Addressing Low-Performing Students in the Maldives Education System

This report delves into the issue of low-performing students in the Maldives, exploring the challenges and factors contributing to poor academic outcomes. It examines the quality of education in the Maldives, highlighting the need for improvement, and reviews literature on socioeconomic factors, demographic influences, and individual differences that impact student performance. The report presents data collection methods, including interviews and questionnaires, and analyzes findings related to parental involvement, teacher qualifications, and family backgrounds. It discusses the implications of these factors on student performance, offering insights into potential strategies for improving educational outcomes, such as addressing socioeconomic disadvantages, promoting active learning styles, and implementing supportive policies. The report aims to provide a comprehensive understanding of the issue and contribute to the development of effective interventions to help low-performing students succeed.

Running head: LOW-PERFORMING STUDENTS 1
Low-Performing Students: Why They Fall Back and How to Help Them
Student’s name
Institution Affiliation

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Abstract
Raising the performance of low-performing students is among the prioritized plans in Maldives.
As a result, various programs are focusing on explaining variables in raising the academic
standards for this group. Poor performance in school has an adverse effect both at individual and
societal level (Banerjee, 2016). The effort of defining the cause and strategizing on effective
improvement strategies is a goal to improve overall education performance in Maldives. Also,
the incentive will help develop skills which impact positively on the national economy.
Identifying the problematic situations and integrating various institutions is the best approach to
improving performance in academics. This paper, therefore, reviews various literatures with
respect to the issue, presents data collection strategies relevant to the study and develops findings
basing on the reviewed literature and data analysis.

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Low-Performing Students: Why They Fall Back and How to Help Them
Background
In Maldives, the quality of education is a primary challenge that needs to be addressed
among the students. The country hence developed a first generation objective aimed at providing
universal access to basic knowledge by rapidly expanding student enrollment while the second
challenge is the provision of quality education. Elliott and Clifford (2014) denote that Maldives
has poor quality of education that is weak and requires urgent improvement. The national
learning assessment proves that learning outcomes for Grades 4 and 7 proves the unsatisfactory
level of education. As a result, Maldives policy makers aim at adopting several dimensions to
improve the quality of education with the teachers’ qualification as a primary factor. There are
also quality assurance mechanisms that require pilot testing, refining, and up-scaling all over the
country.
Most students, if not all are eager to achieve practical and scientific success in life.
However, the level of performance varies depending on multiple variables such as level of
intelligence and the attributes in enhancing success. From this attempt of achieving success, a
human being is subjective to failure. Mostly, failure is associated with frustrations and to some
extent punishment (Osabiya, 2015). In some communities, low academic performers encounter
discrimination on social duties. The concept is profound in the academic grounds where the low-
performing students strive to achieve their educational goals and objectives (Ramos & Mota,
2014). Often, people generalize the strategies of improving low performance making proposals;

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on the need for discipline and an orderly learning environment. Unfortunately, low-performing
students find it difficult to translate these provisions into a better performance.
Individual differences have a great impact on academic performance. Various
academic researchers have attempted to explain these variables through the application of varied
methodological approaches. Despite the effort, the low-performing students might apply to
improve their performance, variables such as attitude, psychological factors, socioeconomic
factors, demographic condition, and personal ability. This may provide insight on reasons of low
performance and thus, contribute to the formulation of appropriate strategies (Hazrati-Viari, Rad,
& Torabi, 2012). Some studies propose that education performance is at a point affected by
socializing and therefore, the stakeholders in education should employ active learning styles in
academic.
Rationale for the study
Since education performance determines success and failure in different perspectives,
learning and teaching are at the forefront of the revolving world. The incidence of low
performance in some students is a problematic situation that subjects the families and the
communities to dangerous situations. Most households with the cases of poor performing
children have reported high incidences of violence and instability (Hjalmarsson, & Lochner,
2012). Thus; result in divisions in the society into social classes where some ethnic groups of
violence and crime establish at the community level.
The study intends to eliminate the gap in determining the causes and the ways of helping
low-performing students in Maldives. While various studies have discriminated students’

