Exposition Essay

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Factors Behind Student Challenges

Exposition Essay by Clarisse Danielle M. Romualdo

In the relentless pursuit of academic excellence, students often find


themselves navigating a delicate balance between the demands of their studies and
the desire to outshine their peers. The perpetual exposure to academic pressure
becomes a driving force, compelling them to actively participate in class, excel in
recitations, and outscore everyone in examinations. The relentless pursuit of success,
however, comes with a hidden cost. The failure to sustain a consistent level of
achievement leads to an unsettling sense of unfulfillment that begins to erode their
self-esteem. Feelings of inadequacy and a fear of not being the best start to permeate
their thoughts, creating a breeding ground for frustration. As this internal struggle
intensifies, it often evolves into a more serious issue commonly referred to by
students as 'academic failure.' This phenomenon is not a singular occurrence but
rather a complex interplay of various contributors. Academic failure can stem from
several factors, but most notable of these are study habits, negligence in fulfilling
academic duties, and vulnerability to depression.

Poor study habits pertain to the activities that students practice that do not
necessarily yield an effectual outcome. These may come in different forms such as
procrastination, where students overestimate the time they have but end up working
on their academic loads one minute before due, and multi-tasking, where their focus
is divided among different tasks instead of only one stream of activity. In the study
of Siahi & Maiyo, it showed that there is a positive correlation between study habits
and academic performance. This means that poor study habits can lead to a poor
academic result, such that poor academic result can be caused by poor study habits.
Hence, it is important for the students to improve these, otherwise these may lead
them to a narrow path they may have a hard time escaping from.

Moreover, negligence to academic duties put as much weight on academic


failure. Negligence happens when a student falls short in prioritizing his studies
over other else. For an instance, one indulges himself in leisure all while his
homework is piling on his desk. He would have nothing to pass when due comes,
and a failing mark would inevitably entail. However, it's essential to recognize that
negligence can sometimes be unintentional, particularly when students are unaware
of their responsibilities. In such cases, students may not fully grasp the importance
of staying on top of their academic commitments, inadvertently putting their
academic success at risk.

Depression can also cast a dark shadow over a student’s academic journey.
The ongoing pressure to excel academically, combined with personal battles, can
trigger a downward spiral. Newport Academy reports that 3 out of 5 students fail
their classes due to depression. The symptoms of depression, such as lack of
motivation, difficulty concentrating, and a pervasive sense of hopelessness, can
significantly hinder academic success. Moreover, the isolation that often
accompanies depression can lead to a lack of engagement in class, further widening
the gap between the student and their educational goals.

The triad of poor study habits, negligence to academic duties, and


vulnerability to depression collectively shape the narrative of academic failure. In
understanding and confronting these, we unravel the story of academic failure. Yet,
by acknowledging these factors and fostering an environment that prioritizes both
academic and mental well-being, we set the stage for a transformative journey. This
comprehensive approach not only shatters the cycle of academic failure but also
empowers students to navigate the complexities of learning with strength and
resilience.

References
Julius, M., & Evans, A. S. (2015). Study of the relationship between study habits and academic
achievement of students: A case of Spicer Higher Secondary School, India. International Journal of
Educational Administration and Policy Studies, 7(7), 134-141.

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