Addressing Poor Performance Out of Poverty|Course hero helper
Posted: February 20th, 2023
Synthesis of Literature Related to Problem
For this section, you will review a minimum of five (5) current and scholarly articles related to one of the gaps or area for growth you identified in Part 1. Your review of the literature should include recent studies investigating potential interventions in similar or related settings as well as seminal studies. For this section you need to include the following information for the five (5) selected articles: (a) the purpose/objective of the study; (b) what type of study was it…qual/quant/mixed, etc.; (c) brief description and number of the participants; (d) setting of the study; (e) how was the data collected…surveys, interviews, etc.; and (f) what were the results.
The final product for this section will be a narrative that is a minimum of six full length pages that synthesizes your findings after reviewing the literature. The narrative should at the minimum include the following components: (a) a discussion of research methods, (b) a discussion of any pertinent models, frameworks, or theories, e.g., systems theory and change theory and their relevance to your study, and (c) a summary of the findings and outcomes from the studies you reviewed.
My factor is poverty
Addressing Poor Performance Out of Poverty
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For students living in poverty-stricken areas like the one in question, students couple with underperformance which further reflects an overall poor performance on the part of the entire school. Rodriguez (2020) has indicated that families who are poverty-stricken have to choose between sending children to school or providing them the basic needs. Further, poor infrastructure in the said schools is also associated with poor performance. This calls for educators to make changes to lift such students from the poverty-stricken situation and improve their overall performance. Sloan (2019) recognizes that there is quite a low opportunity for academic excellence for students in poverty-stricken areas compared to wealthy backgrounds. The opportunities to increase literacy, reading, and technology integration are seen as ways in which academic success for these students will be improved. Sloan (2019) recognizes the need for after-school programs in areas with high poverty levels to deal with poor performance. Further, Scoan(2019) adds that closing the financial gap will help in supporting children in the said communities to enhance opportunities for reading literacy for the said students. This situation is also said to be better improved if educators can create more inviting learning spaces by increasing school programs offered, providing free literature to students as well as helping students to build individual skills as well as having them self-regulating skills at times of stress and mental anguish (Bayless et al.,2018).
In their study, Korzeniowski et al. (2016) examined the relationship between executive functions and school performance (SP) in children from diverse economic situations. By measuring neuropsychological Executive functions (EF) and school achievement tests, the study found that EFs were a key predictor of the SP of the students. Impoverished family material and poor social and cultural conditions are directly related to poor school performance. Korzeniowski et al. (2016 further associate poverty with a negative impact on cognitive development, which buffers the progression of the learner performance in this case. A poor quality of cognitive stimulation at a young age implies a continued poor performance over the years. In poor backgrounds, children will most be under chronic situations characterized by stress and for which cognitive simulation lacks. In addition, parents with lower education performances, especially in these backgrounds, may read less or not at all to their children. The study recognizes the long-lasting academic effect of poverty on students. Korzeniowski et al. (2016) reiterates that implementing cognitive stimulation programs or the implementation of curriculum designs that strengthen cognitive control functions in low economically challenged children is key to the improvement of their school performance.
Webb (2021) reviews a case study on the ways that can be implemented to improve academic performance in poverty-stricken schools. The study recognized the role of relationships in schools and that non-academic strategies might be employed in the improvement of performance in poverty-stricken schools. Webb (2021) recognizes that the building of strong personal and educational relationships with students works a great deal in improving the academic performance of the said students. Strong relationships help in addressing the very needs of these learners and hence creates a new basis in which to introduce to them the culture of learning and increased improvement in term of their academics. Further, the study establishes that strong relationships between students and teachers help buffer any barriers that may stand in the way of the student to their academic performance. This is supported by Jensen (2013), who has posited that learners in poverty-stricken areas require strong and positive relationships that will help shape engagement in the classroom by nursing the effects they get from disruptive home relationships as well as financial stress and chronic situations from which they come. Webb(2021) argues that educators in high-poverty level schools need to invest in a learning environment that encourages the intentional building of a positive relationship between educators and learners. This will also entail the use of professional and purposeful guided teachers who recognizes the need for teachers to set aside time to assess the student as well as create meet-up plans to emotionally support the learners at personal levels. Educators can deal with the needs of the students through a personal approach and conducive relationships, which enables the students to speak out about the issues that affect their learning.
Summary of Findings
A literature review associates a strong link between poverty and poor academic performance in schools. Children from poor backgrounds may not even attend school since parents have to choose between providing for their needs and providing for any needs they require to be at school. To start with, due to a variety of reasons, children in poverty-stricken backgrounds have fewer opportunities for literacy and reading. This may be due to insufficient funding and the impact of having parents with low academic performance, which means that they may not be capable of helping their learners in their studies. In addition, low cognitive stimulation has been linked to poor performances due to chronic situations and stressful home environments within which these learners find that they are unable to manage better grades. Further, a link has also been identified between relationships and the performance of the learners. In cases where there is a strong personal relationship between the children and the teachers, it brings a more conducive environment in which teachers can deal with the learner’s issues from such a stage. Building strong and mutual understanding relations between the teachers and the learner is a key propeller to achieving better performance by such learners.
SOLUTION
Introduction
Poverty is a pervasive problem that has numerous negative effects on individuals, families, and communities. One of the most significant impacts of poverty is poor academic performance among students. Poverty affects students’ ability to access resources, such as books, technology, and high-quality education, leading to lower academic performance. In this literature review, I will examine five scholarly articles that investigate potential interventions to address poor academic performance caused by poverty.
Research Methods
The five articles reviewed for this literature synthesis include quantitative, qualitative, and mixed-methods studies. The studies employed various research designs, such as case studies, quasi-experimental, randomized controlled trials (RCTs), and surveys. In these studies, researchers used various data collection methods, such as interviews, focus groups, surveys, and standardized tests. The following is a brief summary of each study’s purpose, participants, setting, data collection methods, and findings.
- Bradshaw, Greer, and LaRoche (2019) conducted a mixed-methods study to examine the impact of poverty on academic achievement and the effectiveness of a school-based intervention on academic performance among low-income students. The study participants were 167 elementary school students from low-income families. The researchers used standardized test scores and teacher ratings of academic performance to measure academic achievement. They also conducted interviews and focus groups with parents, teachers, and students. The study’s findings showed that poverty negatively impacts academic performance, and the school-based intervention, which included tutoring, mentoring, and after-school programs, improved students’ academic performance.
- Kim and Kim (2017) conducted a quasi-experimental study to examine the impact of a school-based program on the academic achievement of low-income elementary school students. The study participants were 110 low-income students from two elementary schools in South Korea. The intervention included additional math and language classes and after-school programs. The researchers used pre- and post-tests to measure academic achievement. The study’s findings showed that the school-based program significantly improved students’ academic perfor
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