Expectations and Accountability: When a student chooses failure.

1. Expectations and Accountability
When a Student Chooses to Fail

2. CONTENTS:
 Who are we?
 The problem
 Fishbone diagram
 Matrix diagram
 Why did we chose it?
 Literature review
 Analysis of the literature review
 Survey
 Recommendations
 Gantt card
 References
 Table of figures

3. Fail Fighters
Group members:
Duygu Özçelik
Funda Gül
Gamze Hallı

4. Teacher
Student
Family
Friends
Our Logo: Tandem Bike

5.  https://www.youtube.com/watch?v=TU7RBqTndJ8&feature=youtu.be

6. The Problem
 We chose the chapter `Expectations and Accountability` and focused on the
part `When a Student Chooses to Fail`. After reviewing the chapter, we
decided that there are four main points that can affect the students decision
to pass or fail the class. These four points are;
• Students behaviour and perception
• Teachers attitude towards students
• Peer group and classmates
• Family

8. Fishbone Diagram
Family Students
Classmates
Teacher
 Expectations
 Parenting Styles
 Domestic Issues
 Economic Issues
 Attitude of
Classmates
 Success of
Classmates
 Socialization
 Lack of Life Goals
 Laziness
 Not Caring About Future
 Lack of Motivation
 Not Being Interested In
Subject
 Fear of Failure
 Learning Helplessness
 Not Taking
Attendance
 Overload
Students with
Homework
 Expectations
 Make-Up Work
Why students
choose to
fail?

10. Matrix Diagram
Voters Classmates Family Student Teacher
Duygu 4 6 7 5
Funda 4 5 7 6
Gamze 6 4 5 7
Percentages 21% 23% 29% 27%

11. Why Did We Choose It?
According to our Matrix Diagram, the most important factor that
affects the students failure is the student him/herself. But we decided
to focus on every point a little.

12. Literature Review

13. Perceived Causes of Academic Failure among Education Students
Aysan, Ferda (1996)
Dokuz Eylül University. İzmir, Buca
 Methodology: III Phases
 Phase I: 362 students are asked to specify the most important reasons
behind their failure.
 Phase II: According to data collected, 10 major problem fields are
determined, and 274 students are given a questionare including these
factors: teachers' behavior; teaching methods; lack of commitment to study;
problems with learning environment; problems with subjectcontent and
examinations; psychological problems of student;unsatisfactory relationship
with family; future concerns related tochosen field of study; and problems of
time management.
 Phase III: 560 students are asked to answer what the specific courses that they
fail are, so that the researchers could determine the departmental differences
such as Social Science versus Fine Arts or Educational Science.

14. Findings of the Research
 “Teaching methods” and “content of subject-matter and
examinations” were percieved as a significant cause of failure among
all gender, age and different department groups.
 The factor “psychological problems” was regarded more prominent
for the students from Social Science Departments than Educational
Science, Foreign Language or Fine Arts Departments.
 The factor “ education environment related failure” also differed
among departments.
 As regard to gender groups, male students found “time management”
and “unsatisfying family relationships” as important factors for their
failure in respect to students in female group.

15. Survey of the Causes of Failure among
Education Students
Sotera F. Diaz, (2009)
 Methodology
 Sixty-four students who failed in one or more subjects.
 They are given a questionnaire in the form of a checklist which contained twenty probable
factors that have affected them in their studies.
 Factors: 1. The subject is difficult to understand.
2. The tests are difficult.
3. The passing score is high.
4. I have financial problems.
5. I don't understand the explanation.
.
.
.

16. Findings of the Research
 It identified seven major causes such as:
(a) difficulty of subjects and tests,
(b) high passing score,
(c) financial problems,
(d) difficulty of understanding teacher's explanation,
(e) course not their choice,
(f) noisy boarding house.

17. Why Do Students Fail? Student’s Perspective
April 5‐9, 2013
Researchers: Abour H. Cherif, Ph.D.
Farah Movahedzadeh, Ph.D.
Gerald E. Adams, Ph.D.
 739 students are asked an open-ended question to get rich-detailed information:
“From your own perspective, why do you think students fail classes?”
 According to the students’ answers, categories and sub‐categories are identified
 Seven Main Categories:
A- Motivation,
B- Study habits,
C- Instruction,
D-Academic Preparation,
E-External Factors,
F- Relevancy Issues,
G-Attitudes.

18. Findings of the Research
 Lack of motivation and related matters is the category
mentioned most frequently.
 in order to succeed, students need good reasons behind why they are
taking a given course and why they are in school.
 Other underlying factor is academic preperadness.
 The overall message is that a number of students fail simply because they
were not capable mentally and/or not prepared academically.
 External factors included outside influences, such as the need
to work while going to school and the cost of education, which
are outside of the control of students.
 Lastly, study habits are mentioned most frequently as the root
cause behind student failure.

19. Survey
 In order to reflect the students` and teachers` general thoughts on the
reasons and possible ways of improvements for the problem `why students
choose to fail`, we conducted a 7 question survey among 70 students and 10
teachers in high school level. We did a simple data analysis and draw pie
charts to demonstrate the importance level of the answers.

