Abstract
In this study, the goal is to determine the causes of school failure. This study is based on research and is a mixed study designed according to both a quantitative and qualitative research approach. In the course of the study, quantitative data were collected from students using a survey to determine the causes of academic failure, and qualitative data were obtained from teachers using open-ended questions. Quantitative data were analyzed using descriptive analysis and chi-square criterion, qualitative data were analyzed using content analysis. As a result of the analysis, it becomes clear that the reasons for the failure of students are very diverse. It has been observed that reasons such as the inability to ask teachers questions about issues that students do not understand, the rapid forgetting of what they are studying, and the inability to take good notes show a significant difference in the upper and lower success groups, and that students highlight such situations as reasons for failure. As a result of content analysis, it becomes clear that teachers explain the reasons for failures within the family, student and school
Keywords
References
[1] Bespalko, V.P. (1993). The problem of educational standards in the USA and Russia. Pedagogy, 1, 89-94.
[2] Blonsky, P.P. (1981). On measures to combat school failure. In Selected pedagogical works. Moscow: Academy of Pedagogical Sciences of the RSFSR.
[3] Vakhrushev, S.V. (1996). Psychodiagnostics by a teacher of learning difficulties among primary school students. (PhD in Psychological Sciences dissertation, Moscow, Russian Federation).
[4] Gelmont, A.M. (1954). On the causes of school failure and ways to overcome it. Moscow.
[5] Stryukov, G.A. (1995). On the unity of criterial and normative approaches to assessing students’ knowledge. Psychological Journal, 16(2), 44-48.
[6] Usova, A.V. (1997). Current problems of the development of the modern school education system. Chelyabinsk: Fakel Publishing.