaisara parveen, M Imran Yousuf , Abid Ghafoor chaudhry