Poor academic performance according to Aremu (2000) is a performance that is adjudged by the examinee/testee and some other significant as falling below an expected standard. The interpretation of this expected or desired standard is better appreciated from the perpetual cognitive ability of the evaluator of the performance. The evaluator or assessor can therefore give different interpretations depending on some factors.
Bakare (1994) described poor academic performance as any performance that falls below a desired standard. This criteria of excellence can be from 40 to 100 depending on the subjective yardstick of the evaluator or assessor. For example, a 70% performance of senior secondary 3 student is by all standard a good performance. However a cursory look at the performance and the individual examined and the standard of the examination he or she took could reveal that the performance is a very poor one. On the other hand, a JSS 2 student's performance of 37% in SS3 mathematics can be said to be a poor performance when in actual fact the performance is by all standards a very good one. This shows that the concept of poor academic performance is very relative and this depends on so many intervening variables.
Bakare (1994) described poor academic performance as any performance that falls below a desired standard. This criteria of excellence can be from 40 to 100 depending on the subjective yardstick of the evaluator or assessor. For example, a 70% performance of senior secondary 3 student is by all standard a good performance. However a cursory look at the performance and the individual examined and the standard of the examination he or she took could reveal that the performance is a very poor one. On the other hand, a JSS 2 student's performance of 37% in SS3 mathematics can be said to be a poor performance when in actual fact the performance is by all standards a very good one. This shows that the concept of poor academic performance is very relative and this depends on so many intervening variables.
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