Rosana Allado Marvie Yvonne Bencalo Kimberly Rivera Paul Anthony Sabado

Far Eastern University Institute of Education Educational Research (Ed14N) Prof. Freddie Quinito

Studying the Causes of Academic Failure

Failure is an important and personal event in the life of a student (Gracia & Jenkins, 2002). Failure happens in almost every aspect of our lives and one of the most common places where it occurs is in educational institutions, the failure which is called as academic failure. Academic failure, according to Gracia and Jenkins, (2002) creates a major financial and emotional burden for students as they struggle to come to terms with failure in both a personal and economic sense. But that is not all; it is also crucial for the evaluation of the higher education institutions where the students are in, because their failure would reflect on its performance indicators which are degree results and retention rates (Gracia & Jenkins, 2001). Academic failure is also a subject of serious concern for stakeholders in education because it points out to wastage of the enormous resources expended in the system and poses some threats to the future educational development of students (Ojo & Owoyele, 2011). Thats why academic success, on the other hand, is essential for students, teachers and higher education institutions, in which they strive to learn (Gracia & Jenkins, 2002). A students acceptance in a higher education institution implies an unstated expectation that this student will manage to succeed in finishing the course that he/she was allowed to enroll (Fraser & Killen, 2003). These statements basically point out on why a study on the causes of academic failure is important. Knowledge about the causes of failure is important for effective teaching and school management, improving the understanding regarding the students perception on these causes and its sources can lead to achieving this said knowledge (Fonseca & Conboy, 2006). Ojo and Owoyele (2011) said that, Students are known to attribute academic failure to several factors. Le Foll and Rascle stated that since the intellectual ability of the students vary, it is possible that their causal attributions and

Rosana Allado Marvie Yvonne Bencalo Kimberly Rivera Paul Anthony Sabado

Far Eastern University Institute of Education Educational Research (Ed14N) Prof. Freddie Quinito

affective reactions to academic achievement will also vary (as cited in Ojo & Owoyele, 2011). A full understanding of the students perception and reaction to failure could determine the kind and characteristics of the help-approach that these students must get (Ojo & Owoyele, 2011). There are many factors to consider on a students failure and it can be categorized as external or internal. External factors are considered more determinants than internal factors. Based on the investigation at the College of Applied Studies and Community Service in KSA, students perceived that the causes of their failure were involuntary choice of their courses, lack of skills, distance of school, transportation as well as boring professors. In addition, Kyoshaba (2009) mentioned in his studies that parents social economic status and former school background also affect the academic performance of the student. It is important to know the economic status of the parents because it will affect the academic performance of the students. Well, if the student is from a high social economic background, he/she might do well in his/her academic performance, or better than those who belong to a lower economic status. Its not only the economic status of the parents that matters but also the bonding in the family environment. With accordance to the study of Bernard (as cited in Chawla, 2006) stating that family environment is significantly related to academic achievement because of the values that the child inherits from the family are seen when they perform inside the classroom. Values like expressiveness, independence, recreational orientation, caring, are manifested by their parents and their children which resulted to children with a strong bond with their family and the nature in which the child was raised have more active at school rather than those who have weak family bond and a different way of raising them affected most of their attitude. Kyoshaba (2009) also said that the background of the former school is also in relation to the students academic performance, whether the student came from a highclass school, or standard, or in low-class schools. If students are from high class schools, then, he/she would probably have a high academic performance. It is perceived that most students who were from

Rosana Allado Marvie Yvonne Bencalo Kimberly Rivera Paul Anthony Sabado

Far Eastern University Institute of Education Educational Research (Ed14N) Prof. Freddie Quinito

these schools have better performance in the class since they have more experiential learning that they can integrate as they step higher in the level of education. Moreover, the result of the study by Fonseca and Conboy (2006), teachers quality of teaching is also one of the causes of failure. If the teacher does not execute proper techniques in educating a learner, and does not consider understanding the learners needs, it may result to low achievement of academic performance. It was also mentioned by Fonseca and Conboy (2006) that the academic content is related to the difficulty of the student that may lead to failure. On the other hand, when talking about internal factors causing failure, Herman et al. (2008) conducted a study about how depression affects academic competence. By conducting the said research, they discovered that academic competence mediates the effect on depressive symptoms and that the path coefficients were notably larger for girls (inattention, social problems, and academic performances) thus had a statistically stronger effect of low academic competence on the perceptions of control for girls because depression drives more impact to them than that of boys. Another study by Conboy and Fonseca (2009) talked about internal factors, according to them, every student has goals and that is to achieve good grades. However, if lack of motivation, it is hard to achieve the goal. The components of emotional and motivational goals are related to the cognitive components that affect learning, as well as, to continue learning. In the study Secondary Student Perceptions of Factors Effecting Failure in Science, students greater achievement depends on how motivated they are. If the student enjoys learning, success will be achieved. On the other hand, if the student perceives learning as difficult and learning purposes is not for his own intention, lower achievement is associated which means lack of motivation in spite of the presence of academic goal.

