Attitudes Respectfully Program

The prevalence of college-dropout cases recently has been attributed to the poor transitioning of students from high school, and the Building Attitudes Respectfully Program (BARP) has been developed to put things in check. There are underlying factors in college life that are playing a significant role in diminishing students' zeal. Some of the contributing factors is classroom boredom, economic difficulties, psychological challenges, and perceptions of self-efficacy (Vaughn  et al ., 2020). These factors hampers college students from developing interest in their studies (Rush, 2017). The intents of the BARP is to students, who are susceptible to failing in their examinations, to develop a positive attitude toward education. Students who fall in this category shall be tutored and mentored by professionals in the educational field to offer one-on-one interactions that will help understand the undoing of these student. With time these students will post better grades in their examinations and boost their drive toward achieving academic excellence in whatever discipline they currently pursue. The BARP, like any other project/program, has several prospected results, all of which are presumed to be positive because no program can be set to negatively impact its pioneers. However, the cornerstone for laying this program's foundation is to change college students' attitudes toward education (Sasway & Kelly, 2020). This essay's objectivity addresses the intervention measures entailed in the BARP, which will ensure that the program's motives are realized.  

Hargrave  et al.  (2017) posit that good interactive relationships between teachers and students work to foster students' interest to learn. To ensure congruence of determining teacher-student relationships, there is a need to assess the matter from both sides (student and teacher side), which will, in turn, help create a common theme and working approach (Auger & Jeffrey, 2017). The reason for using this approach is because of opinion variation. According to Auger and Jeffrey, improving teacher-student relationships to be caring and loving creates an apt environment for students to appreciate academics.  

This issue goes beyond the school environment's defines by also highlighting parents' role in students' academic performance (Lasater, 2016). When there is a weak relationship between the school and the parents, students' probability of taking their academic progress seriously is low. Parents play a vital role in developing students' interest in their academics when they monitor their progress (Heppen  et al. ,    2018). Parents often act as the teachers' watchdogs when students are at home. Mentorship is another approach that can be used to revive the academic drive of students. When a student is mentored, they eventually appreciate what they have and what they have to do, which in this case is work hard in school (Angus & Hughes, 2017). Mentored students will positively appreciate their school environment as their "home" that is molding them for the indefinite future (Pearson, 2015). When the perception about the school environment improves, students' culture also improves, thus giving the latter the right attitude to see them through college life.  

Familial engagement is another strategy that can be used to ensure the efficacy of the BARP. Family in this scenario plays a vital role in tracking students' grades, attendance, and credits for whatever disciplines they are pursuing (Mac Iver  et al.,  2015). You may have often overheard a parent saying that their children are old enough to be followed around about their academics. This notion has seen many parents regret their negligence, but time can never turn back for them to do better. Once a student decides to call it quits from college, it becomes a difficult decision to revert. Parents are called upon to fulfill their role by monitoring and encouraging their children to work hard even when things seem not to be working. 

Besides, the world of Science has presented convenient technology that can be incorporated into teaching and learning, making the process fascinating. It sounds thrilling for a student to come to class with tablets so that they can conduct web searches and access electronic books for clarification rather than using physical books (Greene  et al.,  2015). Precisely, technology breaks monotony and boredom. A study was conducted to determine the library's effectiveness in making learning enjoyable, and the results were that the library improves the learning experience of a student (Lewis, 2019). The reasoning behind it is that the diversity of sources available in the library gives a student that much-needed freedom to read whatever material they like rather than sticking to one course book for reference. Also, students transitioning from high school to college require psychological support, which many teachers and parents tend to neglect (VanDerHeyden & Burns, 2018). Many students may not say it at a parent's or teacher's face, but they desperately need counseling, guidance, and advocacy about how to maneuver with college life. Granting them their silenced desires will always make them rise above their college life struggles, thus excel in their studies.  

Leeuw, Boer, and Minnaert (2020) posit that efficient intervention plans that may lead to the drop in the number of college dropout cases can be divided into four categories: commitment to intervention, frequency of intervention, exposure, and who applies it. These scholars further that the implementation of viable policies in schools and the education ministry may also curb college dropout cases (Freeman & Simonsen, 2015). Other policies like performance merit can be lessened to give struggling students a fighting chance rather than being expelled when their performance hits below the bare minimum. Stakeholders ought to be involved to either readjust current policies or create new ones that will favor students to stay in school until they complete their studies rather than quit.  

