Learner’s Attribute To Academic Outcome
Learner’s Attribute To Academic Outcome
Education is one of the most important components of people’s lives since it instills important skills, talents, and information (Abu Saa, Al-Emran, & Shaalan, 2019). Furthermore, it contributes to people, communities, and the nation’s general growth and advancement. An educated person is not only capable of achieving their chosen goal but also of making a valuable contribution to the community’s prosperity. Learning and academic performance are often instilled in academic information, talents, skills, and competency. The academic outcome at the school can be assessed in various ways. One such way is through the examination, among other forms of assessment in the school(Abu Saa, Al-Emran, & Shaalan, 2019). There are always many factors that promote academic performance ranging from internal and external factors. The school and learners highly regard the academic as it influences people’s perception of the school. For the student, the academic outcome influenced the future objectives and goals of the students. Besides, it determines the kind of subject they will specialize in colleges and universities, which institutions they will likely attend, the career path the student might up, and so forth. Due to the need for good performance in school, students and parents have always focused on the best strategies to realize good academic performance; hence various strategies have been put in place to enhance academic performance in school. One of such strategies is creating a desirable environment besides promoting positive attributes of learners, which can lead to higher performance. Therefore, this research paper focuses on the learner’s attribute, which is always considered one of the key factors influencing academic outcomes.
Learners Attribute Which Influences Academic Outcome.
The academic outcome is usually connected with successful students’ abilities and capacities; it can also be seen in the school student’s results. For instance, learners in the school system, public or private, at the right age, who finish the right level of education without failing may be considered successful in terms of the academic outcome. On the other hand, learners attribute the academic meaning to the learner qualities or traits that influence the academic outcome. Some of the qualities are discussed below:
Critical Thinking
Critical thinking is so important in helping students become better problem solvers. The school’s responsibility is to assist pupils in improving their critical thinking skills. Critical thinking is the capacity to detect, analyze, and evaluate events, ideas, and information to come up with good responses and solutions (Alyahyan & Düştegör, 2020). On the other side, creativity refers to a student’s capacity to develop fresh methods to solve problems, approach difficulties, create products or respond to queries. Because it is not always easy for students to transfer what they learn from one subject to another, they must be able to reflect on and apply concepts from several disciplines in interdisciplinary ways to become more effective critical and creative thinkers (Hayat et, al. 2018). Interdisciplinary techniques should always be based on a solid understanding of the disciplines involved. Critical thinking, creativity, and problem-solving abilities are linked to that discipline. Each field, such as history, biology, and the arts, requires a different level of critical thinking and creativity due to the various concepts in each topic. It’s also because a discipline’s concept and knowledge are intrinsically related to the capacity to think critically and creatively. The fundamental rationale for incorporating academic disciplines in the curriculum is that they foster knowledge with application that is difficult to come by in everyday life. As a result, as scientists, artists, and mathematicians, kids learn to think critically and solve various challenges.
By employing a supporting curriculum, teachers can successfully aid students in making mental connections between what they learn in one context and subject and what they learn in another. Each student’s self-perception and learning abilities will shift from one setting to another. If students struggle with mathematical concepts, they are likely to be less confident, responsible, thoughtful, imaginative, or enthusiastic in this subject than others. Consequently, assisting students in uncovering their passions and areas of strength may serve as a springboard for contemplation on why they thrive in some fields but struggle in others. Reflective exercises may assist students in better understanding themselves as students across the curriculum, and as a consequence, they will aim to maximize their strengths while minimizing their shortcomings. As a result, learners must be actively engaged to develop strong critical and creative thinking abilities. They will be required to think critically and creatively in various settings. Each learner’s knowledge, understanding, and learning style assist the learning process.
Students’ Level of Intelligence
Even though intelligence has various meanings, a limited definition centers around critical thinking and mental skill in a particular logical Intelligence is often related to the IQ (IQ-g) as a general measure. From a more extensive perspective, insight might be characterized as an individual’s capacity to adjust to another climate, catch on quickly from their errors, and show fruitful critical thinking abilities in various circumstances (Sisk et al., 2019). According to the larger meaning of intelligence, personal competencies, practical problem-solving talents, and analytical skills are all needed. According to Sternberg (2009), intelligence is the capacity to achieve life objectives by leveraging strengths and adjusting for weaknesses to successfully engage with various settings utilizing analytical, creative, and practical talents. He stated that effective understudies in advanced education, daily life, and in the calling have intriguing inventive concepts and clever and administrative qualities, which are critical in allowing them to achieve their full potential.
Sternberg noticed that the most successful graduates he worked with were not of the best academic standing but rather those who had practical intelligence paired with wisdom and creativity (Pham et al., 2019). In his context, practical intelligence is defined as getting things done, communicating effectively, collaborating, and completing tasks. He went on to say that knowledge, wisdom, and creativity are all learnable skills that may be honed through time. They are a method of gaining knowledge. Sternberg regarded the idea of wisdom, which is tied to intelligence, as being particularly pertinent to the learner’s characteristic of responsibility. Sternberg’s definition of intelligence goes beyond being knowledgeable, yet, he emphasizes the need to apply suitable information to make good decisions (Mazana et al., 2019).
Level of Self-Motivation/Intrinsic
Today’s educators are worried about motivating students to study in school, and motivating students to succeed in school is one of the century’s most difficult challenges (Teachers should only be in the classroom to inspire pupils to learn and keep them interested in what they’re studying. A high level of motivation is required for academic achievement (). According to Moula, parents and educators should try to grasp the importance of fostering and strengthening intellectual drive in children as early as possible (2010). Feldman (2005) describes motivation as a process that initiates, drives, and maintains behaviors to achieve physiological or psychological needs. According to Wood (2002), it is a process that begins, directs, and maintains activities to meet physiological or psychological needs requirements. Motivation is also the force that propels, encourages, and directs one’s development (Fernandes et al., 2019). According to Ryan and Deci’s self-determination theory, there are two types of motivation, extrinsic and intrinsic (Fernandes et al. 2019).
Intrinsic motivation is a drive within pupils that propels them to pursue academic goals because they like the learning experience (Millea et al., 2018). According to Harter (1978), intrinsic motivation is a natural power that propels people to seek out and meet new challenges. Their talents are tested, and they are motivated to learn, even with no outward benefits. Intrinsically motivated students aspire to master science knowledge and skills as a learning goal (de Boer et al., 2018). Csiksezentmihalyi and Nakamura (1989) identified the following characteristics of intrinsically driven people: They are completely involved in both mental and physical activity, remain highly focused throughout these activities with well-defined objectives, are self-critical and realistically self-reflect on their habits, and are usually alright with failure while learning. De Boer et al. (2018) observed that truly driven youngsters learn freely and prefer to take on difficult activities. They put up a lot of effort into carrying out the tasks that have been assigned to them. They apply what they’ve learned in school to what they’ve learned outside of it. They regularly ask questions to increase their knowledge and study without the help of an instructor, and they like their job and show positive emotions throughout the learning process. Naturally driven students can pick up new concepts and demonstrate a greater grasp of the content (de Boer et al., 2018).
In a variety of populations, Researchers discovered that students who have higher academic intrinsic motivation are more competent in school from childhood to adolescence, displaying significantly higher academic achievement, more positive perceptions of their academic competency, lower academic anxiety, and less extrinsic motivation. According to Ingraham, Davidson, & Yonge, 2018), academic success and motivation are linked. They discovered a strong link between student motivation and academic achievement. In addition, they discovered that successful students have a significantly stronger incentive to succeed than unsuccessful students.
References
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