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IJSTR >> Volume 4 - Issue 3, March 2015 Edition



International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616



Factors Contributing Decreased Performance Of Slow Learners

[Full Text]

 

AUTHOR(S)

Dr. L. Kannan, Dr. P. V. Vijayaragavan., Dr. Pankaj. B. Shah, Dr. Suganathan. S, Dr. Praveena .P

 

KEYWORDS

Key words: lowachiever, learning capabilities

 

ABSTRACT

Back ground: Even experienced teaching faculty and administrators can be challenged by learners, who have not able to perform up to expected need in their annual performance of their students, these students are called as slow learners/Struggle learners. There should be a designed study to foster discussion about diagnosing particular problems that contribute with meeting objectives of slow learners. Methodology: The study was performed on the entire current first year of Medical students, were all the three internal assessments of 250 students performance is taken in to consideration for the study. This study is of cross section type.After obtaining the list of all students’ marks in internal examination from medical education unit, supporting mentors are contacted to meet the students, and confidentiality is maintained throughout the study. After obtaining informed consent, a questionnaire was administered to the students by the investigator. The questionnaire contains the following sections. Section I will be on the background characteristics of the student– name, age, sex, type of family. Section II will be on the details of their learning capabilities. Section III will focus on the awareness of the slow learners in which the precipitating factors contributing to them. Results: The prevalence of slow learners as low achievers were contributed to be 32.4 percentages.The performance of the students is based on combination of all three internal assessment marks including theory and practical performance. In this the students age ranges from 17 to 21 years, the mean age of student was contributed to be 17.81 and majority of the students were in the age group of 18 years which contributed to be 168(67.2).In the present study majority were males 132(52.8) compared to females 118(47.2).but when study is compared to percentage of attendance, majority of the individual 151(77%) scored more than 50 percentage of marks have more than 80 percentage of attendance, but when compared to less than 50 percentage of marks majority 36(66%) have less than 80 percentage of attendance, this difference of observation among both genders has got statistical significance p<0.007were male students with low performance has got low percentage of attendance. In this study the family type has gotno association with the level of performance. To analyze simultaneously on all the variables, gender, understanding the language, unable to study on their own, unhappy with the subjects and problem with their class mates. These answers differ significantly among low performers compared to high performers. Finally the study has been concluded that low achievers (slow learners) needs to concentrate on their regularity of attending their classes so that to have a better performance in their subsequent internal examinations. Many students felt they were not able to study on their own and perform in their internal assessment examination so students can be encouraged group discussions and effective mentorship programme can be generated in order to have better performance in their internal examinations.

 

REFERENCES

[1] Shoukat Ali et al.,Factors Contributing to the Students Academic Performance: American Journal of Educational Research, 2013, Vol. 1, No. 8, 283-289

[2] Oregon State University (2003). Graduate admissions policy proposal. Retrieved November 23, 2006 Fromhttp://eepm.orst.edu/dept/senate/committees/aac/agen/reports/20030115.

[3] Vinitha et all.NTTC bulletin 2005-Low achievers- are they really slow learners?

[4] Regional Primary Care Education, Asheville, North Carolina :Academic Medicine, Vol. 82, No. 7 / July 2007