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personality in academic performance, this study provides diverse approaches to developing
effective educational strategies. As a result, the stakeholders will have a different perspective in
motivating and supporting the students (Moswela, 2014). Although Maldives are bound to a
weak education system, the government, teachers, and parents have a role to play in improving
academic performance. The Personality differences among students can be approached in
thoughtful strategies to improve individual performance (Elliott & Clifford, 2014). Therefore, the
study assesses the education systems in leadership and learning arrangements to determine
efficient learning procedures. Also, the study defines the responsibility of the government in
establishing policies based on accountability and support for the low-performing students.
Consequently, the study will contribute to national development in academic
performance by identifying the cause and providing incentives appropriate for all stakeholders.
Hence, the findings will be helpful in determining teaching strategies and techniques to meet the
needs of the students at the ground level (Isac et al., 2015). The ministry of education and
legislation can impose policy changes that improve performance in students. The findings will,
thus, formulate appropriate strategies which will assist in the integration of demographic,
socioeconomic, and personal differences to help students improve in their academics.
Literature Review
While finding approaches to improve academic performance, it is imperative to assess
variables such as socioeconomic, individual differences, demographic and educational systems to
contribute to improving this performance. Low performance is not attributed to a single factor
but different limitations that students encounter in life (Owusu, & Essel, 2017). Each section is

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addressed rationally to indicate its essence in improving education systems, thus, improved
performance.
Before analyzing factors affecting performance in Maldives, it is vital to consider the
statistical reports on students’ enrollment and performance in different academic levels.
According to the World Bank statistics, the completion rate in primary education is high with
114% in 2010 which is higher than in the developing countries. However, the attainment rate at
the lower secondary levels raises a concern about the quality of education since only 27%
achieved a passing grade in 2008 (Bank, 2017). The problem advanced in 2011 when the figures
decreased to 16%. Also, the incidences of school dropout have gradually increased.
Demographic Approach
Maldives consists of 1,192 islands which hold a population of 36000 square people. The
economists classified the country as a middle-income nation (Kundur, 2012). However, the result
of this data does not satisfy the translation of the economic development to benefit children in an
equal way. 40% of the entire population in Maldives is made of children between the ages of (0-
4) years. One possible reason for this demographic result could be the emigration of the adults to
further higher-quality education (Bank, 2017). The results also suggest possibilities of high
dependency ratio in the future. After the economic crisis in 2009 the economic growth of the
nation increased, but with significant inequalities in the regions (May, 2016). The trend of
decreased poverty level depends on one's location; poverty increased in the capital and reduced
in the atolls. For this reason, the access to education is also affected.
Socio-Economic Factors

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Notably, socioeconomic disadvantages contribute to the low performance of students in a
larger scope. The current research indicates that low performance in students prevails in an
individual with the higher socioeconomically disadvantages. These students have poor language
background and enroll in vocational programs. Therefore, low performance necessitates multi-
faceted approach directed to national and local issues. The policymakers, students, and parents
should invest time and resources to address this crucial role.
The theory of Education productivity suggests that schools are critical points for the
children’s academic success. However, the children are subjected to community influence,
parental participation and psychological traits of the students. It also provided that, home
environment has a key bearing on the academic performance of the student. For example, the
increased incidences of drug trafficking due to poor institution support might relatively affect
performance in the education sector (Adyb, 2014). The interaction of the student with the home
environment has an impact on the academic success. Sometimes, the income level of the parents
determines the quality of education the child can access.
Personality Traits
These factors determine the success of the student, especially in the psychological and
behavioral research. Students have different levels of imagination, curiosity, interest, and
perception (Hazrati-Viari et al., 2012). Also, consciousness helps the researchers to determine
the organization, intelligence, reliability, and diligence of the learner. The traits have a
significant effect on the academic potential of the student. However, the level of expertise of the
teacher and the learning styles might affect performance in school.

