User:Ishifa


 * --Ishifa (talk) 05:59, 2 October 2012 (UTC)

Introduction
Institutions of higher learning admit students from a diverse of societal and cultural environments. Therefore this gives an indication that students have different lifestyles of behaving, different ways of perceiving and sharing information (Chikte & brand; 1996; God; 1996). Many students registered for separate levels of qualifications, never completed those programs within the scheduled period of time within which such qualifications are attainable (Green & Winter; 2005).

A lack of discipline as contributing factor
According to (Luke et al; 1998) one of the common causes of failure among students is a short of personal obedience. Students do not adhere to the rules and regulations those guide them towards successful completion of their studies. Therefore a lack of self control results into a declining inspiration over their academic performance. In addition a deficient in concentration in the content of the course has been largely contributing to the scholars’ failure; this implies that students approach their examinations without properly prepared. Furthermore tertiary students fail, because they are unaware of a variety of techniques those apply to the process of stress management when they encounter anxieties during their academic period.

Insufficient revision and lack of essential needs as second causes of failure
Scholastic failure is also ascribed first and foremost to an insufficient revision of academic works, poor time management and poor settings towards target attainment (Brozo; 1987). More factors associated with the failure among students include a lack of food, insufficiently provided documentations and a shortage of instructional amenities. According to the majority of students, they can only manage to get something to eat once in a day, and this according to them hinders their speed of studying due to lack energy to study (Ifedili, Chika Josephine A: 2009).

Since the quality of teaching provided in secondary school is so important for tertiary academic performance, it would seem appropriate to search for some possible correlates of the teaching factors which might be more easily measured than teaching quality itself. Lee (1969) in a study of Cambridge University students concluded that graduation class size could be taken as a fair indication of teaching ineffectiveness.

Conclusion
In conclusion, it could seen that failure among tertiary students is linked to diverse causes, but this condition hopefully can be improved. Financial support, support in terms of academic facilities and social support from members of the public, government and private sectors will make a difference in the lives of students affected by this failure.