Introduction
The academic sector is increasingly being scrutinised because to its statues and significance in a world that is progressively becoming competitive and dependent on performance. Academic achievement can only be conceptualized in the context of its contribution to the realization of varied objectives in diverse economic sectors around the world. This paper examines the scope and extent of academic endeavours and the efforts that are currently being implemented to support academic achievement in institutions of learning. The reader should be able to reflect on issues and challenges that influence education and related activities in different environments. The information contained in this paper is relevant and important to discussions related to the improvements that are being in the educational sectors in contemporary societies.
Problem Statement
This research examines the current state of education and further evaluates the circumstances that determine its dissemination. It will create a platform for analysing critical areas that are of interest to all stakeholders in the sector, thereby creating an opportunity for cooperation and multi-disciplinary engagement. Furthermore, this paper seeks to scrutinise the inherent realities that influence or affect academic achievement. Such objectives cannot be achieved without an in-depth scrutiny of materials and publications that offer scholarly views regarding the subject matter. This issue is important in the educational sector because it promotes all important efforts that seek to facilitate the promotion of appropriate pedagogical approaches in the contemporary word.
Literature Review
Jacob, B & Lefgren, L. (2004). Remedial education and student achievement: A regression- discontinuity analysis. Journal of Education Affairs 86(1), 226-244.
The current system of education in the country is highly dependent on the overall retention of quality and appropriate standards. To sustain the standards, stakeholders are forced to introduce certain strategies that are projected to offer practical and effective solutions. Remedial programs are increasingly being activated as a way of giving students and instructors more time to interact and engage in the context of the school environment (Jacob & Lefgren, 2004). The authors have taken a keen interest in determining the relevance of remedial classroom sessions in improving the dissemination of ideas and thoughts in learning institutions. Although there has been adequate discourse and research in regard to the effectiveness of these measures, the authors decry the inability of experts to understand the degree of success in entrenching the core objectives. The research on remedial education has been conducted in a pragmatic manner that satisfies the basic threshold of scientific research methods (Jacob & Lefgren, 2004). This research article is an appropriate addition to the existent literature on academic achievement and factors that determine its propagation. The research can be further improved by engaging a wider audience and ensuring that the outcomes are reflective of specific objectives in diverse segments of the target samples.
Hacker, K, Dawson, G, Mitchell, S, McGowan, R, Slining, M, & Chomitz, V. (2009). Is There a Relationship Between Physical Fitness and Academic Achievement? Positive Results from Public School Children in the Northeastern United States. Journal of School Health, 79(1), 30-37.
In recent past, there have been engagements that sought to determine the recurrent relationship between physical achievement and physical fitness. The study was conducted in diverse population segments among school going children in various institutions within the United States (Hacker et al, 2009). The sampling process was intentionally dispersed in order to spread the possibility of accuracy and precision. The researchers created an opportunity to assess the levels of performance in subjects such as English and arithmetic studies. According to the authors, there are variant levels of certitude in regard to the role of physical exercise in influencing the outcomes in institutions of learning. The results of the research study are indicative of the inherent relationship between academic achievement and physical fitness (Hacker et al, 2009). However, the authors are quick to note that it is difficult to determine the course and triggers in regard to causality of the relationship between both variables. Despite the evident need for further research in this area of interest, it is verifiable that physical fitness is integral in the effort to promote academic achievement. The research findings should be used to sustain a regime of intensive investigation on issues and parameters that affect the realization of achievement in academia (Hacker et al, 2009).
Anderman, L, Anderman, E, & Meece, J. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57(1): 487- 503.
This research article focuses on the effects of school and classroom environment on the academic performance among students in the United States. The authors are explicit in evaluating the various theoretical frameworks that seek to explain and establish a link between the variables (Anderman et al, 2006). Although the research article is detailed in this respect, it is evident that there exists a lapse in terms of the ability of scholars to link the relationship between realities that suffice in school environments and the learning morale of students. The surrounding and supporting environment in institutions of learning is directly responsible for the ability of learners to interact and gain from their instructors (Anderman et al, 2006). Motivation in classroom is usually affected by circumstances that learners experience in the process of inculcation of knowledge. The authors reiterate the reality and effect of surrounding environment on the performance and motivation of learners in institutions of learning. This study is an important and strategic contribution to the efforts that seek to rationalize the evaluation of factors that either promote or curtail academic achievement in contemporary world (Anderman et al, 2006).
Kain, J, Hanushek, E, & Rivkin, S. (2005). Teachers, schools, and academic achievement. Journal of the Econometric Society, 73(2): 417-458.
This research article looks at the relational interaction and engagement between teachers, learners, and the surrounding environment in institutions of learning. According to the authors, it is important for education stakeholders to understand and demystify the above relationship in order to create adequate room for success and accomplishment in the process of imparting knowledge in students (Kain et al, 2005). The research outcomes clearly indicate the immense influence of teachers and school environment on academic motivation and achievement. Learners are influenced by the presentation of their instructors and also the manner in which the instructors react to circumstantial realities in the classroom. The research study is instrumental in highlighting the necessary steps that must be put in place as a measure for improving the stature of pedagogy in the United States and the world over (Kain et al, 2005).
Conclusion
This research undertaking is vital because it empowers all stakeholders with the requisite information that could translate into a basis for future engagement. The outcomes create the impetus that is needed in order to propel the education sector to greater heights. The reader derives a litany of solutions to complexities that afflict the education sector in the United States and other parts of the world. The positive energy that is exuded in this endeavour is beneficial if education stakeholders are willing to engage in participatory discourse.
References
Anderman, L, Anderman, E, & Meece, J. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57(1): 487-503.
Hacker, K, Dawson, G, Mitchell, S, McGowan, R, Slining, M, & Chomitz, V. (2009). Is There a Relationship Between Physical Fitness and Academic Achievement? Positive Results from Public School Children in the North-eastern United States. Journal of School Health, 79(1), 30-37.
Jacob, B & Lefgren, L. (2004). Remedial education and student achievement: A regression- discontinuity analysis. Journal of Education Affairs, 86(1), 226-244.
Kain, J, Hanushek, E, & Rivkin, S. (2005). Teachers, schools, and academic achievement. Journal of the Econometric Society, 73(2): 417-458.
