There is no country or economy participating in PISA 2012 that can claim that all of its 15-year-old students have achieved a baseline level of proficiency in mathematics, reading and science. Poor performance at school has long-term consequences, both for the individual and for society as a whole. Reducing the number of low-performing students is not only a goal in its own right but also an effective way to improve an education system’s overall performance – and equity, since low performers are disproportionately from socio-economically disadvantaged families.
Low-performing Students: Why they Fall Behind and How to Help them Succeed examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.
- 10 Feb 2016
Engagement, Motivation and Self-Confidence among Low-Performing Students
Students’ attitudes towards learning, and their behaviour in and outside of school, have a considerable impact on their performance. This chapter examines the strength of the associations between low performance and the amount of time and effort students invest in learning, students’ perseverance and motivation in completing their schoolwork, and students’ sense of their own academic abilities and well-being at school.