Identification and management of students with poor academic achievements in higher education institutions

Abstract

[Purpose] To determine the appropriate time to provide learning support, and reduce students with poor academic achievements. [Subjects and Methods] The study involved 88 graduates of a junior college of physical therapy to compare their academic achievements at the time of graduation, scholastic abilities before admission, and academic performance and motivation to learn during school days. [Results] Scholastic abilities before admission were suggested not to influence academic achievements at the time of graduation. After admission, it was possible to identify students with poor academic achievements by the end of April of the first year. There was also a tendency for students showing favorable performance in basic medical subjects to obtain favorable academic achievements at the time of graduation, while those showing poor results of the initial mini-test conducted in April of the first year tended to be poorly motivated to learn at the time of graduation. [Conclusion] From the early stages after admission, learning should aim to help students acquire ‘practical knowledge’ and obtain favorable results of mini-tests conducted daily, rather than focusing on simple memory works. Such an approach may enhance their sense of capability, as well as their motivation to learn.