Factors Influencing Academic Achievement of Students in Post-War Environment
This study explores the impact of personal and environmental factors on academic achievement in the post-war context, addressing challenges such as psychosocial issues, low academic performance, and socio-economic factors affecting students' learning. Various research studies are reviewed to understand the relationship between psychosocial problems, leadership forms, professional learning communities, and post-traumatic stress symptoms. The study aims to assess academic achievement levels, investigate influencing factors, and identify key issues affecting students' success.
- Academic achievement
- Post-war environment
- Psychosocial issues
- Socio-economic factors
- Student learning
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A Study of factors influencing academic achievement of students in the post- war environment Rev. Fr. M.A.Jeyaseelan 2016/M.Phil./FT/10 Faculty of Education University of Colombo Supervisor: Dr. Samudra Senarath
Background 30 years of civil war(1983-2009) and war-related catastrophe (Death, Physical injuries, Displacement, Disappearance cases, Loss of livelihood, Loss of educational opportunities, Poverty ) Psychosocial and educational challenges in the post-war environment Psychological issues : Emotional trauma, psychological trauma, stress. depression, anxiety, severe mental disorders, post-traumatic stress disorder (PTSD). Socialissues: poverty, families broken/dispersed, single parent families, orphanages, children with special needs, loss of social values and controls, alcoholism, use of drugs, vandalism, delinquency, abuses Low academic performance in public examinations Grade 5 Scholarship Examination 2014 and 2015, none of the 5 districts in Northern Province is ranked among 1st sixteen place; Killinochchi is ranked 24th in 2014 and 23rd in 2015. Ordinary Level 2013 2015, Northern Province is ranked 6th, 9th and again 9th. Killinochchi is ranked 25th in three consecutive years. Advanced Level-2015- three schools in Northern Province among 55 schools nationally identified with high performance.
Review of Research Study-1: Bhosale,S et al, (2015).US National Library of medicine enlisted journal, vol. 8(2) The proportion of psychosocial problems increased with the decrease of the socioeconomic status. Study-2: Maringe,F. & Molestsane, R.(2015) Educational Management Administration & Leadership A cocktail of leadership forms which include transformational, distributed, instructional, ethical, asset based leadership could offer the most promise for schools faced with multiple deprivation. Study-3 : Gray,J et al, (2016), Educational Management Administration & Leadership, vol. 44(6) The study demonstrates the relationships between enabling school structures, collegial trust, academic emphasis, and collective efficacy in developing professional learning communities. study-4: Mohammed Freh.F, (2015) journal of Psychological Abnormalities. University of Anbar, Iraq 43% of Lebanese children were found to continue manifest post- traumatic stress symptoms even 10 years after their experience of being war related traumatic events. Study-5: Kalaiselvi,G. (2015), University of Jaffna. factors influencing learning of students living in children homes
Conceptual Framework Personal & Psychological factors Effects on individuals & Effects/consequen ces on the environment Influence on students wellbeing and learning Students post war challenging factors Impact on academic achievement Post-war environment Social, socio-economic factors
Objectives to examine the level of academic achievement of students to assess the influence of personal and environmental factors on the students academic achievement to investigate the issues that Influence students academic achievement.
Research Questions Objective-1 What is the level of general and subject-wise academic achievement of students in term tests? Are there any significant differences in the academic achievement of students with regard to type of school, gender, location of schools..? Objective-2 What are the factors identified quantitatively that influence the academic achievement in the post war environment? What is the size of each factor identified? Objective-3 What are the factors identified qualitatively that influence academic achievement of students in the post war environment?
RESEARCH DESIGN Quantitative Approach Qualitative Approach Methodology Survey (cross sectional study) Objectives Quantitative Qualitative Sampling Stratified Cluster Random Sampling Proportionately Stratified Cluster Random Sampling Proportionately & purposive Sampling ( interviews) Data Quantitative (primary and secondary) Qualitative (primary and secondary) Data Gathering Instruments Questionnaire Y-PSC Test Documents Questionnaire Interview Documents Data Analysis Descriptive statistical analysis Using SPSS. Qualitative data analysis : coding and themes identified Results/ findings Results from quantitative analysis. In-depth Knowledge of the social reality in individuals point of view. Language Tamil translation of the instruments will be administered & data gathered in Tamil need to be translated into English.
Sample Participants Sampling method: Stratified cluster random sample-proportionately & a purposive sampling method Participants: -A sample of 200 students ( Grade 10 students) - A group of people consisted of parents, teachers, principals, in-service advisor and administrators (participants are interviewed). Stratified: 4 Education Divisions & Gender- boys (99) and girls (101) Size of a cluster: 20 students
Examine the level of academic achievement of students Examine the level of academic achievement of students Three terms average means subject wise 1st term- mean score 2nd term-mean score 29.70 37.05 31.61 49.71 45.89 38.79 3rd term-mean score Subject Average mean score for three terms Mathematics Science English language Tamil language History Total average 30.65 38.30 28.36 57.85 42.30 39.49 32.33 47.32 39.66 57.48 48.01 44.97 30.89 40.89 33.21 55.01 45.43 41.08 50.5 % of total students below the average of 40 marks. Only 3% of the total student took above 80 marks. Gender: Female(46.91), Male (34.96) Type of school: 1AB ( 43.51), 1C (42.80), type 2 ( 38.34) Division: Kandavalai(42.49), Karachchi( 43.93), Palai(33.06), Poonerin(33.97)
Quantitative analysis Quantitative analysis- -2 2 I. War and post ware experience (Questionnaire 2) II. Post war experience questionnaire 50 Tamil language ability English language ability Numeracy Computer literacy Place of living 45 40 35 30 III. Psycho-social scream (Youth self report) (Students with cognitive emotional and behavioral problems ) 25 20 15 10 5 27 at risk students General pattern of results much below the average results 0 Yes (%) No (%) Loss of life Disapperance Injury Psychological effect
Qualitative Analysis Questionnaire-2- open-ended question (students response) 1.lack of financial support at home,2. lack of learning ability, 3. excess use of T.V, phone,radio, computer,4. peer pressure, 5.not doing revision,6. psychological challenges,7.lack of facilities at school, 8. poor memory,9. lack of conducive environment,10.lack of interst in learning, 11. teachers carelessness Interview (parents & guardian, teachers, principals, in-service adviser, deputy Director of education (planning), Zonal Director of education) Main influencing factors (Negatively) Personal- 06 factors Family- 06 factors School- 09 factors Society- 05 factors Conclusion Conclusion In-depth studies are to be conducted further and remedial actions are also to be carried out among war-affected students to rebuild a healthy generation emotionally and intellectually.
