Transcript dr. himabindu singh 1

FACTORS LEADING TO POOR SCHOLASTIC
PERFORMANCE IN ADOLESCENTS WITH
NORMAL INTELLIGENCE
Dr. Himabindu Singh,
Mrs. Shailaja, Mr. Somashekar, Ms. Rajitha
YUVA – State COE, HYD
INTRODUCTION
Scholastic performance is extremely important in Adolescent’s life.
Poor scholastic performance (PSP) can lead to poor self-esteem,
increased risk of dropping out, bullying, emotional disturbances etc.,
Many factors at the level of the adolescents, education environment
and family effects scholastic performance even with normal
intelligence.
Definition: Study habits are defined “as the regular tendencies and
practices that one depicts during the process of gaining information
through learning.
Personal Factors
School Factors
Family Factors
•Chronic illness,
•Intellectual or cognitive
disability,
• Behavioral/ developmental
disorders,
•Mental health issues such as
depression or anxiety,
•History of abuse and neglect,
•Poor self-concept or self-esteem,
• Poor communication skills,
•Poor social skills,
•Difficulty with listening,
concentrating or sitting still.
•Being bullied
• Disliking, or not feeling
connected to the school
culture or environment,
•Disliking school subjects,
• Poor school or academic
support, especially in
relation to heavy
workloads,
•Not getting along with
teachers or other students
at school,
•Skipping school because
of any of the reasons listed
above,
• Competing demands on
time, such as
extracurricular activities.
•Parents who aren’t
involved in their
child’s education
• Home
environment that
doesn’t or can’t
adequately support
a young person’s
learning
• Family problems
such as relationship
breakdowns
Competing family
or social
responsibilities,
such as caring for
family members, or
working outside
school hours.
 There is paucity of epidemiological studies in India to
determine the exact prevalence and the causes of
scholastic backwardness specially regarding study
habits.
 This study aims to identify and analyze factors that affect
Scholastic performance among adolescents
normal/ average intelligence.
with
YUVA State COE on Adolescent Health, HYD
Aim of the study
To evaluate the medical, psychological and social factors
effecting Poor Scholastic Performance in Adolescents.
Duration of the study: One year
Study site: Yuva- State centre of excellence on
Adolescent health
Study design: Cross sectional observational study
Inclusion criteria:
 Adolescent students between 10years to 18 years male and female,
rural and urban reporting to Yuva with medical and psychological
problems
 With Average and above average intelligence
 With significant reduced Scholastic performance (40% and below)
Exclusion criteria
 With chronic mental health illness
 With below average intelligence
 Below 10 years and above 18 years
Material & Methods
 Sampling Method: Purposive sampling.
 2706 clients registered at YUVA in that period were screened
by Pediatrician for medical problems and on HEADDSS criteria
and later by Psychologist who assessed IQ.
 About 120 Adolescents both male and female from rural and
urban areas with significant reduced scholastic performance
and average intelligence were included in the study.
Methodology
 The Adolescents who registered at Yuva were taken concern to
participate in research activity, later socio demographic data was
collected .
 The Adolescents were screened on HEADDS criteria by Pediatrician.
 Psychologist administered test of Intelligence (BKT) & for social
maturity levels VSMS was administered. To identify social
dependency of the client.
 The parents were interviewed & the data regarding study habits
was gathered.
 Finally Screening tool was administered to identify reasons leading
to Poor Scholastic Performance.
 The collected data was analyzed statistically
Senior pediatrician dealing with Adolescent along with
Medical officer and staff nurse
Psychologist dealing with Adolescent
Tools Used:
 Consent form
 Socio Demographic Data Performa

HEADDSS criteria screening tool

Binet kamat Test of Intelligence
 Vineland Social Maturity Scale
 Screening Tool
Performance
for reasons related to Poor Scholastic
Observation & Results
Table-1 shows the details of the variables in parentages
S.No.
Variables
Total
%
1.
Age
10-12
13-15
16-18
50
54
16
41.6%
45%
13.3%
Gender
Male
Female
67
53
55.8%
44.1%
3
50
67
2.5%
41.6%
55.8%
54
66
45%
55%
2.
3.
4.
Socioeconomic
Status
High
Medium
Low
Malnutrition
Yes
No
S.No.
5.
6.
7.
8.
9.
Variables
Chronic Illness
Yes
No
Poor Study Habits
Yes
No
Behavioural
Problems
Yes
No
Medium Change
Yes
No
TV Viewing
Yes
No
Total
%
23
97
19.1%
80.9%
104
16
86.7%
13.3%
59
61
49.2%
50.8%
50
70
41.7%
58.3%
66
54
55%
45%
 Table 1 shows that low socio economic status, poor study habits and excessive
TV viewing is significantly effecting reduce in scholastic performance.
Analysis & Discussions
Figure -1-INCIDENCE OF PSP IN
RELATION TO AGE and GENDER
35
33
30
28
25
20
Male
Female
15
10
6
5
0
10-12Yrs
13-15Yrs
16-18Yrs
Analysis & Discussions
Figure -2 - the effect of SOCIO ECONOMIC STATUS on
Malnutrition
40
35
30
25
Malnutrition Present
20
Malnutrition Absent
15
10
5
0
High
Middle
Low
 Figure-2 shows that low socio economic status high in malnutrition than
in middle socio economic status Most of the experts argue that the low
socioeconomic status has negative effect on the academic performance of
students (Adams, 1996).
Analysis & Discussions
FIGURE-3 - PSP RELATION TO STUDY HABITS IN MALE AND
FEMALE ADOLESCENTS
80
70
60
50
Good Study Habits
40
Poor Study Habits
30
20
10
0
Gender
Male
Female
 Figure -3 shows that an analysis indicates that when compare to
females males are significant in reduced academic performance.
The descriptive data reveals that males spend most of the time
excessive watching TV, play station, browsing internet leading to
reduced academic performance.
Analysis & Discussions
Figure -4 SHOWS various factors EFFECTING PSP
90
80
70
60
50
Poor Study habits
Present
40
Absent
30
20
10
0
Chronic Illness
Behavioural Problems
TV Viewing
Medium Change
Malnutrition
 Figure- 4 shows that chronic illness is not significantly affecting
reduce academic performance. Howard Taras., et al., 2005.
SES Vs Malnutrition
 Association between SES and malnutrition
state of the respondents
 Chi-Square test value : 13.714 at 2 Degrees of
Freedom ; the p-value is 0.001
 This value clearly indicates that there is an association
between SES and malnutrition state of the
respondents
CONCLUSION
• Poor study habits such as studying only before exams and not having
any daily schedules for study patterns.
•Excessive TV viewing more than 2 hours per day are significantly
affecting reduce performance in academics.
•It was found that Malnutrition and Medium change is stressful and
may cause either temporary or long-term problems with academic
performance.
•The home environment also affects the academic performance of
students. Educated parents can provide such an environment that
suits best for academic success of their children.
RECOMMENDATIONS
To develop effective study habits and include in the curriculum.
Self regulatory and self monitoring techniques to be provided for
students to improve Academic performance.
To involve students in recreational activities especially with physical
involvement to divert the students from excessive watching TV and
using play station.
The school authorities can provide counseling and guidance to
parents for creating positive home environment for improvement in
student’s quality of work.
THANK YOU