Gateways to Completion
Case Study Anthologies
About the Anthology
The peer-reviewed case studies included in this anthology represent the collective work of faculty and staff involved in the Gateways to Completion (G2C) process in the University System of Georgia and at Eastern Michigan University and Western Michigan University. Work on the anthology began in early Spring 2020, but authors were invited to update their cases in Fall 2020 to document the gateway course redesign that occurred during the global pandemic.
Editor
Stephanie M. Foote
Associate Vice President, Teaching, Learning, and Evidence-Based Practice
About the Anthology
The peer-reviewed case studies included in this volume of the anthology series represent the collective work of faculty and staff involved in the Gateways to Completion (G2C) process in the University System of Georgia, Capital University, and the University of Central Arkansas. While some of the course redesigns documented in this volume began before the global pandemic, it is important to note that much of the work occurred between 2020-21.
Editors
Stephanie M. Foote
Senior Associate Vice President, Teaching, Learning, and Evidence-Based Practices
Donald Coleman Jr.
Doctoral Intern
Download the e-books
Volume One and Volume Two
Links to individual case studies are below.
Copyright
All cases included in these anthologies are copyrighted under creative commons license. https://creativecommons.org/licenses/by-nc-nd/4.0/
Case Studies
Math
Volume One
Calculus 1 (MATH 1220) Course Redesign at Western Michigan University
Instructor Collaboration in Calculus 1 to Improve Student Retention and Progression
Tabitha T. Y. Mingus, Melinda Koelling, Daniela Hernandez
Western Michigan University
At Western Michigan University, Calculus 1 (MATH 1220) had low student success rates. After issues were identified, a team of instructors was assigned to collaboratively coordinate the course. In this case study, we describe the evolution of the coordination, effects on instructors of this course, effects on student success in this course, and effects on other courses. Changes implemented make access to calculus education more equitable.
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College Algebra (MATH 105) Course Redesign at Eastern Michigan University
Kim Rescorla, Debra Ingram, Elaine Richards, Amy Shell-Gellasch, Sandra Johnson, Stephen Blair, Peng Xu, Donald Gibson, Carla Tayeh
Eastern Michigan University
Historically, College Algebra at Eastern Michigan University (EMU) has had high enrollments and high DFWI rates. Hence, College Algebra is designated as a gateway course. In an effort to reduce the DFWI rates across all student demographics while paying particular attention to equitable outcomes, EMU has partnered with the Gardner Institute in the initiative Gateways to Completion. Here, we give a data-driven case study on the G2C College Algebra redesign and outcomes.
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Volume Two
Quantitative Skills and Reasoning (MATH 1001) Course Redesign at Georgia Highlands College
Sandra Anderson
Georgia Highlands College
Quantitative Skills and Reasoning (Math 1001) is a designated gateway course at Georgia Highlands College (GHC). In an effort to increase student success in this course, GHC partnered with the Gardner Institute in the Gateways to Completion (G2C) initiative. Two outcomes resulted from this effort. The first created a method for more frequent personal contact with students concerning their progress throughout a semester. Secondly, an active learning strategy was devised and termed class wrappers. Following classroom instruction, students utilize class wrappers in groups to solve problems and apply concepts over newly covered material in order to better self-identify perceived strengths and weaknesses.
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Mathematical Modeling (MATH 1101) Course Redesign at Fort Valley State University
Samuel Cartwright, Bhavana Burell
Fort Valley State University
This case study presents the case of two piloted courses created as no-cost student resources, functioning as an intervention to improve the declining performance in the Mathematics Modeling class. The approach adopted in this process was to create free effective resources that remained available to the students from the very beginning of the semester to elevate motivation and engagement with the course. It was determined through the case study and pilot studies that offering free resource material early in the semester achieved the desired goal of improving student performance in MATH 1101. The same approach can theoretically be adopted in other courses as an intervention.
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College Algebra (MATH 1111) Course Redesign at South Georgia State College
Margaret Adams
South Georgia College
Mathematics, an important, beautiful subject in which one learns how to think logically, needs purpose and relevance. Increasing DWFI trends in College Algebra warranted a course redesign to foster an appreciation of mathematics, improve motivation, and encourage more student engagement. Bi-weekly discussion boards about math, watching math movies, and “creating and/or finding the mistake‘’ critical thinking tasks were assigned in addition to MathLab. The course became purposeful and appealing, and accommodating to students with diverse learning styles. Positive feedback revealed purpose and enjoyment from the new tasks. Student engagement improved and more successful learning outcomes occurred than with MathLab assignments alone.
