Volume 6, Issue 3 (September 2024)
IEEPJ 2024, 6(3): 277-302 |
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Nazari A, Soleimani N, Shafizadeh H. (2024). Identifying and Evaluating Factors Affecting Poverty and Academic Achievement of Poor Students in Hormozgan Province. IEEPJ. 6(3), 277-302.
URL: http://ieepj.hormozgan.ac.ir/article-1-713-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-713-en.html
1- Ph.D. Student of Educational Administration, Garmsar Branch, Islamic Azad University, Garmsar, Iran
2- Associate professor, Department of Educational Administration, Garmsar Branch, Islamic Azad University, Garmsar, Iran ,drnasoleimani@yahoo.com
3- Associate professor, Department of Educational Administration, Garmsar Branch, Islamic Azad University, Garmsar, Iran
2- Associate professor, Department of Educational Administration, Garmsar Branch, Islamic Azad University, Garmsar, Iran ,
3- Associate professor, Department of Educational Administration, Garmsar Branch, Islamic Azad University, Garmsar, Iran
Abstract: (3471 Views)
Objective: The present study aimed to identify and evaluate the effective factors that affect poverty and academic achievement of poor students in Hormozgan, Iran.
Methods: The current study employed a mixed research approach, utilizing both quantitative and qualitative methods. The qualitative segment involved selecting 35 students purposefully as research group members and conducting interviews with them. In the quantitative portion, the study population comprised 2500 secondary school students and their parents who were considered poor according to the Welfare Organization and Imam Khomeini’s Relief Committee (RA) reports in the academic year 2023. The sample size was determined using Cochran's formula, resulting in 335 students and their parents.
Results: Through this research, two themes of poverty were identified including internal and external factors. Academic achievement was categorized into personal, environmental, and educational factors. It was observed that external factors play a significant role in poverty as expenses exceed the average income and people struggle to meet their basic needs. Moreover, the results revealed that individual expectations have a greater impact on students' academic achievement. The quantitative aspect of the study employed two statistical tools: One-Sample T-Test, which was conducted using SPSS26 Software, and the Structural Equation method with Partial Least Squares approach, which was performed using smart PLS Software. The findings of the study also showed that the presented model has a good fit.
Conclusions: To enhance the academic achievement of underprivileged students, it is essential to focus on various factors such as boosting their motivation levels, ensuring the effectiveness of school counselors, upgrading school infrastructure in disadvantaged regions, and closely monitoring their academic progress by teachers. By implementing these measures, we can anticipate a significant improvement in the academic achievement of poor students.
Methods: The current study employed a mixed research approach, utilizing both quantitative and qualitative methods. The qualitative segment involved selecting 35 students purposefully as research group members and conducting interviews with them. In the quantitative portion, the study population comprised 2500 secondary school students and their parents who were considered poor according to the Welfare Organization and Imam Khomeini’s Relief Committee (RA) reports in the academic year 2023. The sample size was determined using Cochran's formula, resulting in 335 students and their parents.
Results: Through this research, two themes of poverty were identified including internal and external factors. Academic achievement was categorized into personal, environmental, and educational factors. It was observed that external factors play a significant role in poverty as expenses exceed the average income and people struggle to meet their basic needs. Moreover, the results revealed that individual expectations have a greater impact on students' academic achievement. The quantitative aspect of the study employed two statistical tools: One-Sample T-Test, which was conducted using SPSS26 Software, and the Structural Equation method with Partial Least Squares approach, which was performed using smart PLS Software. The findings of the study also showed that the presented model has a good fit.
Conclusions: To enhance the academic achievement of underprivileged students, it is essential to focus on various factors such as boosting their motivation levels, ensuring the effectiveness of school counselors, upgrading school infrastructure in disadvantaged regions, and closely monitoring their academic progress by teachers. By implementing these measures, we can anticipate a significant improvement in the academic achievement of poor students.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/05/20 | Accepted: 2023/08/15 | Published: 2024/09/1
Received: 2023/05/20 | Accepted: 2023/08/15 | Published: 2024/09/1
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