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Recommendations for Solving Low Rates of College Readiness at James Monroe

High School, West Virginia

Michael Whitener

School of Education, Liberty University

In partial fulfillment of EDUC 850

Author Note:

Michael Whitener

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Michael Whitener

Email: [email protected]

Literature Review: Findings

Overview

This paper analyses various educational articles on student performance and the

learning and teaching environment. The primary purpose of the review is to identify factors

that contribute to poor performance and how they relate to James Monroe High School.

Current articles published since 2018 have been included to identify the most relevant and

updated information. This study will therefore expound on the factors that affect college

readiness, thinking skills, cognitive abilities, and learning outcomes required for students in

college.

Related Literature

Several scholars have provided research, remedies, and recommendations on how

students can get better prepared for transitioning from high school to college. Therefore, this

section of the study will shed light on articles that show the lack of proper preparation for

college and how the challenge can be mitigated.

Factors affecting student performance and college readiness

There are notable factors that influence students' performance on performance and

readiness. Kapur (2018) revealed that fundamental factors such as school, environment,

teaching methods, learners' attitudes, and parental support are critical.

Cultural and socioeconomic factors, gender, and race play a significant role in SAT

performance. This was revealed by a compelling study for practical implications, which was

conducted by Mattern et al. (2018) to investigate an Alternative Presentation of Incremental

Validity: Discrepant SAT and HSGPA Performance.

Family income poses a significant impact three on SAT performance. Dixon-Roman

et al. (2018) developed this theory by investigating important articulations on the association

of family income with SAT performance. Thus, the study's outcomes will effectively expand

family economic consideration, increasing recommendations.

Higher-order thinking skills and learning outcomes among high School Students

Students have problems solving higher-order thinking skills, processing, and codding,

respectively. In a qualitative research method, Hadi et al. (2018) provide a substantive study

to investigate the difficulties of high school students in solving higher-order thinking skills.

There is a significant need to incorporate strategic planning, processing, and coding to

achieve better results in teaching and performance in the sciences. This was uncovered from a

study by Suleiman et al. (2018), who offered a significant process for implementing high-

order thinking skills in teaching sciences. The study revealed that. Similarly, the study

provided practical suggestions relevant to them by offering a platform for students to solve

higher-order thinking skills and readiness.

Effective teachers' knowledge and strategies are vital for managing problems in the

higher-order thinking skills and learning strategies. Retnawati et al. (2018) investigated the

effectiveness of teachers' understanding of higher-order thinking skills and their learning

strategy, which are critical in providing solutions to the students' abilities and readiness.

Suggestions such as developing new assessment strategies, expanding students' support

services, and expanding eligibility and local context were identified in the report.

Cognitive ability and Student's Performance

Increasing individual-level measures of cognitive ability post a bidirectional

relationship with college students' performance. In a study by Comeaux & Sánchez (2020) to

determine the cognitive ability of students in readiness and performance in areas such as SAT

and how such an important aspect in learning and performance, there was significant

evidence that accommodating general cognitive ability in education research policies was

critical.

Preterm children scored low grades in primary and secondary schools in n motor

skills, behavior, reading, mathematics, and spelling. These results were uncovered by Allotey

et al. (2018), who investigated other effects of cognition on students. The study objective was

to quantify the long-term cognitive, motor, behavioral and academic performance of children

born with different degrees of prematurity compared with term-born children. The study was

a systematic review and included seventy-four studies with 64,061 children. This study may

inform new recommendations considering the students' academic, emotional, and behavioral

needs.

Reading, mathematics, and cognitive abilities influence each other significantly, and

direct instructions improve academic performance. These notions were discovered by Peng &

Kievit (2020), who investigated the bidirectional relations between academic achievement

and cognitive abilities. Therefore, educators must embrace high-quality schooling and

education to encourage intellectual development.

Sharp critical thinking goes hand in hand with academic performance. Ren et al.

