ho failed to pass the ninth grade differ from students who passed the ninth grade in terms of their perceptions of the contributions to grade failure made by each of the following factors: absenteeism, tardiness, parental involvement, low self-esteem, negative attitudes toward school and poor academic achievement, family structure and poverty, race and ethnicity, language, residence, economic displacement, gender, academic performance, involvement in school activities, attitudes toward school, need for employment, nature of family support, involvement in out-of-school activities, and involvement with the juvenile justice system?
Regarding the research problem just proposed, a key point that needs to be addressed is why it is important to assess student perceptions of possible contributors to grade failure? In this regard, it can be noted that Freeman (1991) has noted that studies of grade failure, overwhelmingly, examine for diverse contributors or determinants of the problem either through direct assessment of the factors themselves and/or through surveys of the perceptions of teachers and administrators. All too often ignored are the actual opinions, perspectives, and views of the students themselves. In other words, research examining student perceptions of the problem will expand the existing knowledge base by contributing to an area of the literature that is sparsely researched.
Expanding the existing literature through the proposed research gives it theoretical or conceptual importance; however, it is also of practical significance. By examining student perceptions of contributors to grade failure, educators will be provided with increased data which can then be integrated into programs designed to correct the problem. Such an integration is important because it means programs can be designed that is compatible with student views thereby making it more likely that students will accept and become committed to working w...