In conclusion, college dropout cases happen for various reasons, ranging from economic strain, psychological predicaments, and boredom, among others. The BARP is geared toward eliminating the number of college dropout cases by incorporating viable intervention measures like familial engagement, policy reassessment, fostering good interactive relationships between students and teachers, and utilizing technology to enhance engagement.  

References 

Sasway, H. M., & Kelly, A. M. (2020). Instructional Behaviors Affecting Student Attitudes Towards Science.  Community College Journal of Research and Practice , 1-18. 

Rush, M. (2017). Beat boredom: engaging tuned-out teenagers. Stenhouse Publishers. 

Hargrave, L. D., Tyler, K. M., Thompson, F., & Danner, F. (2016). An examination of the association between student-teacher interactions and academic self-concept among african american male high school students. Journal of African American Males in Education, 7(2), 33–49. 

Auger, R. W., & Jeffrey, A. J. (2017). Fostering caring relationships between high school students and teachers: A role for school counselors. Wisconsin Counseling Journal, 30, 19–36. 

Lasater, K. (2016). Parent-Teacher conflict related to student abilities: The impact on students and the family-school partnership. School Community Journal, 26(2), 237-262. 

Heppen, J. B., Zeiser, K., Holtzman, D. J., O'Cummings, M., Christenson, S., & Pohl, A. (2018). Efficacy of the check & connect mentoring program for at-risk general education high school students. Journal of Research on Educational Effectiveness, 11(1), 56–82. https://doi-org.libproxy.saumag.edu/10.1080/19345747.2017.1318990 

Pearson, P. L. (2015). High school culture, graduation rates, and dropout rates (Order No. 3686080). Available from ProQuest Central. (1666394713). Retrieved from https://libproxy.saumag.edu/login?url=https://www-proquest-com.libproxy.saumag.edu/docview/1666394713?accountid=40255 

Leeuw, R. R., Boer, A. A., & Minnaert, A. E. (2020). The proof of the intervention is in the implementation; a systematic review about implementation fidelity of classroom-based interventions facilitating social participation of students with social-emotional problems or behavioural difficulties. International Journal of Educational Research Open, 100002. doi: 10.1016/j.ijedro.2020.100002 

Angus, R., & Hughes, T. (2017). School climate, connectedness, and academic achievement: Examining positive impacts from high school mentoring services. education leadership review of doctoral research, 4, 69–84. 

Greene, J., Bolick, C., Caprino, A., Deekens, V., McVea, M., Yu, S., & Jackson, W. (2015). Fostering high-school students' self-regulated learning online and across academic domains. The High School Journal, 99(1), 88-106. Retrieved August 31, 2020, from http://www.jstor.org/stable/44075334 

Lewis, K. R. (2019). Making it matter. Knowledge quest, 47(5), 56-63. Retrieved from https://libproxy.saumag.edu/login?url=https://www-proquest-com.libproxy.saumag.edu/docview/2220714023?accountid=40255 

VanDerHeyden, A. M., & Burns, M. K. (2018). Improving decision-making in school psychology: Making a difference in students' lives, not just a prediction about their lives. School Psychology Review, 47(4), 385-395. doi: http://dx.doi.org.libproxy.saumag.edu/10.17105/SPR-2018-0042.V47-4 

Freeman, J., & Simonsen, B. (2015). Examining the impact of policy and practice interventions on high school dropout and school completion rates: A systematic review of the literature. review of educational research, 85(2), 205-248. Retrieved August 31, 2020, from http://www.jstor.org/stable/24434256 

Vaughn, M. G., Roberts, G., Fall, A., Kremer, K., & Martinez, L. (2020). Preliminary validation of the dropout risk inventory for middle and high school students. Children and Youth Services Review,111, 104855. doi: 10.1016/j.childyouth.2020.104855 

Mac Iver, M., Epstein, J., Sheldon, S., & Fonseca, E. (2015). Engaging families to support students' transition to high school: Evidence from the field. The High School Journal, 99(1), 27-45. Retrieved August 31, 2020, from http://www.jstor.org/stable/44075331