Development of an Academic Achievement Risk Assessment Scale for Undergraduates: Low, Medium and High Achievers

Abstract

This research has developed The Academic Achievement Risk Assessment Scale [AARS], for identification of the factors which influence performance of undergraduate (448 students); studying at three universities of Lahore, Pakistan. An 18-item scale, with five distinct factors was developed which included lack of motivation, dysfunctional parental practices, parental involvement in drug abuse or antisocial activities, difficulty with peers, and language barrier. The results revealed differences among low, medium and high academic CGPA groups as all five risk factors were significantly related to the low achieving group. The study has implications for teachers, counselors, and policy makers in the field of learning

Does English literacy and learning style affect the 2^nd MBBS exam performance of medical undergraduates?: a descriptive cross-sectional study

“…Considering the global needs, many non-English speaking countries also include English as a subject in their education programme [18,19]. Today, not only medicine but also many other undergraduate courses in Sri Lankan universities are taught only in English and, thus, students have no choice but to follow the course in English.…”

“…These studies identified the language barrier as a negatively influencing factor for both study performances and social well-being of international students [17,18]. Moreover, even in home countries, language is known to restrict high achievements when the teaching-learning activities are conducted in English or a language different from their first language [19]. It is also identified as a factor that negatively affects effective communication [20]; one of the essential skills that should be developed in undergraduates.…”