This document summarizes research on factors that influence the academic achievement of students, particularly low-performing students. It discusses that academic achievement is influenced by family factors like socioeconomic status and parents' education level, school factors like facilities, type of school and teacher relationships, and student factors like self-regulation, personality and peer influences. The research indicates that an integrated approach is needed to address the academic achievement of low-performing students that involves students, parents, and schools.

1. A STUDY ON LOW PERFORMING INDIAN STUDENTS IN
SECONDARY SCHOOLS
ABSTRACT
This study is an initiative to investigate the factors that influenced the academic
achievement of low-performing Indian students in secondary schools, and to identify
strategies to help them. The study indicated that any effort to bring about a change in
the academic achievement of low performing students should incorporate students,
parents and schools (mainly teachers). Failure to implement an integrated approach
would not lead to the desired results. However, since the student factor was the pivot
of their low academic achievement, the authorities concerned should focus on
programmes that can bring about a paradigm shift in the low-performing students’
mindset. Such programmes should develop their self-esteem and help them gain
confidence in themselves as well as provide them with the capacity to know how to
follow the right path for their future. Generally, low performing Indian students have
family, social, financial and emotional problems. These students need constant
counselling to help them overcome these problems. The teachers state that school
counsellors must get to know the students’ problems and meet the students frequently
to keep in touch with their development. Counselling programmes must focus on
building confidence, inculcating perseverance and creating a positive attitude so that
their attendance in school improves. This will eventually reduce their involvement in
gangs, vandalism and bullying.
INTRODUCTION
The diverse and extensive changes in the status and content of education in Malaysia
over the past quarter of a century, have created a host of new needs and challenges
that require attention. In an attempt to revive the educational scenario of the country,
Malaysia developed the Malaysia Education Blueprint 2013-2025. In order to address
the educational needs of Malaysian students, and hone the quality of education for
international standards, Malaysia advanced into an arrangement to create a new

2. benchmark. Preparing students for the 21st century requires a firm vision that will set
the stage for a phenomenal transformation.
The Malaysia Education Blueprint (2013-2025) aims to prepare students to meet the
rising standards of education, as a consequence of globalisation. This blueprint
aspires to create a system whereby students have equal opportunities to build shared
experiences and aspirations that would form the foundation for unity, as well as to
maximise student outcomes within the existing budget levels. The blueprint identified
11 shifts that are needed to deliver the step change in educational outcomes
envisioned by all Malaysians, with each shift addressing at least one of the five system
aspirations of “access, quality, equity, efficiency and unity. At the most basic level,
every child is expected to be fully literate and numerate.
It is indisputable that education plays a critical role in lifting an individual’s status, and
the status of the community that he or she lives in, at large. Socio-economic status is
often measured as a combination of education, income and occupation. Education is
the key driver to give all those who are lagging, a push to improve their socio-
economic status (Hatta & Ali, 2003). Education also plays a crucial role in poverty
eradication. Not only is education important in reducing poverty, it is also a key to
wealth creation. In general, education is vital to achieve this goal because it can help
to ensure that the benefits of growth are fairly shared.
BACKGROUND STUDY
Chan (2016) states that a study carried out by the Khazanah Research Institute (KRI)
showed that less than10 per cent of Indian children, whose parents had either, never
been to school or had dropped out of primary school, were able to further their studies
at tertiary level. The study also revealed that given the same circumstances, the
percentage of Indian children who made it to tertiary education level was about 70 per

