The purpose of this qualitative case study was to explore the elements that contribute to the academic success of 9th grade repeaters, with special attention toward the teacher-student relationship.
Methodology. This descriptive qualitative case study explored the factors that contribute to the academic success of the 9th grade repeaters. Participants included 5 4th-year and 5 5th-year seniors who were on track for graduation in the current year and were designated as 9th grade repeaters at the end of the freshman year. Other participants included 5 teachers and 5 counselors who taught or counseled 9th grade repeaters.
Findings. The elements that contribute to the academic success of the 9th grade repeaters emerged in 3 major themes and 14 subthemes. The identified major themes were teacher influence, family influence, and self-actualization. The subthemes included promoting confidence, providing motivation, teacher caring, building relationships, good teacher interpersonal behaviors, elimination of barriers, encouragement, inspiration, lack of parental support, goal setting, overcoming apathy, extrinsic motivators, overcoming skill deficiencies, and graduation reality check.
Conclusions. The findings of this study indicate that greatest factor contributing to the academic success of the 9th grade repeater was the teacher-student relationship, followed by family influence and self-actualization. All 3 of the participant groups (students, teachers, and counselors) believed that the teacher can influence a student toward academic success. The impact of the teacher influence on the student is further divided into 3 subthemes, which are promoting confidence, providing motivation, and teacher caring.
Recommendations. Future research could include a study conducted with 9th grade repeaters who dropped out of high school following the sophomore or junior year. With a focus on self-actualization, to see if any of the strategies for promoting self-actualization identified in this study were in place or missing from interventions provided to the 9th grade repeaters who dropped out. Additional future research could include a study conducted with the parents and teachers of 9th grade repeaters and the 9th grade repeaters to identify the barriers preventing the 9th-grade student from being successful in the 9th grade.
|Commitee:||Barlow, Mary, Mendiburu, John|
|School:||University of La Verne|
|Department:||Education and Organizational Leadership|
|School Location:||United States -- California|
|Source:||DAI-A 77/08(E), Dissertation Abstracts International|
|Keywords:||Academic success, Ninth grade repeater, Student success, Teacher-student relationship|
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