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Factors that effect achievement on BTEC level 3 extended diploma in sport courses - Literature review Example

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Factors that affect achievement on BTEC level 3 extended diploma in sport courses: Literature review Name: Course: Professor: Institution: City and State: Date: Introduction, Overview and Context Developing the conditions that enhance the success of students in college and vocational training institutions is becoming more and more important…
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Factors that effect achievement on BTEC level 3 extended diploma in sport courses
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Download file to see previous pages This is because college graduates will, on average, make a million or more – throughout their working lives – above their non-graduate counterparts that went to the high school level. The bad news in the way of student achievement, which affects the success of BTEC level 3 courses, include that enrolment and persistence levels among learners from low-earning communities remains lower. The groups affected include those from different backgrounds, including native and non-natives. The case is more severe for those suffering from disabilities. The other issue is that the preparation offered at high school is not sufficient, and in pace with the interests of those attending college, therefore, this affects their performance levels at the BTEC level 3 course. This report will explore the wide array of critical issues that affect student achievement at the BTEC level 3 sports course. Factors that lead to low college achievement The situation of being disadvantaged is believed to be the leading cause of low college achievement (Sylva et al., 2004). Such disadvantage is mostly associated with poverty, which makes it difficult for the students to access basic resources such as proper housing, diet and health. In connection with this is unfavourable home learning environment, including the inability of parents in supporting their children in achieving their educational goals (Sylva et al., 2004). The home learning environment is connected to other factors such as parental educational levels, social class as well as what parental involvement in children’s affairs. Educational performance is also associated with cognitive factors, where children of professional parents are found be affected by cognitive deficit than their counterparts from non-professional backgrounds (Feinstein, 2003; Melhuish et al., 2001). Also, children from poor socio-economic status have problems in developing good language skills, which affect their comprehension and learning as well as numeracy and acquisition when they join BETC level 3. Children from poor backgrounds also tend to interact less with their parents, hence they end up receiving little or no parental support, a situation that also hinder their educational achievements when attending their BETEC level 3 (Clegg and Ginsborg, 2006). Gender Low achievement in education has put many students at a disadvantaged position. However, it is important to note that different groups in the population react in a different way depending on their circumstances. OECD studies have shown that, in England, girls outperform boys (Sylva et al., 2004). Elsewhere, Machin and McNally (2005) argue that gender gap has really affected education in the UK, even though the general achievement for both gender has improved. The gender aspect reveals that low academic achievement as a result of low being disadvantaged is very inconsistent, for example because girls from the same family are known to perform differently (Sinclair, 2007). A study published by UNICEF concerning children welfare in rich countries reported the UK at the last ranking out of 21 countries, hence attracting a lot of attention. Some of the factors that led to the poor ranking including the adolescent behaviour which in turn is attributable to background factors such as poor parenting. Margo and Dixon (2006) notes that an inconsistent number of those ...Download file to see next pagesRead More
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