| Introduction | | | | traditional ways of thinking about education. It |
| Much research has been done in the field of | | | | might remove stereotypical notions or ideas held |
| academic achievement and many authors have | | | | by stakeholders in education. The research may |
| given their suggestions about the factors that | | | | also encourage greater investment in the |
| influence students within the school environment. | | | | psychological development of the student because |
| Two of these factors include student attitudes | | | | it will review some of the pre-existing |
| and school context. Against this theoretical | | | | psychological attitudes that could be hindering |
| background, it is necessary to look at how | | | | academic excellence. |
| important these two factors are and exactly how | | | | Methodology |
| those factors affect student outcomes. The aim | | | | The research is based on the latter mentioned |
| of the research is to; | | | | literature. Consequently, the purpose of the |
| - Establish a relationship between students attitude | | | | research is to affirm pre-existing theory on |
| and academic performance | | | | factors that affect academic success. Because of |
| - Establish a relationship between school context | | | | the nature of this investigation, it will be necessary |
| and academic performance | | | | to perform a qualitative rather than a quantitative |
| - Determine the most influential factor that | | | | study. |
| affects academic success | | | | This study will entail the use of two types of |
| Theory | | | | methodology. The first will be through primary |
| Research has shown that a large number of | | | | research while the second will be through |
| students' performances are affected by their | | | | secondary research. In the primary research, data |
| attitudes towards specific subjects, education and | | | | will be obtained through face to face interviews. |
| academics in general. (Bowen & Richman, | | | | Students, teachers and administrators will be |
| 2000) It has been suggested that when students | | | | asked about the aspects of students' attitudes |
| demonstrate week commitment to their | | | | that affect academic achievement. Additionally, |
| academics then they are bound to underperform. | | | | the latter groups will also be asked about the role |
| Additionally, some students with an unrealistic | | | | of school context in academic achievement. |
| view of themselves may perform poorly too. For | | | | Thereafter, they will be required to give their |
| instance, those who tend to be overconfident or | | | | opinions about the most influential factors among |
| naïve about the requirements of their | | | | the two in their respective schools. |
| academics may register very poor performance. | | | | The second part of the research will be done |
| (Broughton, 2003)Conversely, when students do | | | | though an examination of student reports in a |
| not believe in themselves or when they have low | | | | specific school. This will entail obtaining requests |
| self confidence, then chances are that they will | | | | from the school administration to utilize their |
| underachieve. (Powers, 2006) Sometimes some | | | | resources in the research. Academic achievement |
| students may think of themselves as people who | | | | of the participating students will be analyzed for |
| cannot control their own destiny. They imagine | | | | one year while comparing that to certain |
| that they are victims of the system and this can | | | | indicators of school attitude and school context. A |
| lead to academic failure. In other scenarios some | | | | relationship will then be established between these |
| students may be too proud to ask for help when | | | | factors. (Powers, 2006) |
| they encounter a problem in their studies. (Bowen | | | | Limitations |
| & Richman, 2000) Also, some students find it | | | | Qualitative interviews are generally more difficult |
| difficult to grow or develop because they tend to | | | | to analyze because responses obtained are quite |
| resist change and this impedes their academic | | | | varied. However, answers will be clustered into |
| progress. In other situations, a student may not | | | | similar groups to try and establish a relationship |
| work well in groups yet this is a necessary part | | | | between the parameters. Additionally, student |
| of the academic environment. Lastly, some | | | | attitude and school context are both complex |
| students tend to avoid those areas where they | | | | parameters i.e. they are denoted by other |
| perform poorly such as in science or | | | | sub-factors. It will be difficult to determine which |
| mathematics. These and many more aspects of | | | | factors are most important and which ones are |
| student's attitudes can be causes of academic | | | | not. |
| failure. | | | | Delimitations |
| School context is depicted through certain | | | | Since the secondary aspect of the research will |
| avenues. These avenues can either lead to | | | | involve only one school, then it may be difficult to |
| excellent performance or poor performance | | | | transfer results for the relationship between |
| depending on how they are implemented. | | | | student attitude and respective student |
| (Powers, 2006) In certain schools, the system | | | | achievement to the entire student population. In |
| may be too bureaucratic to the point that both | | | | relation to this, the issue of school context will |
| teachers and students cannot do their jobs. This | | | | also be a problem in secondary research owing to |
| eventually leads to poor performance. (Bowen | | | | the fact that there will be no comparison with |
| & Richman, 2000) In other situations, | | | | others schools. |
| teachers lack the skills to impart knowledge and | | | | Conclusion |
| this may cause failures. Likewise, some teachers | | | | The research's major aim is to establishing a link |
| may be disengaged with their students and this | | | | between school context, student attitude and |
| brings about problems in the end. (Broughton, | | | | academic achievement. This might enable teachers |
| 2003)Additionally, there are certain school | | | | administrators/ stakeholders to look for ways of |
| environments that are influenced by the external | | | | enhancing academic achievement. The major |
| world to such a large extent that the students | | | | limitations of the study revolve around data |
| cannot concentrate on what they are meant to | | | | analysis and data collection while the delimitation |
| do. Such schools lack discipline. (Broughton, 2003) | | | | will be brought by secondary research which be |
| Some school environments may have certain | | | | conducted in only one school. |
| levels of segregation and this impedes academic | | | | References |
| success. (Broughton, 2003) | | | | Bowen, L. & Richman, M. (2000): middle |
| Significance of study | | | | schools student's perceptions of the school |
| Upon completion of this study the research may | | | | environment, Journal of social work in education, |
| lay out clear causes of academic failure thus | | | | 13, 22, 69-82 |
| facilitating change in school environments. The | | | | Broughton, A. (2003): The school success profile, |
| research may assist teachers in formulating | | | | Technology in Human services Journal, 21, 1, 11 |
| strategies to deal with attitudinal and contextual | | | | Powers, J. |
| problems. Additionally, the research will transform | | | | |