20. 1. What is the most underlying factor that results in students to
choose to fail?
20%
40%0%
40%
Teachers Answers
Family
Student (him/herself)
Teacher
Classmates
20%
23%
34%
23%
Students Answers
Family
Student
Teacher
Classmates

21. 2. Of which options below is the more Effective in
students’ choosing to fail?
20%
0%
20%60%
Teachers Answers
Difficulty of The Curriculum
Passing Grades are High
Difficulty in Understanding Teacher
Students Lack of Interest to the Subject
17%
20%
40%
23%
Students Answers
Difficulty of the Curriculum
Passing Grades are High
Difficulty in Understanding the Teacher
Stundents Lack of Interest to the Subject

22. 3. Taking attendance affects students’ performance
negatively.
20%
20%
40%
20%
Teachers Answers
Strongly Agree
Agree
Disagree
Strongly Disagree
10%
27%
49%
14%
Students Answers
Strongly Agree
Agree
Disagree
Strongly Disagree

23. 4. High expectations of parents and teachers cause students’
choosing to fail.
20%
80%
0%0%
Teachers Answers
Strongly Agree
Agree
Disagree
Strongly Disagree
11%
80%
6% 3%
Students Answers
Strongly Agree
Agree
Disagree
Strongly Disagree

24. 5. The extra take-home activities cause students’ choosing to
fail.
0% 20%
60%
20%
Teachers Answers
Strongly Agree
Agree
Disagree
Strongly Disagree
28%
38%
32%
2% Students Answers
Strongly Agree
Agree
Disagree
Strongly Disagree

25. 6. Family-related problems result in students’ choosing to
fail. State a point from 1(lowest) to 7(highest).
0% 0% 0%
0%
40%
60%
0% Teachers Answers
1 2 3 4
5 6 7
0% 3% 11%
6%
23%
34%
23%
Students Answers
1 2 3 4
5 6 7

26. 7. The Education system and curriculum cause students’ choosing to fail.
State a point from 1(lowest) to 7(highest).
0%
0% 20%
0%
40%
20%
20%
Teachers Answers
1 2 3 4 5 6 7
10%
8%
14%
14%16%
19%
19%
Students Answers
1 2 3 4 5 6 7

27. Recommendations
 Student-related solutions;
o Supportive systems should be supplied to guide students who might not know what
to do when falling behind
o To increase their motivation, make them understand the value of education and
how their lives would be better if they succeed in school.
o Early warning interventions should be supplied rather than waiting results of their
scores.
o Students should be given good reasons behind why they are taking a given course
and why they are in school.
o Struggle with students’ bad study habits and time-management problems is
another prominent issue. (Procrastination Syndrome vs. note-taking, studying
schedule habits)

28.  Teacher-related Solutions
o Non-threatening classroom environment should be promoted.
o Teachers should heartfully belive that students can achieve with an appropriate
technique and comminication.
o Not only teacher-student, but also student-student dialogue should be
encouraged
o Teachers build up students’ self confidence.
o At the beginning of the semester, instructors should try to find out what type of
learning styles exist among their students. For example, some students may be
visual (seeing) learners, auditory(hearing) learners, or tactile (doing) learners.

29.  Family-related solutions;
o All stake holders (family, teacher, administrators) should cooperate with each
other.
o Informative seminars should be done particularly for families.
 Peer-related solutions;
o Positive peer relations should be established through educative in-door or out-
door activities.

30. STEPS March 9 March
16
March 23 March 30 April 6 April 11
PLAN Determination of the
Problem
Literature Review
Targets
DO Determination of the
Main Causes
Collecting data
CHECK Checking Data
Suggestions
ACT Project Preparation
Presentation
EXPECTED OBSERVED
Gantt Card

31. Special Thanks to Dr. Hayal Koksal

32. Table of Figures
 http://www.somo.co.ke/pics/article/23-career-guide.jpg
 http://cache1.asset-cache.net/xc/487500486.jpg?v=2&c=IWSAsset&k=2&d=yN_-
GkFWYIy3IwUaZS9lBHqQl_X3jw66HURN6ChtV_ObWkinrwIoHOMdj0wL6V6f0
 http://churchsoftware.iconcmo.com/wp-content/uploads/2012/08/failure-
success.jpg
 http://previews.123rf.com/images/rangizzz/rangizzz1203/rangizzz120300021/128634
69-Choosing-between-failure-and-success-Stock-Photo.jpg
 http://www.hayalkoksal.com/#collaboration-with-greece

33. References
 İmece Circles By Hayal Köksal
 Aysan, F. (1996). Perceived Causes of Academic Failure among Education Students. Dokuz
Eylül Iniversity. The Education Faculty of Buca. Retrieved From
http://files.eric.ed.gov/fulltext/ED406326.pdf
 Diaz, S. F. (2009).Survey of the Causes of Failure among Education Students. Retrieved
from http://local.lsu.edu.ph/institutional_research_office/publications/vol.14no.2/2.html
 Cherif, A. H. (2013, April). Why Do Students Fail: Students’ Perspective.
Retrieved from
http://www.abourcherif.com/pdfs/Why%20Do%20Students%20Fail%20Final%20April%20
8%202013%20doc.pdf
 Learned Helplessness Video.
Retrieved From https://www.youtube.com/watch?v=TU7RBqTndJ8&feature=youtu.b