3. cent the lowest compared to Bumiputera children at 74 per cent, and Chinese children
at 79 per cent. This is reflected in the report by KRI entitled, “Climbing the Ladder:
Socio-economic Mobility in Malaysia”.
A study related to the education of Indian students was conducted by Santhiram in
1999 revealed that the general performance of the Indians students was not
satisfactory. Generally, there are very few studies related to education and the
performances of Indian students in examinations were overlooked. Therefore, there is
need for more studies to be carried out to assess the academic performance of Indian
children in Malaysia.
Reports on successful Indian students have shown that they have brought fame to the
country through their achievements in academia and sports. The success of the Tamil
primary school pupils who grabbed the championship at the 35th Beijing Youth
Science, Creation Competition (BYSCC) in China was a milestone for Malaysian
Indians (iTimes, 2015). In 2018, 15 Indian school students, aged 8-17 years,
participated in the 4th
Asian Yoga Sports championship held in Korea, and emerged as
the second runner-up after securing 7 medals (iTimes, 2018). At the same time, a large
number of Indian students are involved in negative activities such as, gang fights,
drinking, gambling, truancy, theft and drugs (Azimi, 2005; Family Development
Foundation, 2002).
LOW PERFORMING STUDENTS
Low-performing students refers to students who had failed in a minimum of four of the
six core subjects which are Bahasa Melayu, English Language, Mathematics, Science,
Moral Education and History

4. Contributing Factors to Academic Achievement
However, there are also students who are neither great achievers nor academically poor.
These students are easily lured by their peers to join the groups mentioned earlier. The
excellent, mediocre and weak Indian students in secondary schools, need different kinds
of support to excel in academic field specifically, and in life, in general. The high
achievers are able to seek the necessary information to help themselves perform in their
studies, but the at-risk students need counselling and mentoring to develop their
strengths (MIB, 2017).
The effort of the Ministry of Youth and Sports through the Program Angkat dan Upaya
(PADU) in 2014 did show some early success but the programme was limited to less than
a thousand youths (MIB, 2017). Nevertheless, a large number of them can be helped with
timely guidance and support. It is assumed that a lack of emotional, moral and financial
support as well as a lack of guidance are the reasons behind their poor academic results
which in turn drives them to participate in negative activities. However, a few studies (Tan
& Raman, 2007; Sukumar, 2016; Dass, Gill, Redzuan & Ahmad, 2014) have probed
these assumptions to verify or nullify them, and to discover strategies that can be used to
help such youths. In the study on inter-ethnic relations involving youths, Fazilah et al.
(2008) stated that 20 per cent of the youths between 15-24 years of age were involved in
social ills.

5. Factors that Influence Academic Achievement
There is no one factor that influences a student’s academic achievement. Several
factors have been identified as contributing to students’ academic achievement. Some
of these factors, more prominent than others, are:
• Family
• School / Teachers
• Students
• Peers
The Family
Socio-economic status
Extensive research has been conducted on how the socio-economic background of a
family influences students’ academic performance. One such study conducted by
Akessa and Dhufera (2015) indicate that parents’ socio- economic status greatly
influenced their children’s academic performance. The study revealed that higher
socio-economic status ensured better academic performance. Another study by
Crosnoe and Cooper (2010) revealed that poverty causes unfavourable behaviour and
unsatisfactory academic achievements due to lack of resources. This is because they
are unable to satisfy their basic needs when they face financial difficulties.
A study by Gershoff, Aber, Raver & Lennon (2006) which showed consistent results
reported that families from disadvantaged socio-economic background have higher
stress, resulting in less positive parenting behaviours and investment in parenting.
Correspondingly, Considine and Zappala’s (2002) study showed that parents with
higher socio-economic status were able to nurture higher academic achievement
among their children by providing psychological support essential for success at
school.

