Page 246 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 246
body, 2003). Another correlation has been established, i.e. the correlation be-
tween increased student achievement and increased enthusiasm and motiva-
tion for learning, with teachers setting up the learning environment outside
of the classroom, i.e. in nature or elsewhere (Broda, 2007). This correlation al-
so exists when the effect of gender, final grades and ethnic affiliation are ex-
cluded from the statistical analyses. Generally it is difficult to isolate the effect
of learning that takes place outside of the classroom setting in such a way that
only its effect on the increase in school performance is measured (ibid.). In Slo-
venia, schools put this into practice by carrying out various different activi-
ties, such as the forest and field day trips (science, technical, culture and sports
days), whereas learning outside of the school premises as part of regular les-
sons is less common. An effect similar to that achieved by learning outside of
the school premises can be achieved if during classroom learning, emphasis
is placed on the knowledge acquired outside of the classroom, and if this par-
ticular knowledge is then evaluated and significance attached to it.
Some further consideration should be given to factors influencing student
achievement. A study (Smith, 2005) which was aimed at looking into the ef-
246 fects of academic achievement and to build a model for predicting academic
achievement included the following variables: ethnicity, gender, parental em-
ployment, self-esteem, self-concept, parental involvement in school, family
type and age and number of siblings. In view of the determined values, it was
established that all of the above variables can be used in predicting individu-
als’ academic achievement. The study also revealed another common conse-
quence of poorer school performance to be students’ dropping out of school.
However, there are some other common reasons for youths leaving school-
ing prematurely: being tired and bored with lessons or the teacher, all in rela-
tion to the lack of academic achievement and consequently a low self-concept
within the school environment (Reid, 2000). Academic achievement (in differ-
ent fields) of adolescents who dropped out of school was lower than the aca-
demic achievement of average students (Reid, 2000, 2002). Among both short
and long-term measures used to encourage youths to change their minds and
complete their schooling, the emphasis is most frequently placed on the im-
portance of improving individuals’ self-concept (along with other measures)
(Reid, 2002). An example of such measures, from the UK, is the Learning Gate-
way Project. As part of this project youngsters aged between 16 and 18 who
have dropped out of school are coaxed back into education by the prospect
of improving their own skills and earning money. Trainees who attend the
programme on a regular basis receive a weekly training allowance. The pro-
ject primarily attempts to improve students’ learning while, at the same time,
helping them to change their often initially hostile attitudes (towards school,
schooling, learning) and raise their low self-concepts (ibid., 170, 171). There are
a number of such alternative means of reaching out to youths with all sorts
student (under)achievement: perspectives, approaches, challenges
tween increased student achievement and increased enthusiasm and motiva-
tion for learning, with teachers setting up the learning environment outside
of the classroom, i.e. in nature or elsewhere (Broda, 2007). This correlation al-
so exists when the effect of gender, final grades and ethnic affiliation are ex-
cluded from the statistical analyses. Generally it is difficult to isolate the effect
of learning that takes place outside of the classroom setting in such a way that
only its effect on the increase in school performance is measured (ibid.). In Slo-
venia, schools put this into practice by carrying out various different activi-
ties, such as the forest and field day trips (science, technical, culture and sports
days), whereas learning outside of the school premises as part of regular les-
sons is less common. An effect similar to that achieved by learning outside of
the school premises can be achieved if during classroom learning, emphasis
is placed on the knowledge acquired outside of the classroom, and if this par-
ticular knowledge is then evaluated and significance attached to it.
Some further consideration should be given to factors influencing student
achievement. A study (Smith, 2005) which was aimed at looking into the ef-
246 fects of academic achievement and to build a model for predicting academic
achievement included the following variables: ethnicity, gender, parental em-
ployment, self-esteem, self-concept, parental involvement in school, family
type and age and number of siblings. In view of the determined values, it was
established that all of the above variables can be used in predicting individu-
als’ academic achievement. The study also revealed another common conse-
quence of poorer school performance to be students’ dropping out of school.
However, there are some other common reasons for youths leaving school-
ing prematurely: being tired and bored with lessons or the teacher, all in rela-
tion to the lack of academic achievement and consequently a low self-concept
within the school environment (Reid, 2000). Academic achievement (in differ-
ent fields) of adolescents who dropped out of school was lower than the aca-
demic achievement of average students (Reid, 2000, 2002). Among both short
and long-term measures used to encourage youths to change their minds and
complete their schooling, the emphasis is most frequently placed on the im-
portance of improving individuals’ self-concept (along with other measures)
(Reid, 2002). An example of such measures, from the UK, is the Learning Gate-
way Project. As part of this project youngsters aged between 16 and 18 who
have dropped out of school are coaxed back into education by the prospect
of improving their own skills and earning money. Trainees who attend the
programme on a regular basis receive a weekly training allowance. The pro-
ject primarily attempts to improve students’ learning while, at the same time,
helping them to change their often initially hostile attitudes (towards school,
schooling, learning) and raise their low self-concepts (ibid., 170, 171). There are
a number of such alternative means of reaching out to youths with all sorts
student (under)achievement: perspectives, approaches, challenges
