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Academic Performance Essay

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Learning on the other hand basically involves behavioural change in students. Suleiman (2012) posited that learning involves a set of changes to the learner as he/she reacts to environmental events. In other words, the teacher arranges what he or she is to teach in such a way that it could lead to a change in the behaviour of the student, as he or she reacts to the teaching of the teacher. It is important to note that for effective learning to take place, teachers need to give feedback periodically to the students. This explains why Herbert (2010) asserted that learning results from what students do and think. Kamau (2007) explained this that without effective learners’ supports services system that provides timely feedback on student performance …show more content…

Their finding identify students’ effort, previous schooling, parent’s educational background, family income, students’ self-motivation, age of student, learning preferences and entry qualification of students as important factors that have effect on student’s academic performance in different setting Harb and El-Shaarawi, (2006). The utility of these studies lies in the need to undertake corrective measures that improve the academic performance of students. It is generally assumed that the students who showed better or higher performance in the starting classes of their studies also performed better in future academic years at degree level. Moreover, from the last two decades, it has been noticed significantly that there is great addition in research literature and review material relating to indicators of academic achievement with much emphasis on this dialogue, whether traditional achievement measures of academic performance are best determinants of future academic gain at university or higher level or innovative measures Galiher, (2006); Hijazi and Nagri, (2006). However, it is also observed that many of the researchers do not agree with this view point or statement. Reddy and Talcott (2006) particularly disagreed with these assumptions that future academic gains are resolute by preceding

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