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Data Collection techniques and Analysis
Two methods of data collection were employed that is conducting personal interviews
and questionnaire surveys. The study involved face to face interviews with the teachers and
students are the primary focus. Furthermore, it was also used to eliminate the feeling of being
cornered by questions requiring specific answers. According to Galletta, (2013), semi-structured
questionnaires are advantageous since they are reliable and can be used to generate comparable
qualitative data. It is imperative to note that face to face interviews pave way for the collection of
more in-depth data and comprehensive understanding of the research problem. On average, the
sessions of the interview and survey lasted for 15 minutes for every respondent. Sixteen teachers
were interviewed and 3 students from the senior classes. The focus on the questions was on
issues that directly or indirectly affect the performance of the students in Maldives.
Questionnaires were administered on face to face format to the respondents and
comprised of both closed and open-ended questions. The respondents were first informed of the
intent of the study where their participation was by free will. Face to face format of
administration was selected since it is associated with a higher response rate than other methods
of administration (Szolnoki and Hoffmann, 2013). The respondents were given 20 minutes to fill
the questionnaires. Administration and filling of the questionnaires were done under the
supervision of the researcher. In the process, the researcher’s role was to provide any
clarification the respondents needed and collection of the questionnaires after filling. All
questionnaire administered were returned representing a 100% response rate.
Bickel and Lehmann, (2012) assert that descriptive statistics is a vital method of
analyzing qualitative data in providing data especially when a large amount of data is involved.

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In this case, frequency distribution was used in determining the impact of individual factors on
the low performance of students in Maldives. The analysis paves way for generation of a
frequency table to facilitate interpretation of data after analysis.
Findings and Discussion
According to the survey done for the study, the results shows that different people had
various reasons as to why there was poor performance experienced among the students in
Maldives. For instance, poor parental help to the students was identified as a major challenge as
every parent had the assumption that tuition is more vital and is sufficient to assist their students
regarding academic performance than the assistance they could offer as parents. It was also
identified that most of the parents are not familiar with the strategies and methods adopted for
assessing the students on their performance as per the new curriculum requirement. A few
parents are noted to care for the education of their children and try their best to offer the help
they could such as paying for their tuition fees. However, even such students still perform
poorly. Possible reasons for the poor performance could be as a result of lack of effective
attention in class as well as discipline issues as a result of poor parental guidance. However, a
few cases were as a result of poor family background exposing the students to bad behavior and
lack sufficient resources for their studies as supported by Elliott and Clifford (2014).
The survey on the teachers clearly indicated that 92.9% of them were full-time employed
with majority of the teachers being degree holders. Over 30% of the teachers have an experience
of over 6 years with others having 15 years of the teaching experience, an aspect that is expected
to boost the performance of the students. They were also experiencing an average ability of
accessing the necessary learning resources to ensure effective teaching process for the students.

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However, poor performance can as well be related to the poor professional development. The
teachers were also receiving effective support from the administration, but the same was not
being expressed in the performance of the students.
The survey also found out that too there is much teacher-directed learning process
adopted in Maldives. As a result, the preferences of the students are not considered result to poor
understanding of the essential aspects of the learning process neither do they enough education
exploring activities that can boost their learning process. The study as well identified that most
teachers base their lessons for the whole class instead of adopting level-based education system
to help the below average students. In such cases, Moswela (2014) denotes that all the students
tend to be taught similar things without the consideration of the individual differences in their
performance. With the high number of students, one on one attention for the poorly performing
students is not adopted. There is also huge gap differences between the A level and O level
accompanied with poor linguistic skills leads to the overall poor performance.
While surveying the individual students, it was evident that the majority of the students
lived far from school, an aspect that led to lateness as well as high level of absenteeism. All the
students were also fond of speaking of speaking their local languages while in class hence
leading to poor practice and performance of the official academic languages. At the same time,
only 33% of the students regularly have their work checked by the teachers, an aspect that is
likely to encourage laziness among the students on completing their homework and class
assignments. With all these challenges, even the students themselves clearly accept that they are
facing challenges with their studies hence leading to their poor performance. However, just few
teachers were willing to help the students with the challenges they were facing in their studies.