6. Cutuli et al’s (2013) research showed that students from economically- disadvantaged
background not only produced lower academic results compared to their advantaged
friends, they also tended to have lesser academic advancement during their
adolescent years. Li, Allen and Casillas (2017) suggest that factors that influenced the
academic performance of middle school students, from economically disadvantaged
backgrounds, should be identified so that interventions and educational practices could
be established to ultimately reduce the socio-economic status-academic achievement
gap.
In comparison, Hijazi and Naqvi’s (2006) research showed a negative relationship
between students’ academic achievement and their family’s economic background.
They concluded that wealth neither guaranteed excellent academic performance nor
made a student serious about studies. This also meant that students from
economically challenged backgrounds do not necessarily perform badly in their
studies. Pedrosa et al (2006) also discovered from their social study, that students who
came from an economically disadvantaged background accomplished more
academically compared to their counterparts who came from better-placed socio-
economic families.
Parents’ education
Research has also shown that parents’ education and careers do influence students’
academic performance to a certain extent. These two factors directly contribute to the
socio-economic status of families. When parents are educated, they understand the
academic needs of their children and their capabilities, and they are able to provide for
them (Alfifi& Abed, 2017). Similarly, Akessa and Dhufera’s (2015) study also showed
parents’ who are educated until at least up to diploma level, have a positive influence
on their children’s academic achievement. This is because educated parents are able
to understand and also coach their children academically.
To summarise, many studies concluded that the socio-economic status of a family and
the parents’ education influenced the academic performance of their children. This can
be explained as a chain of life. When a family’s socio- economic background is strong,
they are able to cater to their children’s educational needs. These children succeed

7. academically and hold reputable careers. They are then able to support their children
financially, and the chain continues.
On the other hand, there are also studies which found the socio-economic status to be
insignificant in determining students’ academic achievement. Studies, for example, as
reflected in the Khazanah Research Institute (2016) report showed that the higher the
education level of parents, the better students are able to perform academically.
The School
Facilities
Research has shown that the role of the school was significant in ensuring students’
academic achievement. The role included that of the school administration, teachers
and facilities available at the school. Karemera (2003, as cited in Mushtaq & Khan,
2012) established the notion that students’ academic accomplishments were positively
connected with facilities in schools such as, the environment, the library and computer
labs. When schools were equipped with the necessary facilities, students used them
and concentrated on their studies.
Mushtaq and Khan (2012) also found that learning facilities and academic performance
shared a positive correlation. A study conducted by Singh, Malik and Singh (2016)
showed that learning facilities played the most important role in affecting students’
academic achievement, compared to their communication skills and guidance from
parents. If a school was equipped with all the necessities, students were able to study
comfortably and effectively. The availability of tables and chairs, the required number
of teachers and books, and computer labs to match the current needs of the learning
approach, were essential for a successful learning process.
Location and type of school
The location, and the type of school were also significant in influencing students’
academic performance (Beaumont-Walters & Soyibo, 2001). If a school was located in
an urban area, the school is most likely to be equipped with all the necessary state-of-
the-art facilities for the students. Students will be exposed to more educational

8. opportunities. These opportunities do contribute to students excelling academically to a
certain extent.
Secondly, schools can be grouped into categories. In Malaysia, schools are
categorised as being high performing, cluster, residential, religious, daily schools etc.
The types of schools also contribute to the academic achievement of students because
some of these schools are fully aided by the government and are able to improve their
facilities.
Relationship between teachers and students
The relationship that students share with their teachers also determined their academic
performance to a certain extent. According to Beyazkurk and Kesner (2005), a positive
relationship between teachers and students helped students to learn better. Students
were able to adapt well in the classroom and were more confident in acquiring new
knowledge with the presence of emotional support from their teachers.
Streaming according to academic levels
Research also showed that streaming students into groups based on their academic
achievement does help in influencing their academic performance. Gentry and Owens
(2002) found that when students with higher academic achievement were put together
with students of the same calibre, they were able to learn more and achieve better
results. This was because they were able to identify their own abilities, and were ready
to take up the challenges with their counter parts (Fiedler, Lange & Wine-Brenner,
2002). If academically low performing students are grouped with higher achieving
students, they may find the lessons challenging as they may not be able to grasp the
lessons as quickly as the high achievers. This may in turn lead to them becoming
demotivated.