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Nursing
Volume One
Closing the Racial Achievement Gap for Pre-Nursing Freshmen at the College of Coastal Georgia
Laura Lynch
College of Coastal Georgia
In response to the racial disparity in DFWI rates in gateway courses for nursing students, the College of Coastal Georgia is customizing their first-year experience program to promote greater engagement and support. This program is a collaboration between the Office of Academic Affairs, School of Nursing & Health Sciences, School of Arts & Sciences, Career and Academic Advising, Office of Diversity and Inclusion, Academic Support (tutoring), Office of eLearning, the Library, and Residence Life.
Psychology
Volume One
Introduction to Psychology (PSYC 1101) Course Redesign at Middle Georgia State University
Ervin Briones, Laurie C. Walters, David Biek, Paul R. Gladden
Middle Georgia State University
A course redesign of PSYC 1101 to decrease the DFW rate was implemented by two instructors. Traditional lecture format was deemphasized through in-class activities and using an active learning web-based program to provide students with individualized assistance on practice questions and immediate automatic feedback. Results suggested that, although the overall DFW rate was lower after the course redesign, the difference was not statistically significant. Further, students with low high school GPAs and/or lower SAT math scores had lower course grades in redesigned sections. Inspired by this redesign attempt and communication about it, alternative redesign approaches are being developed to deepen student learning.
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Introduction to Psychology (PSYC 1101) Course Redesign at the University of North Georgia
John A. Dewey, L. Alison Hite, Lori I. Furbush, Bryan L. Dawson, Connie S. Ringger, Jennifer K. Herrig
University of North Georgia
This case study describes an intervention to improve students’ metacognition and mastery of course learning objectives. Introductory Psychology students (n = 261) were asked to predict their exam scores during each exam. The Experimental Group received a warning lecture about overconfidence. They also received exam wrappers including detailed feedback and prompts to encourage metacognitive reflection. Compared to controls, the Experimental Group showed greater improvement in metacognition; but there was no significant difference in terms of mastery of course learning outcomes. We conclude that the intervention shows promise for improving metacognition but does not automatically lead to improved
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Introduction to Psychology (PSYC 1101) Course Redesign at eCore
Carla Bluhm, Eric Wruck, David Biek, Jen Sands
eCore
During the course of an online Psychology 1101 revision, Subject Matter Experts (SMEs) and designers created 10 multi-modal “Positive Thinking Corner” pages, each of which present a Positive Psychology topic relevant both to its lesson and to students’ lives. Videos, podcasts, and articles are linked, and students are offered their choice of two informal “reflections” to write, weaving their own experiences in with the material. The overwhelming positive student response has reinforced the notion that personalizing learning engages an emotional aspect that helps students bridge what is frequently a developmental growth spurt, particularly as it pertains to their self-concept and relationship to academia.
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Sociology
Volume One
Introduction to Sociology (SOCI 1101) Course Redesign at Georgia Southwestern State University
Jamie MacLennan
Georgia Southwestern State University
The following is a case study on a Gateways to Completion (G2C) course redesign in two sections of Introduction to Sociology (SOCI 1101) at Georgia Southwestern State University (GSW). The course redesign is currently in year two of the process and, so far, consists of
1. bolstering supplemental instruction (SI) and
2. the administration of pre-and post-exam wrappers.
Results indicate that SI is beneficial for the small number of students who utilize it and that exam wrappers increase metacognitive skills and slightly improve subsequent exam performance.
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Administrative
Volume One
Investing in the Core: Enhancing G2C Communication and Visibility at Georgia Gwinnett College
Catherine Thomas, Rachel Bowser
Georgia Gwinnett College
During the initial G2C rollout at Georgia Gwinnett College (GGC), key partners for enacting pedagogical interventions were easily identifiable and on-boarded, but cross-functional area involvement and literacy were harder to achieve because of inconsistent messaging. We established two goals for improving and sustaining project productivity: 1. Renew buy-in from key campus partners and 2. Increase institutional literacy about the initiative. Through a combination of promotional presentations, regularized communication pathways, and identification of synergies between G2C and ongoing initiatives among stakeholders, a new cultural framework around G2C was created, prioritizing transparency and broad
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G2C Case Study: VSU (Valdosta State University)
Cultural Transformation: The Unforeseen Journey from Then to Now
Shani P. Wilfred, Theresa J. Grove
Valdosta State University
When facing adversity at the institutional level, many faculty find it hard to be innovative and optimistic, which can hinder the institutional transformation that is needed to adapt to changes in the higher education landscape. The challenges facing Valdosta State University (VSU) are not unique to comprehensive universities; through our self-reflections our goal is to become more responsive and adaptive to future challenges, and by sharing our experiences we hope that other institutions can learn from our past. This case study provides an overview of the cultural transformation that is taking place at an institution to build momentum toward student success, stakeholder buy-in, identity development, and a plan for continued growth.
