Confronting the problem of the low level of students academic performance - Research Paper Example

? Confronting the Problem of the Low Level Academic Performance Confronting the Problem of the Low Level Academic Performance Introduction of the Relational/Interpersonal Challenge Excelling in academics is a universal concern in today’s world, where students from a very early age are taught to compete and work hard towards academic success. Academic success, it is taught, leads to a successful career and an eventual blissful life. Despite the increase in competitiveness and the urge to make it to the top, however, research by ACCG Counseling Services (2013) has revealed that there is an increasing trend towards a low level of academic performance among students. This poses a serious relational and interpersonal challenge not only for the students and their parents, but is also troubling for teachers and professionals linked to the academia. Why is it that despite equal resources being invested in all pupils, some perform well and others don’t? In a school system where academic success spells out life success, this question is as compelling as it is haunting – does a low academic performance in school doom the pupil to eternal failure for the rest of his life? Through this research essay, the problem of low academic performance will be looked at closely through the help of relevant case studies and connected to the fundamental concepts of Social Intelligence. Moreover, the role of leading administrators will be assessed in such academic environments, and the strategies needed to facilitate academic performance will be elaborated upon. The concept of Social Intelligence, as advocated by Karl Albrecht, is central to the understanding of low academic performance as an interpersonal challenge. First coined by E. L. Thorndike, the term Social Intelligence (Plucker, 2003) has been further described by Albrecht (2006) in his book “Social Intelligence: The New Science of Success” as “the ability to get along well with others and to get them to cooperate with you”. In the classroom, interacting with peers and teachers is crucial for one’s academic performance. Academic performance therefore has a link with academic performance, with multiple researches focusing on whether low academic performance has an impact on poor social relations or vice versa. Results of the research It was initially believed that IQ was an objective means of measuring intelligence, where a high IQ meant a high intelligence (Stanford-Binet, 2013). However, more recent research reveals that an individual’s intelligence comprises of different types, of which IQ is only one part. Although Professor Gardener first spoke of the concept of multiple intelligences, it was Albrecht who placed these multiple intelligences in six categories, namely, Abstract, Social, Practical, Emotional, Aesthetic and Kinesthetic – abbreviated as ASPEAK. He spoke of these six intelligences as “the six faces of a cube, all come together to form a whole” (Albrecht, K. 2006). Thus, from Albrecht’s words, it is easy to see one’s intelligence as a combination of different skills, and not a result of a single isolated factor. In analyzing a person’s intelligence, therefore, it is important that IQ is not the only factor being taken into account, and the individual’s interpersonal skills are also included in an analysis of his intelligence. The modern education system is a perfect example of a setting where one’s cognitive and social skills are tested together. Excelling in academics is as important as finding acceptance among peers, and pupils often struggle to strike a balance between both (Cillessen, 2010). Moreover, in a context where students have to interact with peers as well as authority on a regular basis, the success one has in his interpersonal relations may have an impact on how well he performs in academics. A student is hesitant to ask his or her teacher for help, or feels awkward while approaching his peers had less chances of having confusions regarding academics clarified. The importance of one’s ability of successfully interacting with others cannot be undermined in the social context of a classroom. Research too indicates that academic performance is linked to one’s social intelligence, especially at the primary school level. At college level, quiet introverts with high neuroticism are more likely to score better grades. However, at the primary school level where the first stages of learning takes place, it is the outgoing, extrovert students that exhibit a better academic record. Research conducted on 11 to 13 year olds by Hans Eysenck and Crookson in 1990 provided evidence to this claim, where the characteristic of being an extrovert and having low neuroticism resulted in good grades (Bauer & Liang, 2003). This study gives valuable proof of how young students who are open towards others are also more receptive towards education. Another research gives similar evidence relating to emotional intelligence, which is closely linked to social intelligence. Rode et al (Kosnin, A. M., & Ling Huey, 2013) identified students who are emotionally strong and are capable of coping with pressures are more likely to perform well academically than students who cannot handle their emotions. In a school environment, emotions are often experienced in their extremity. The ability to convert negative thoughts and feelings into positive ones also become a reason for academic success. Impact of the Relational/Interpersonal Challenge While possessing social intelligence is a positive trait in students, it is also very crucial for individuals in leadership positions to exhibit a similar sense of social awareness. Leaders are mostly in positions where they can directly influence others, and therefore, need to take steps wisely in such a way that best help accommodate those around him. Effective leadership therefore entails social perceptiveness and an attitude that is flexible. Solving critical problems with a sense of calm is a social skill that cannot be measured by one’s IQ level, and is one that sets a leader apart from others. This is one of the five differences pointed out in the research by Stephen Zaccaro (1991). Hence, the impact and influence of social intelligence for leaders is not only important for his own personality and well being, but is a pivotal factor in the smooth and effective running of the organization he or she is leading. The results of the researches regarding academic performance give a clear image of the importance of looking at poor academic performance through the lens of social