9. Relevance of the curriculum
Do students see the relevance of the curriculum content to their future? When students
understand the relevance, they would naturally put in the necessary effort to achieve
good results. In their study, Crumpton and Gregory (2011) found that most low-
performing students found the content of the subjects they were learning, to be
stimulating and relevant to their lives. Therefore, they were motivated to learn and
actively engage in class.
In short, schools play a significant part in promoting excellent academic achievement.
These include the type of school, facilities available, relationship between teachers and
students, and students’ academic capabilities in coping with their studies.
The Students
Self-regulation
One of the most crucial factors to consider when studying students’ academic
accomplishments is the students themselves. Baumeister (2002) used the term ‘self-
regulation’ to refer to “certain conscious and unconscious processes by which the
human psyche exercises control over the operation of the state and its internal
processes” (as cited in Daniela, 2015). Basically, Baumeister believed that individuals
had the power to control their minds to achieve anything in life if they put their minds
into it, including in their studies.
Pintrich (2000) stated that self-regulated students had a certain maturity level enabling
them to achieve both cognitive and social advancement. These students were able to
cope with any situation, even challenging ones. They had the mental capability to
control their learning environment to achieve academic success. With regards to this,
Daniela’s (2015) study indicated that students with low confidence level, on the other
hand, had a lower aptitude for learning.

10. Personality
Students’ personality traits also contributed to their academic achievement. Several
studies had been conducted to substantiate the relationship between these two
variables. One such study conducted by Briley, Domiteaux and Tucker-Drob (2014),
indicated a positive association between academic achievement and students’
personality. They found that the qualities of being conscientious, neurotic and open to
experience, linked the strongest to achievement-relevant personality measures
(APMs). Malykh (2017) concluded that the more receptive students were to new
experiences and knowledge, the higher their cognitive capability which in turn led to
higher academic achievement.
Students’ characteristics
Another area to examine besides students’ personality traits are students’
characteristics. This includes the students’ intelligence, their study skills, hours spent
studying and memory sustaining capabilities. Moreover, in many situations, students’
beliefs about education also affected their academic success. If they were optimistic
that education would lead them to a better future, they may put in extra effort into
achieving excellent results.
Self-perception
How students perceive themselves also determines their academic performance.
Students who have goals to achieve in life view themselves as worthy. They motivated
themselves to study hard and achieve those goals. Ames (1990) defined achievement
goals as “an integrated pattern of beliefs, attributions and that produces the intentions
of behaviour represented by different ways of approaching, engaging in, and
responding to achievement- type activities”.
To summarise, students themselves are one of the significant factors in determining
their academic achievement. Their thought processes, how motivated they are
academically, their personality and how they identify themselves influence their
academic success.

11. Peer Group Influence
Another factor that affected students’ academic performance is influence from peers.
The influence can be either positive or negative. Hanushek, Kain, Markman and Rivkin
(2003) established that peers had a greater influence than the family, in the students’
life. They found that a peer’s positive influence, positively affected students’ average
results. Montero (1990) found that students who failed academically were those who
had been rejected by their peers.
In another study, Giuliodon, Lujan and DiCarlo (2006) found that through interaction
with peers, students might be able to increase their ability in solving qualitative
problems. When peers helped each other in academic matters, it enhanced their
problem-solving and critical thinking skills (Rao &Dicarlo, 2000).
It is also important to note peers’ beliefs pertaining to education and learning. If peers
had a positive belief that education would lead to a bright future, students may be
influenced to believe the same. Dukmak and Ishtaiwa (2015) concluded that if students
shared more positive characteristics with their peers compared to negative ones, there
were high chances that these students would do well academically. It can be
concluded that students with positive attitude towards studies influenced their peers
positively and vice versa.
Social Media
In the current era of information technology and Internet, social media plays a major
role in the lives of the younger generation, including secondary school students.
Facebook, Instagram, Twitter and online games have become a trend among this
group of Internet users. A survey by the Pew Research Center (2015b) found that an
estimated 71% of American teens, aged 13-17 use Facebook.