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Volume Two
Institution-Wide Change at Capital University: Examination of Gateway Courses Uncovers University-Level Needs
Deanna N. Wagner, Jody S. Fournier
Capital University
Capital University made several transformative changes working with the Gardner Institute through the Foundations of Excellence - First Year Focus project in 2012. Elusive, however, were substantive changes in instruction. We reengaged with the Gardner Institute in 2017 to take a sustained look at classroom experiences and their relationship to student success. We anticipated making changes focused on in class teaching and learning but underestimated making major high impact institutional and structural changes as well. As a result, these changes positively impacted retention, persistence, and graduation rates, even eliminating first generation status as a negative predictor of retention.
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The Relationship Between Linked Courses, a High-Impact Practice, and Student Success Rates at East Georgia State College
Ron Denton
East Georgia State College
This case study examines the impact of a student learning community (SLC) that linked sections of two courses, English Composition II (ENGL 1102) and U.S. History II (HIST 2112), on student success rates in the course. Ultimately, students in the sections of the courses in the SLC successfully completed the courses (earned a “C” or higher) at greater rates than those in non-SLC sections. Moreover, students reported additional gains associated with historical thinking.
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Designing the Course Transformation Academy at Kennesaw State University
Kristina DuRocher, Scott Reese
Kennesaw State University
Based on experiences in Gateways to Completion (G2C) and institutional priorities, Kennesaw State University (KSU) created the Course Transformation Academy (CTA). This case study explores KSU’s process in developing the CTA. Our model focuses on milestones to measure progress, as well as developing an adaptable model of three stages that is open to courses of any level. In addition, our model integrates mandatory administrative support, the participation of all department faculty, and the involvement of students.
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Student Success United: Extending Successes in Gateway Course Transformations throughout the University-Wide Curriculum at Savannah State University
Lisa Yount, Jonathan Elmore, Isadora Mosch
Savannah State University
Historically, DFWI rates are disproportionately attributed to students in underrepresented populations. Thus, the efforts of redesigning “gateway” courses to promote an inclusive environment where all students can learn and perform at their highest potential is especially important for HBCUs like Savannah State University (SSU). Student Success United, Savannah State University’s newly approved Quality Enhancement Plan (QEP), builds on the successes achieved through the Gateways to Completion (G2C) methodology and replicates the process to impact course redesigns extending to all areas of the core curriculum and lower- and upper-division courses in all degree-granting academic programs.
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Assessment Redesign and Programmatic Identity at Valdosta State University
Julianna Edmonds
Valdosta State University
In this case study, I outline a redesigned assessment plan for the first-year writing program at Valdosta State University. Previous program assessments focused on single criterion writing issues, such as comma placement, MLA formatting, or source integration. As a newly hired first-year writing program coordinator, I designed a holistic assessment that would allow the Composition Committee to assess broader categories, such as rhetorical knowledge, as defined by the Council of Writing Program Administrators in WPA Outcomes Statement for First-Year Composition (3.0). This case study outlines the redesign process and considers assessment as a method for establishing programmatic identity within writing programs.
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Supporting Faculty Leaders in Core Course Redesign: Overcoming Challenges and Increasing Buy-In through Faculty Development Retreats at Valdosta State University
Theresa J. Grove, Shani P. Wilfred, Jamie Landau
Valdosta State University
Institutional course redesign is a challenging endeavor. In addition to navigating the logistics associated with improving course content and assessment, strategies to reward faculty who engage in this complex process need to be developed. This case study describes a collaborative summer retreat that was designed at Valdosta State University (VSU) to address the aforementioned challenges. The retreat incorporated development of a course redesign and assessment action plan, critical reflection, and practicing implementation, including a persuasive pitch to increase departmental buy-in. Seven faculty from four departments, who were part of the Gateways to Completion (G2C) initiative at VSU, participated in these summer retreats. Retreat participants reported feeling reinvigorated and better equipped to engage their departments in the course redesign process. All plans developed during the summer retreat were successfully implemented and achieved varying levels of buy-in within each department. The retreats and the implementation of course redesign demonstrated the importance of facilitating buy-in at the department level, the importance of rewarding faculty engagement, and the value of collaborative efforts that incorporate administrative guidance and support. The development of these summer retreats laid the groundwork for expansion of course redesign efforts at VSU, which are only one aspect of our student success initiatives.
