Factors Affecting Students’ Academic Achievement according to the Teachers’ Opinion

Abstract

The aim of this research is to reveal the ideas of teachers serving in high schools regarding the factors that affect students’ academic achievement. For this purpose, the aim is to investigate and reveal in depth the thoughts of teachers serving in high schools. The research was designed with the case study type of qualitative research method. The study group of this research consists of 11 female, 9 male branch teachers employed in high schools. The participants’ professional experience ranged from 1 to 13 years. The participant group consisted of 5 Turkish language and literature teachers, 5 mathematics teachers, 3 English teachers, 2 history teachers, 1 biology teacher, 1 information technology teacher, 1 chemistry teacher, 1 physics teacher and 1 physical education teacher. The study group was determined with the criterion sampling type of purposive sampling method. The criteria determined for this research were that teachers should be working in high schools, be branch teachers and be serving in schools in the province and district. According to the research findings family education level effects students’ academic success in terms of academic support, being a role model, concern, intellectual and motivation dimensions; school’s physical conditions effects students’ academic success in terms of learning, motivation and creativity; School Management effects students’ academic success in terms of operation and attitude. School Environment effects students’ academic success in terms of motivation, social effects and socio-economic effects. Teacher effects students’ academic success in terms professional competence, being a role model, communication, attitude, motivation and guidance.

Pupils’ Classroom Behavior and Academic Performance

“…In the teaching-learning process, when a teacher observes that their pupils misbehave, the way the teacher looks, moves, and reacts will tell the pupils whether their teacher cares or not. Ozcan (2021) claims that the nonverbal language of a teacher conveys an extremely strong impression of a teacher's management and disciplinary intentions to pupils. Non-verbal behavior among pupils serves as a channel for emotional expression, allowing them to express their feelings and emotions without using words.…”

“…This includes environmental factors, physical factors, and even themselves. It is important for the teachers to have a proper and accurate diagnosis so that proper actions and interventions will also be implemented Moreover, Ozcan (2021) stressed that in terms of operations and attitude, the school administration has an impact on pupils' academic progress. In terms of motivation, social effects, and socioeconomic effects, the school environment has an impact on a pupil's academic progress.…”

“…Teachers and parents must give emphasis on providing interventions to minimize, if not totally eliminate, this kind of behavior as it indicates negative effects on the pupils' academic performance. Non-verbal communication must be properly implemented to avoid misconceptions and misunderstandings as it can cause barriers between parties (Ozcan, 2021).…”

Whether Socioeconomic Status Matters in Accessing Residential College: Role of RC in Addressing Academic Achievement Gaps to Ensure Sustainable Education

“…Furthermore, academic performance is an important indicator for assessing educational quality and equity among nations [74]. Academic achievement is influenced by a number of elements, including intrinsic factors, such as personal traits, and extrinsic factors, such as teachers, family, and school-related issues [75]. This study does not take into account a number of relevant characteristics, such as study habits, personal motivation, and parental engagement [76,77], which could influence the research outcomes.…”

A Qualitative Exploration of Factors Affecting Academic Achievement of University Students

“…Many factors contribute to the academic achievement of students, such as their family, environment, economic condition, study habits, health conditions, and time management skills ( (Munoz & Portez, 2001). The chief factors that contribute to their academic achievement are the family's educational attainment, which can influence the student's style of thinking, point of view, faith in democracy, and academic performance (Ozcan, 2021). Low or negligible family support and concern are the most significant characteristics that separate kids who have to repeat a class due to low academic achievement from other students (Diaz, 1989).…”