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Overally, over 60% of the students rally want to learn and often participate in class work but do
not take time for extra help in class or pay attention in class. Despite their desire to learn, the
student are not motivated to learn as majority of the students only come to school for fun with
the aim of enjoying to play with their fellow students. Students accepted that they do not
cooperate with the teachers and often miss essential topics due to poor focus on class work.
Poor performance among students in Maldives is attributed to the problems they
experience, where the problems can be broadly categorized as internal and external. Internal
problems arose from factors such as student preparation for the exams and psychological
conditions. On the flipside, external problems were brought indirectly by people around them.
The findings focused on promoting motivation among the students through exposing them to
real-life situations. In the process, the students are internally motivated when having knowledge
of the opportunities that await them. Exposing children to many class tests was found to be the
most effective way of reducing examination anxiety. Elimination of anxiety can help the students
to concentrate on their examination thus, leading to academic improvement.
Recommendations
To effectively improve on the performance of the students, Maldives needs to adopt a
curriculum that is focused on solving the socio-economic needs of the country. Such a
curriculum will be relevant to the needs of the country and help in responding to its future
projections. The ministry of education also needs to work with the relevant ministries given the
mandate of national planning with the aim of harmonizing the curriculum to focus on achieving
the projected goals of the country.

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Another best option to ensure improvement in performance is academic institutions
adopting ICT in the curriculum. Given that Internet access is a problem for most schools,
especially in rural areas, educators and administrators needs to consider the possibility of
establishing Local Area Networks (LANs) in schools. Content could be hosted on school LANs,
instead of trying to make them available on the Internet. A digital library on a server on the LAN
would be a valuable asset, as it can store all types of digital content. Interactive multimedia
material can also be hosted on the LAN at a much lower cost than on the Internet. This also has
the added advantage of enabling students to access Programmes at their convenience, instead of
having to adhere to a scheduled telecast. Given that India has invested significantly in
educational television and already has a commendable satellite television infrastructure, schools
should focus on leveraging this technology. Some Indian educational channels are planning to
switch to DTH soon, and it is very practical for them to do this. Due to the rapid fall in the cost
of servers and storage, it is possible to record thousands of hours of TV programmes in digital
form onto a server and make it available on demand from every PC on the LAN.21.
Teachers have a pivotal role in designing performance of the students. According to
World Bank result in Maldives, the student-teacher ratio is 12:1, which is a low ratio for an
effective learning program. Also, 15% of teachers are untrained, and the students rely on 35% of
expert teachers especially in secondary level (Bank, 2017). Although there is high enrollment in
primary and secondary levels, the low performance in schools suggests a weak education system.
The untrained teachers have limited knowledge of local needs, culture and academic contexts
(Arshad, & Naseem, 2013). For that reason, the World Bank provides that, the high percentage
of unqualified teachers impose inadequate learning strategies to improve educational
performance. This statement suggests that the delivery of academic services links different

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parties which include: Teachers, government, and students. Every party has a role in improving
performance.
Conclusion
Low performance among students is a problem that has a wider scope affecting parents,
teachers and the school in general. In regards to the various causes of the decline in performance
that were realized during the study, some are within the control of the student while other are
not. Since most of the students may not understand what is going on, parents and teachers need
to take the initiative of helping them understand these problems and willingly participate in
overcoming them. It is imperative to note that much focus on helping improve the performance
of students was placed on solving anxiety and motivation. This can be attributed to the fact that
motivation affects the students’ commitment to stick to their plan. On the other hand, anxiety
touches on the students themselves and the people around them especially their parents who have
expectations such as expecting them to excel in their studies. It is true the researcher believes
that applying those measures shall lead to a significant improvement in the students’
performance. The educational governing bodies need to critically take into consideration the
findings of the study to promote the quality of education in Maldives. Ultimately, the study has
shown that the problem of declining performance among students and ways of improving it lies
squarely on the whole society.

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Appendix

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Students survey Evaluation results
Yet 3 student’s data I have collected yet. Tomorrow will send other results will send
you

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