(2020) investigated essential dispositions of thinking and skills to obtain a general view of the

impacts of processing speed, working memory, and fluid intelligence, which are all

dispositions of cognitive ability on academic performance. The research was administered

among young adults, so its findings will be relevant to this paper since this paper regards high

school students who are mainly teenagers. The studies carried out by Ren et al. (2020) show

that even when academic performance was controlled, each of the dispositions of cognitive

ability made a specific amount of contribution to academic performance.

Personality significantly impacts cognitive ability, and therefore it is also a

determining factor in academic performance. Brandt et al. (2019) researched how personality

traits may affect an individual's cognitive ability and how this can predict the student's

academic performance. The research also aimed at figuring out theoretical arguments on the

variance of dependability between cognitive ability, personality, and academic performance.

The study will be relevant to my research subject since it showed that for varied subjects, a

student's extraversion, openness, conscientiousness, and emotional stability were determiners

of academic performance among students.

Summary

The purpose of this study was to track teaching methods, learners' attitudes, and other

factors like parental support, cultural and social-economic factors, gender, race, difficulties

solving higher-order thinking skills, processing, and family income that may lead to Poor

performances at James Monroe High School in West Virginia. The problem of this research

was that learning and management strategies need to be developed in classes or schools to

reduce poor performance in primary and secondary schools; activities like physical exercise

and proper offering of feedback to children are some of the strategies that can assist students

in attaining the best possible grades in their learning. Therefore, this research shows how

students may better their grades or how driving forces in learning may help them improve

their grades by offering the factors that most significantly impact their performance.

References

Allotey, J., Zamora, J., Cheong-See, F., Kalidindi, M., Arroyo-Manzano, D., Asztalos, E.,

van der Post, J. A. M., Mol, B. W., Moore, D., Birtles, D., Khan, K. S., &

Thangaratinam, S. (2018). Cognitive, motor, behavioural and academic performances

of children born preterm: A meta-analysis and systematic review involving 64 061

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Brandt, N. D., Lechner, C. M., Tetzner, J., & Rammstedt, B. (2019). Personality, cognitive

ability, and academic performance: Differential associations across school subjects

and school tracks. Journal of Personality, 88(2), 249–265.

https://doi.org/10.1111/jopy.12482

Comeaux, E., & Sánchez, H. (2020). Report of the UC Academic Council Standardized

Testing Task Force (STTF).

https://senate.universityofcalifornia.edu/_files/committees/sttf/sttfreport.pdf

Dixon-Roman, E., Everson, H., & McArdle, J. (2018). Race, Poverty and SAT Scores:

Modeling the Influences of Family Income on Black and White High School Students'

SAT Performance, Teachers College Record, 115, 2018

Hadi, K., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. (2018). The Difficulties of

High School Students in Solving Higher-Order Thinking Skills Problems. Problems

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Kapur, R. (2018). Factors Influencing the Student's Academic Performance in Secondary

Schools in India. t: https://www.researchgate.net/publication/324819919

Mattern, K., Shaw, E., & Kobrin, J. (2018). An Alternative Presentation of Incremental

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Peng, P., & Kievit, R. A. (2020). The development of academic achievement and Cognitive

Abilities: A bidirectional perspective. Child Development Perspectives, 14(1), 15–20.

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Ren, X., Tong, Y., Peng, P., & Wang, T. (2020). Critical thinking predicts academic

performance beyond general cognitive ability: Evidence from adults and children.

Intelligence, 82, 101487. https://doi.org/10.1016/j.intell.2020.101487

Retnawati, H., Djidu, H., Apino, E., Kartianom, K., Anazifa, R.D., (2018). Teachers'

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Education in the 21st Century, 75 (2), 215-230

Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2018).

Implementing higher-order thinking skills in science teaching: A case study in

Malaysia. International Research Journal of Education and Science, 1 (1), 1-3

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Cognitive Ability in Education Research and Policy. J. Intell. 2018, 6, 37; DOI:

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