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Accounting
Volume One
Introduction to Financial Accounting (ACCT 2101) Course Redesign at Georgia Gwinnett College,
Teaching Intro to Financial Accounting Using a Nontraditional Approach and its Effect on Students’ Academic Performance
Yvonne Ellis, Karen B. McCarron, Kathleen Pinson
Georgia Gwinnett College
Business programs have tried to improve the passing rates of students enrolled in the principles of financial accounting courses with very little success. The purpose of this study was to compare the traditional (preparer) versus the nontraditional (user) approach to teaching the course and its effect on the academic performance of 179 undergraduate students. The results suggest that students performed better at midterm using the traditional method and better overall using the nontraditional approach as confirmed by the Wilcoxon-Mann-Whitney test. These results have implications for how and when students are taught accounting topics and the effect on their academic performance.
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Volume Two
Principles of Accounting I (ACCT 2310) Course Redesign at the University of Central Arkansas
Stephanie Watson, Laura J. Young
University of Central Arkansas
Prompted by Gateways to Completion, and in response to a 42.2% DFWI rate, the accounting faculty at the University of Central Arkansas along with faculty from the College of Education and the Department of Finance, redesigned the Principles of Accounting I course. There were 13 redesign elements in the following three categories: messaging to students, helping students succeed, and faculty coordination. Without reducing rigor, the DFWI rate was reduced to 32.3%. This case study outlines the redesign and outcomes.
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Biology
Volume One
Human Anatomy and Physiology (BIOL 2451K) Course Redesign at Georgia Gwinnett College
Using Student-Faculty Contracts and Self-Monitoring to Increase Student Success in Anatomy and Physiology I
Jeff Pasley, Karen Perell-Gerson, JB Crabbe, Caroline Hanson
Georgia Gwinnett College
Human Anatomy and Physiology I (API) is a gateway course to careers in allied health. In order to be competitive for nursing, medical, and physical therapy programs, students need to be successful in API. Yet, most students have not had the experience with the rigor and substantial content of material that is required for this course. In this case study, we used known theories of behavior change that have worked in allied health to improve student success. The results of the study have implications for how and when students are taught accounting topics and the effect on their academic performance.
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Human Anatomy and Physiology (BIOL 2451K) Course Redesign at Georgia Gwinnett College
Karen Perell-Gerson, Victoria Bali, Wendy Dustman, Rebecca Fiorillo, Caroline Hanson, Rebecca Kalman, Xiaoping Li, Julia E. S. Shearer
Georgia Gwinnett College
Problem-based learning (PBL) is used in healthcare professional programs because educators recognize students separate theoretical knowledge from practical knowledge. PBL equips pre-nursing students with active learning and scientific literacy competencies. In the current study, pilot sessions occurred in Spring 2020 with 2 PBL tutors and 10-15 students/session. Sessions included review, PBL activity, wrap-up, and assessment. Participants (100%) felt the session length was just right. Most (89%) felt the PBL session increased their interest/skill level. All (100%) felt they studied more effectively and were more independent learners due to PBL sessions.
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Chemistry
Volume One
Principles of Chemistry (CHEM 1211) Course Redesign at Augusta University
Stephanie Myers, Angela Spencer, Cheryl Eidell, Jose Jimenez-Lugo, Jason Carr, Bobby Barker
Augusta University
At Augusta University, Principles of Chemistry I - CHEM 1211 is taught in multiple sections with different, often inexperienced, instructors. Thus, there has been substantial diversity in instructional rigor and high DFW rates. In an attempt to mediate the student issues of inequality and assist instructors, common exams were introduced in Fall 2019. Comparing Fall 2019 to Fall 2018, withdrawal rates fell from 30% to 11% and success rates increased from 41% to 65%. In an end-of-course survey students, on average, rather liked the exams (3.6/5.0) and felt that the exams reflected course content (3.8/5.0). Performance in CHEM 1212 appears unaffected.