intelligence. Understanding social intelligence however is crucial not only for students, but also for those involved in educating those very students. The role of those in leading positions in an academic environment is extremely significant. In school environments, the rules and regulations that are introduced by the school administration have a major impact on the way students are accommodated. Whether a school’s policy is supportive of extracurricular development or not, for example, is one way of how school administration can influence the school’s environment. It is therefore all the more important for school administrators to understand the value of social intelligence while making school policies and reforms. Research by Dr. Bobby Moore goes into the details of explaining how interpersonal skills are central to running a school that is conducive to learning and development of individuals (Moore, 2009). Social intelligence is therefore important for effective leadership and should not be ignored. Principals, headmasters and directors on a school’s board, all need to take into account the significance of making decisions that are based on principles that encourage and promote social intelligence both within the classroom and the staffroom, since it is their responsibility to ensure a smooth and effective running of the school system. Recommended Strategies Leaders, especially those heading educational institutions, face a daunting challenge in dealing with not only the student body, but also the entire staff which comprises of both teachers and janitorial staff. Dealing with such diversely ranging groups can become extremely problematic. In a conflicting situation when one of the groups has grievances against the other, maintaining neutrality can be a test. Moreover, leading change becomes specifically tricky where the leader in question can be pressurized by opposition from more than one group. Because school administrators have challenging roles, it is important that they receive “additional support” (Moore, 2009) so that they can achieve their goals more effectively. This training is an important strategy that, if utilized properly, can aide a leading administrator to head his team more efficiently. Another useful strategy is to encourage the spirit of collaboration as opposed to isolation in the school environment (Ross, 2002). This has an effect of contributing towards a healthy and encouraging environment for all members of the school community. Isolation breeds jealousy, fear and hesitation while collaboration is conducive to healthy competition, confidence and appreciation. A school where students can approach teachers for help without hesitation, and where teachers can socialize amongst each other without a sense of restrain is an ideal one, and maintaining such an environment would be to the credit of a capable leading administrator. To achieve this, team building exercises can be planned which encourage teachers to participate in student related activities. Moreover, staff relations can be strengthened in a similar manner by instilling team spirit among all teachers. A third strategy for administrative leaders could be the introduction of a system that ensures accountability and monitors student progress efficiently, building a sense of trust as well as a realization that any step taken in the wrong direction will be strictly reprimanded. While the principal of a school has little or no influence over the direct learning of students, principals can nevertheless indirectly affect the learning process. For example, while teacher-student relations best flourish without interference, it is important to be aware of any teacher taking undue advantage of his or her authority. A student may see a teacher as an ultimate figure of authority and therefore may be hesitant to bring up a complaint against him or her. However, a clear and transparent system of accountability will ensure that the school administration is a just one that will not accommodate corruption or misbehavior by anyone – a message that will enable every member of the school community to trust the school administrator. Social awareness is the first step to social intelligence. Being aware of one’s social context and behaving accordingly in such a way that facilitates others as well as one’s own self is an ability that only successful leaders possess. To be truly successful in life, one not only needs to possess practical and cognitive intelligence, but also a set of social and emotional intelligences as well. The importance of a successful leadership is highlighted in an academic environment where young individuals and adults work together to achieve academic achievement of the former. References Albrecht, K. (2006). Social intelligence: The new science of success. San Francisco: Jossey-Bass, A Wiley Imprint. Bauer, K. W., & Liang, Q. (May 21, 2003). The Effect of Personality and Precollege Characteristics on First-Year Activities and Academic Performance. Journal of College Student Development, 44, 3, 277-290. Cillessen, A. H. N., Cillessen, A. H. N., Scholte, R. H. J., Segers, E., & Spijkerman, R. (January 01, 2010). Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity. Journal of Youth and Adolescence, 39, 1, 62-72. Kosnin, A. M., & Ling Huey, J. L. (n.d.). ABILITY EMOTIONAL INTELLIGENCE VERSUS TRAIT EMOTIONAL INTELLIGENCE IN ACADEMIC ACHIEVEMENT. Medc. Retrieved April 13, 2013, from www.medc.com.my/medc/seminar_medc/fr Moore, B. (January 01, 2009). Emotional Intelligence for School Administrators: A Priority for School Reform?. American Secondary Education, 37, 3, 20-28. Plucker, J. A. (Ed.). (2003). Human intelligence: Historical influences, current controversies, teaching resources. Retrieved 13th April, 2013, from http://www.indiana.edu/~intell Poor Academic Performance in School. (n.d.). ACCG Counseling Services. Retrieved April 12, 2013, from http://accg.net/Pooraca.htm Ross, M. R., Powell, S. R., & Elias, M. J. (January 01, 2002). New Roles for School Psychologists: Addressing the Social and Emotional Learning Needs of Students. School Psychology Review, 31, 1, 43-52. Stanford-Binet, L. T. (n.d.). The IQ and Intelligence. University of North Carolina at Chapel Hill | The University of North Carolina at Chapel Hill. Retrieved April 12, 2013, from http://www.unc.edu/~rooney/iq.htm Zaccaro, S. J., Gilbert, J. A., Thor, K. K., & Mumford, M. D. (December 01, 1991). Leadership and social intelligence: Linking social perspectiveness and behavioral flexibility to leader effectiveness. The Leadership Quarterly, 2, 4, 317-342. Top of Form Bottom of Form Read More