12. Research had shown overwhelming evidences that social media had impacted
students negatively, where their academics were concerned. Students tended to spend
more time logged on to social media compared to their studies (Paul, Baker &Cochran,
2012). A study of whether students were addicted to social media was carried out by
Lee et al (2013). They found that the group identified as addict risk users, spent more
time on applications that gave them immediate entertainment. Another study by Rosen,
Carrier and Cheever (2013) indicated that students, regardless of their level of
education, were easily distracted from their studies by technology availability such as
social media and texting. A negative relationship between the use of Facebook and
academic achievement was also seen by Junco (2012). The study conducted by Tariq,
Mehboob, Khan and Ullah (2012) reiterated the findings that social media affected
students’ academic performance negatively as students’ concentration was affected
when they logged on to social media.
The use of social media is perpetuated through the existence of smartphones.
Smartphones make it convenient for users to be hooked on to social media. Lepp et al
(2015) believed that the features of smartphones allowing users to multitask, like being
logged on to social media while doing other activities, negatively impacted the more
important task, studying.
Huang (2018) conducted a meta-analysis study on the correlation between social
network site use and academic achievement. It was found that the overall relationship
between the use of social networking sites and academic performance showed a small
negative mean. This indicated that the use of social media had a minimal negative
influence on students’ academic performance. Similar to the influence of socio
economic background, there are contradicting views regarding the use of social media
in influencing students’ academic success.
In conclusion, there are several factors that determine students’ academic
achievement. The main factors include family’s socio-economic background, the
school, students themselves and peers. Nevertheless, there are other factors such as
the use of social media which also contributed towards the low achievement of
students.

13. IMPLICATIONS FOR COUNSELORS
Guidance and Counseling play a very important role in the academic achievement
and behaviour of students in a school. Each counselor also has a role in producing
well-behaved students and maintaining good academic performance in school. In
this study, Indian students who are experiencing low performance in academics
need to be addressed by taking immediate action to control their behaviour.
Furthermore, counseling interventions should be provided to control the behaviours
and emotions of students involved in academic decline. In addition, the involvement
of the counselor is also very important in solving the students’ problems.
Counselors who manage the cases should have all the skills learned and apply
them to students to understand the problem in depth. The implications of counselors
also play an important role in addressing the deterioration of student academic
achievement in school which may bring about changes in academic achievement in
the future.
Counselors need to take action by conducting counseling that involves all three
important elements . The purpose of counseling is to understand and resolve the
factors that cause students to experience academic decline in the school.
Counselors need to make some interventions such as individual counseling, group
counseling and organizing some counselling programs to address the issue of low
performing academics that often occurs among Indian students in secondary
school.
1. Counseling and Programs
i. Individual Counseling

14. The implications of counseling are important to create improvement in academic
achievement among students by providing intervention or individual counseling that can
help improve self-esteem, encourage students to think, establish self understanding of
academic importance and establish good relationship or trust with counselor by
conducting this counseling (Whiston, Tai, Rahardja, & Eder, 2011). Individual
counseling is also more important than group counseling because students are given
time to think and understand their own problems. Hence, guidance from the counselor is
very important for students to understand the factors that distract them from focusing on
their education. The duration of individual counseling is also very important to see the
improvement of academic achievement while the individual counseling is conducted.
Therefore, the involvement of both counselor and student should give priority in
identifying strategies that can help to change the behaviour of students within a set
period of time.
ii Group Counseling
Group counseling involves several parties such as the student's family, friends or
relatives if needed. The purpose of group counseling is to discuss students’ problems
and make decisions that can help students of low performing in academic achievement.
In this study, academics among students declined due to family, school or teachers,
students and peers factors. By that, counselors need to conduct group counseling to
know and understand the real situation that causes students to not give interest to their
academics. Through group counseling, counselors can also take in some important
information to make an assessment of students' problems.
Group counseling also helps students to solve interpersonal problems. First of all,
counselors encourage students to adapt in a group setting. It also helps the students to
know the interpersonal support that can help them to overcome their problems. Group
counseling also helps students with problems to improve or restore their behaviour
(Brigman and Campbell, 2003). In addition, students can also determine the importance
of a support system in solving the problems they faced. Counselors need to help those

