Factors that effect achievement on BTEC level 3 extended diploma in Literature review

Factors that effect achievement on BTEC take 3 extended diploma in sport courses - Literature review ExampleThis is because college graduates will, on average, make a million or more throughout their working lives above their non-graduate counterparts that went to the high school level. The bad watchword in the way of educatee achievement, which affects the success of BTEC level 3 courses, include that enrolment and persistence levels among learners from low-earning communities ashes lower. The groups alter include those from contrasting backgrounds, including native and non-natives. The case is more severe for those suffering from disabilities. The some other add is that the preparation offered at high school is not sufficient, and in pace with the interests of those attending college, therefore, this affects their performance levels at the BTEC level 3 course. This report will explore the wide array of critical issues that affect student achievement at the BTEC level 3 sp orts course. Factors that lead to low college achievement The situation of being discriminate is believed to be the leading cause of low college achievement (Sylva et al., 2004). Such disadvantage is mostly associated with poverty, which makes it difficult for the students to annoy basic resources such as proper housing, diet and health. In connection with this is unfavourable home learning environment, including the inability of parents in supporting their children in achieving their educational goals (Sylva et al., 2004). The home learning environment is connected to other factors such as paternal educational levels, social class as well as what parental involvement in childrens affairs. Educational performance is also associated with cognitive factors, where children of professional parents are form be affected by cognitive deficit than their counterparts from non-professional backgrounds (Feinstein, 2003 Melhuish et al., 2001). Also, children from poor socio-economic status have problems in maturation good language skills, which affect their comprehension and learning as well as numeracy and acquisition when they marijuana cigarette BETC level 3. Children from poor backgrounds also tend to interact less with their parents, and so they end up receiving teeny or no parental support, a situation that also hinder their educational achievements when attending their BETEC level 3 (Clegg and Ginsborg, 2006). Gender Low achievement in education has put many students at a disadvantaged position. However, it is important to note that different groups in the population react in a different way depending on their circumstances. OECD studies have shown that, in England, girls outperform boys (Sylva et al., 2004). Elsewhere, Machin and McNally (2005) argue that gender gap has really affected education in the UK, even though the general achievement for both gender has improved. The gender scenery reveals that low academic achievement as a result of low being dis advantaged is in truth inconsistent, for example because girls from the same family are known to perform differently (Sinclair, 2007). A study published by UNICEF concerning children welfare in rich countries reported the UK at the last ranking out of 21 countries, hence attracting a lot of attention. Some of the factors that led to the poor ranking including the adolescent behaviour which in pass is attributable to background factors such as poor parenting. Margo and Dixon (2006) notes that an inconsistent number of those