Rosana Allado Marvie Yvonne Bencalo Kimberly Rivera Paul Anthony Sabado

Far Eastern University Institute of Education Educational Research (Ed14N) Prof. Freddie Quinito

The factors mentioned above are just overviews of the many factors surrounding the causes of academic failure. Despite these findings further researches should be made and continually be made in order to really understand the causes of academic failure. Studies regarding the causes of failure would help not only the student but everyone involved in the learning process of a student. Education is very important in every individual especially in achieving someone's success. However, if neglected during the time of learning, the possible outcome is failure that leads the individual to discontinue targeting his goals.

Rosana Allado Marvie Yvonne Bencalo Kimberly Rivera Paul Anthony Sabado

Far Eastern University Institute of Education Educational Research (Ed14N) Prof. Freddie Quinito

References:
Chawla, A. (2012). The Relationship Between Family Environment and Academic Achievement. Indian Streams Research Journal, 1(XII). retrieved 2012, from http://www.isrj.net/publishArticles/475.pdf Gracia, L. & Jenkins, E. (2002). An Exploration of Student Failure on an Undergraduate Accounting Programme of Study . Accounting Education, 11(1). retrieved 2012, from https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CD AQFjAA&url=http%3A%2F%2Fwww.unisa.ac.za%2Fcontents%2Ffaculties%2Fservice_dept%2Fbl d%2Fdocs%2FGracia%2520%2520an%2520exploration.pdf&ei=1dYsUZfZAu6YiAf9qoDQDA&usg=AFQjCNGWe8S7bB3A2wCsHwBHxv86DGVnA&sig2=fMiNGrYaHlsbeQ3QrBIrmg&bvm=bv.42965579,d.aGc Fonseca, J. M. B & Conboy, J.E. (2006). Secondary Student Perceptions of Factors Affecting Failure in Science in Portugal. Eurasia Journal of Mathematics, Science and Technology Education, 2(2). retrieved 2012, from www.ejmste.com Fraser, W. J. & Killen, R. (2003). Factors Influencing Academic Success or Failure of First-year and Senior University Students. South African Journal of Education, 23(4). retrieved 2012, from https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CDoQFjAB& url=http%3A%2F%2Fwww.ajol.info%2Findex.php%2Fsaje%2Farticle%2Fdownload%2F24943%2F 20629&ei=29MsUbHWA62viQebvYDgDQ&usg=AFQjCNEVonxsxYbaDnDdd1ifPBLt6m1uYA&sig2= U1lUNl6aRUNe5WTk-ZgX2A&bvm=bv.42965579,d.aGc Herman, K. C. , Reinke W. M., Lambert, S.F., & Ialongo, N.S. (2008). Low Academic Competence in First Grade as a Risk Factor for Depressive Cognitions and Symptoms in Middle School . Journal of Conseling Psychology, 55(3). retrieved 2012, from https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CD AQFjAA&url=http%3A%2F%2Fwww.apa.org%2Fpubs%2Fjournals%2Freleases%2Fcou553400.pdf &ei=89QsUeSuEseSiAeXz4HAAg&usg=AFQjCNHPQ9nGytdz2OHCsDJix6G7p2j4A&sig2=xiQnzweUR6nUVtfcdLoVlw&bvm=bv.42965579,d.aGc Kyobashaba, M. (2005). Factors Affecting Academic Performance of Undergraduate Students at Uganda Christian University (Masteral dissertation, Makerere University, 2009) retrieved 2012, from http://news.mak.ac.ug/documents/Makfiles/theses/Kyoshaba%20Martha.pdf Ojo, A. & Owoyele, J.W. (2011). Causal Attributions and Affective Reactions to Academic Failure Among Undergraduates In the Nigerian Premier University of Education . European Journal of Scientific Research, 52(3). retrieved 2012, from http://www.eurojournals.com/ejsr.htm

Omar, A & Alrubayea, A. (2012). Investigating Student Academic Failure At the College of Applied Studies And Community Services (CASCS). The 2012 Orlando International Academic

Rosana Allado Marvie Yvonne Bencalo Kimberly Rivera Paul Anthony Sabado

Far Eastern University Institute of Education Educational Research (Ed14N) Prof. Freddie Quinito

Conference. retrieved 2012, from http://attachment.fbsbx.com/file_download.php?id=446352552093697&eid=ASu6YlKQtPhoSB7 BI7XWCug_kdeokUG_Y7zD14Gtoibme5jMR4RDJCR0Ifvm1FP0t0&inline=1&ext=1361892262&hash=ASu3Cg1oEiDzle1k Wimhurst, K. & Wortley, R. (2004). Academic Success and Failure: Characteristics and Broader Implications for Research in High Ed. ETL Conference, 2004, Logan Campus, Griffith University. retrieved 2012, from https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CD kQFjAA&url=http%3A%2F%2Fwww98.griffith.edu.au%2Fdspace%2Fbitstream%2Fhandle%2F100 72%2F2457%2F30422_1.pdf%3Fsequence%3D1&ei=PtgsUY_Hc6UiQfUvoHYDQ&usg=AFQjCNGUxSCjtqggxlt7ekW9rkj3Dm01Kw&sig2=Ke99C4f4c8W0UplAY OWCew&bvm=bv.42965579,d.aGc