15. involved in counseling to determine the goals that can create changes in their academic
achievement.
iii Counselling Programs
Furthermore, counselors can also take steps by holding programs that cultivate good
values among students through seminars, talks, motivational camps, workshops and
other activities that can enhance self-efficacy among students. Counselors can have the
opportunity to apply good values directly to students through these counselling
programs. Meanwhile, counselors can find the potential or ability of students in the
academic field more clearly. Counseling programs can help students to increase their
potential in academic achievement through involvement in the programs provided by
school counselors ( Hayes & et al, 2002). Counselors also need to pay attention to the
involvement of students in counseling programs that can improve their functionality in
various aspects. Therefore, counselors need to play an important role in producing a
useful human capital in this community.
2. Increasing counselors self awareness
Every counselor has an important role in providing support to students who have
social problems in school. In addition, counselors should have self -awareness of
their own environment to ensure that the information shared can instill trust in the
client. Counselors should be more sensitive to the information shared to be able to
provide effectiveness to the counseling. Therefore, self -awareness is a professional
skill that can help counselors to understand and relate client problems more
effectively (The Council for Accreditation of Counseling and Related Educational
Programs (CACREP; 2009). It can also create awareness in the client who is
involved in the counseling intervention process. As a counselor, self awareness helps
them to understand the problems or issues of the clients. School counselors are also
an important element in raising awareness by using effective techniques. For
example, counselors can help students by using models or theories that can be
explained and related to their problems. This method can help and encourage
students to make more effective decisions with the knowledgeable counselor. The

16. purpose of the counselor is also to raise awareness as well as educate the troubled
students to realize the mistakes and transform into a beneficial person.
3. Communication skills
Counselors play an important role as teachers in educating life ethics and morals by
having effective communication in school (Carkhuff & Berenson, 1976). Counselors who
are willing to listen and create confidence in students can create comfort for students to
communicate and pay attention to guidance and counseling. Therefore, counselors who
have good communication skills are more likely to know how to find solutions for
problems among students. Meanwhile, effective communication skills can create a good
relationship between students and counselors to achieve goals in a short period of time.
In addition, counselors with good counseling skills are able to conduct the intervention
without any interruption throughout the interventions. A counselor who has good
communication skills can create a situation that convinces the client as well as gives
more impact to the client and his problems. The implication is that counselors can set
goals as well as establish a relationship between the two parties on trust.
In summary, the implications for counselors to create a mentally and emotionally
healthy society. In this study, counselors need some skills to understand and monitor
students who are having problems in their academics. A professional counselor can
identify and manage cases better and more effectively. So, professional and
knowledgeable counselors are an important element in a school to produce students
who are excellent in academics and good behaviour.

17. CONCLUSION
This study was carried out to investigate the factors that influence the academic achievement
of the low performing Indian students in secondary schools. The focus was to identify the
reasons behind their failure and to suggest strategies to help them improve their academic
performance. The findings indicate that parents, the school and teachers play a role in
affecting the performance of these low performing students. However, the students
themselves are seen as the pivotal factor that influences their success or failure. Hence, the
relevant authorities, such as the Ministry of Education and non-governmental organisations
should focus on programmes that are able to bring about a change in the low performing
students’ mindset. Such programmes should develop their self-esteem and confidence, as
well as provide them the tools to build the right path for their future.

18. REFERENCES
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achievement and school success behavior. Professional School Counseling,
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counseling & psychotheraphy. Amherst, Mass: Human Resource Development
Press.
Council for Accreditation of Counseling and Related Educational Programs. (2009).
CACREP 2009 Standards. Retrieved from http://www.cacrep.org/doc/2009
standards with a cover.pdf
Hayes, R.L., Nelson, J., Tabin, M., Pearson, G., &Worthy, C. (2002). Using school-
wide data to advocate for student success. Professional School Counseling, 6(2),
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