Academic Achievement Essay

Wighting, Mervyn, et al. "Relationships between Sense of Community and Academic Achievement: A Comparison among High School Students." International Journal of the Humanities, vol. 7, no. 3, June 2009, pp. 63-72. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=47937473&site=ehost-live. Student success is factored by the environment within the classroom and the qualities of the school. Community members Rovai, Wighting, and Lucking belive that community in education stems from

Academic Resilience is a process which refers to students who face risk factors and succeeds academically where the achievement gap claims they should fail. These students face risk factors such as racism, violence, and low socio-economic status and still manage to excel academically. Resilience Theory addresses that people demonstrate to rise and succeed as long as the risk factors are alleviated. The four factors associated with resilience theory are “risk factors, protective factors, vulnerability

country. There are many factors which have great influence on academic achievement such as the education environment, the facilities available to students, and the personal life of the student. However, nowadays countries are showing more interest in reducing the class size. It seems obvious that smaller classes have significant influence on the academic achievement of students. The positive influence of class size on academic achievement can be shown by circumstantial evidence, anecdotal evidence

class and academic achievement has existed and has been thoroughly studied. In addition to this it is known that the differences that exist between social classes, influences the educational outcomes in students. For example, low-class families cannot always afford nutritional food or have access to proper educational resources or facilities, which leaves students in a disadvantage when compared to their privileged peers. Furthermore, academic contexts can also hamper the academic achievements of the

health is still relatively unknown (Ulf Zölitz 2008). Knowing the effect of cannabis on the academic achievement of university students is important for informing policy makers about the potential risks or benefits that could come with its decriminalisation. Objective: The aim of this study is to determine whether the cognitive functions of the brain impaired by marijuana affects overall educational achievement at university. Previous literature: Most of the knowledge of the long-term effects

populations. (Mertler 2016). Subject participation is voluntary and they can chose to end their participation at any time. All surveys will remain confidential. Participants may gain a better understanding of self-motivation in relation to academic achievement. Parent or guardian

Racial Identity and Access to High Academic Achievement Modern research identifies race as a cause for educational attainment disparities; despite this conclusion, researchers have not yet ascertained a definitive reason why students of minority races have lesser academic achievement when provided the same economic opportunities and environment in which to learn as white students.  Several hypotheses assert that the inequalities must be due to racialized peer pressure and unjust teacher interactions

expected results of the study. Hammig and Jozkowski (2013) state that others have hypothesized that “truancy or absence from school due to fear of attending school may modify the effect of the relationship between bullying victimization and academic achievement.” 2. Descriptive statistics (pg. 121): Numbers used to summarize and describe data. The Morrow, Hubbard, and Swift (2014) study includes an excellent example of descriptive statistics. Survey results for participating fifth graders

Research Problem and Hypotheses The research study, “Perception of Parent Involvement in Academic Achievement” were to see the insight of different types of parent involvement and how parents, students and teachers affect the outcome of academic achievements at the junior high school level. The researcher examines why parents do and do not get involved in their children’s school education in and out of school. The study showed why teachers do not encourage parents to participate more

their children’s high academic achievement. Landeros (2001) discusses how, “within a competitive society,…to care for one’s child is to make sure they have a competitive edge against other children” (p. 247). Affluent families often live in communities where they feel judged, both in social status and in their level of parenting, based on whether or not their child has the highest grades, and is on their way to the most prestigious college. This intense focus on achievement “threatens to make children