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Possible factors relating to poor performance of underachievers in primary schools
Author
Ng, Teng Joo
Supervisor
Cheng, Yuan Shan
Abstract
This project aims to study possible factors relating to poor academic performance amongst the underachievers in the EM1 or EM2 stream in two government primary schools. It started by determining the extent of relationship between a pupil intelligence quotient (IQ) and his T-Score (total of the standardized scores of English Language, Mathematics and Science). Social Economic Status (SES) related variables such as Types of Dwelling, Maternal and Paternal Educational Levels; Academic Self-Concept (a psychological variable) and Self-Regulation Strategies (a behavioural variable) are factors considered in this study.
176 Primary Six pupils (from a total of 560 Primary Six pupils belonging to the two schools) participated in this research. The majority of them dwells in Public Housing (Housing Development Board) and come from non-English speaking homes. There is also a good mix of pupils from the different ethnic groups in Singapore.
Pupils are grouped into four categories, based on their preliminary examination results and their IQ (intelligence quotient) scores for the purpose of this research. The four categories are High Achievers, Underachievers, Low Achievers and Over Achievers. Thereafter, they participated in the following surveys:
● Raven's Standard Progressive Matrices (Raven, 1998)
● Academic Self-Concept Instrument (Khor, 1987)
● Survey on Perception of Self-Regulatory Strategies (adapted from Chong, 1999)
● Social Economic Survey (Singapore Department of Statistics General Household Survey, 1995)
This study confirms that many pupils in our schools are underachieving - not scoring high marks but has high or above average IQ. It would thus be unjustifiable to label them with negative terms such as 'failures' or 'stupid'. The findings show that 42 out of the sample of 176 pupils have high IQ even though they failed in the studies. 20 out of these 42 pupils actually scored more than 90 in percentile ranking for the IQ test. This study confirms that one cannot be too presumptuous to assume that school achievement in terms of academic results is definitely related with IQ.
This study also confirms that there is an association between Types of dwelling, Fathers' and Mothers' educational levels and underachievement. It also supported the hypotheses whereby:
● Underachievers have lower academic self-concept than High Achievers and
● Underachievers are less engaged in self-regulation strategies than High Achievers
Results in this study show that the High Achievers reported a higher mean than others in the Academic Self-concept Inventory scale. Underachievers have poorer self-concept and self-regulatory strategies as compared with the High Achievers.
The virtuous or vicious cycle (see Figures 4.1 and 4.2) illustrated the need for us to be aware of the underlying beliefs held amongst pupils on their self-concept and self-regulatory strategies. Their misplaced beliefs (self-concept) may affect their actions (self-regulation) and thus result in weaker grades (Academic achievement).
Strategies are proposed by various researchers on how to reverse underachievement. This is described at the end of the study. For example, Rimm (1997) and Seng (2002) recommended the Trifocal Model (which focuses on the child, the parents and the school) and the Mediated Learning Experience (a key component of which is in modifying the environment to reverse underachievement) respectively.
176 Primary Six pupils (from a total of 560 Primary Six pupils belonging to the two schools) participated in this research. The majority of them dwells in Public Housing (Housing Development Board) and come from non-English speaking homes. There is also a good mix of pupils from the different ethnic groups in Singapore.
Pupils are grouped into four categories, based on their preliminary examination results and their IQ (intelligence quotient) scores for the purpose of this research. The four categories are High Achievers, Underachievers, Low Achievers and Over Achievers. Thereafter, they participated in the following surveys:
● Raven's Standard Progressive Matrices (Raven, 1998)
● Academic Self-Concept Instrument (Khor, 1987)
● Survey on Perception of Self-Regulatory Strategies (adapted from Chong, 1999)
● Social Economic Survey (Singapore Department of Statistics General Household Survey, 1995)
This study confirms that many pupils in our schools are underachieving - not scoring high marks but has high or above average IQ. It would thus be unjustifiable to label them with negative terms such as 'failures' or 'stupid'. The findings show that 42 out of the sample of 176 pupils have high IQ even though they failed in the studies. 20 out of these 42 pupils actually scored more than 90 in percentile ranking for the IQ test. This study confirms that one cannot be too presumptuous to assume that school achievement in terms of academic results is definitely related with IQ.
This study also confirms that there is an association between Types of dwelling, Fathers' and Mothers' educational levels and underachievement. It also supported the hypotheses whereby:
● Underachievers have lower academic self-concept than High Achievers and
● Underachievers are less engaged in self-regulation strategies than High Achievers
Results in this study show that the High Achievers reported a higher mean than others in the Academic Self-concept Inventory scale. Underachievers have poorer self-concept and self-regulatory strategies as compared with the High Achievers.
The virtuous or vicious cycle (see Figures 4.1 and 4.2) illustrated the need for us to be aware of the underlying beliefs held amongst pupils on their self-concept and self-regulatory strategies. Their misplaced beliefs (self-concept) may affect their actions (self-regulation) and thus result in weaker grades (Academic achievement).
Strategies are proposed by various researchers on how to reverse underachievement. This is described at the end of the study. For example, Rimm (1997) and Seng (2002) recommended the Trifocal Model (which focuses on the child, the parents and the school) and the Mediated Learning Experience (a key component of which is in modifying the environment to reverse underachievement) respectively.
Date Issued
2003
Call Number
LC4661 Ng
Date Submitted
2003