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Volume Two
Principles of Chemistry I (CHEM 1211) Course Redesign at Valdosta State University
Linda de la Garza, A. Ligia Focsan, Donna L. Gosnell, Tolulope Salami, Xiaomei Zheng
Valdosta State University
It is critical that students taking chemistry courses acquire basic skills in the introductory course. Chemistry faculty at Valdosta State University realized that students who took the Principles of Chemistry I course were not mastering the skills related to chemical reactions concepts. To address this issue, course innovations consisting of a practice assignment and review session were implemented. Findings suggest that these activities were effective in reducing the percentage of students who failed to meet course learning outcomes related to chemical reactions topics. Thus, instructors are encouraged to use similar strategies in other topics and chemistry courses.
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English
Volume One
English Composition (ENGL 1101) Course Redesign at Georgia Gwinnett College
Perry Dantzler, Stephanie Denny, Semire Dilki, Rachel Donnegan, Jake Edwards, Kim Green, Elizabeth Jones, Kristene McClure, Rong Liu, Michel Putnam
Georgia Gwinnett College
After scoring several hundred essays over 2 semesters, we concluded that moving to TILT (Transparency in Learning and Teaching) assignments. We spent the beginning of year two designing the evaluation essay through TILT, primarily using the layout of purpose, task, and grading criteria to shape different approaches to the assignment (evaluating a sci-fi film, evaluating a major, evaluating an online product). The general findings of the data collection showed a range of student writing abilities across all seven criteria, demonstrating that a broad change in ENGL 1101 was needed, not restructuring a single assignment or section of the assignment.
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English Composition (ENGL 1101) Course Redesign at the University of North Georgia
Ian Afflerbach, Matthew Boedy, Justin Barbaree, Molly Daniel, Ann Marie Francis, Laura Ng, J. Michael Rifenburg
University of North Georgia
The Gateways to Completion English Department Committee was charged with developing and implementing pedagogic intervention(s) in English 1101 (ENGL 1101) during Fall 2019 to lower DWFI rates with an eye toward equity in student outcomes. We redesigned the ENGL 1101 course with process pedagogy as an overarching pedagogical intervention. We piloted 18 sections of ENGL 1101 during Fall 2019 with macro-and micro-level interventions designed to support this overarching pedagogical intervention. Our mixed-methods assessment plan highlights the effectiveness of such an intervention for students’ learning while also highlighting adjustments to make as we scale up our redesigned course to additional sections of ENGL 1101.
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English Composition (ENGL 1101) Course Redesign at eCore
Cortney McLeod, Jen Sands
eCore
After piloting an adaptive learning platform integration for ENGL 1101, we hypothesize that the following strategies better promote student success in terms of self-awareness, motivation, structure, engagement, and concept transfer: condensing interactive, multimodal content via the Learning Management Systems (LMS) platform for the purpose of mastery; encouraging student reflection through informal journal writing, metacognitive prompts, and revision; promoting learner agency via an adaptive quiz structure; and setting clear expectations through individualized rubrics and transparent instructions.
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Volume Two
English Composition I (ENGL 1101) Course Redesign at East Georgia State College
Laura Chambers, Ren Denton, Annliss Jordan, Julie Strickland
East Georgia State College
This case study describes the work of four faculty members at EGSC engaged in the G2C ENGL 1101 Redesign. The group agreed to focus on the third category in the G2C Course Redesign Framework: Course Structure Changes; however, we did not prescribe specific changes for the team. As this case study illustrates, allowing instructors to implement the structural changes that made sense to them resulted in a colorful patchwork quilt of classroom experiences and improvements in student engagement and success that we could share and build upon in following semesters.
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English Composition II (ENGL 1102) Course Redesign at East Georgia State College
Laura Chambers, Val Czerny, Ren Denton, Kathy Whitaker
East Georgia Sate College
This case study describes the work of four faculty members at EGSC engaged in the G2C ENGL 1102 Redesign. As part of a larger committee, we agreed to focus on the third category in the G2C Course Redesign Framework: Course Structure Changes; however, we did not prescribe specific changes for the team. Allowing instructors to implement the structural changes that made sense to them resulted in another colorful patchwork quilt (like our ENGL 1101 redesign) of classroom experiences and improvements in student engagement and success that we could share and build upon in following semesters.
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English Composition (ENGL 1102) Course Redesign at East Georgia State College
Doorway Composition: An Individual, Illustrative Case Study
Val Czerny
East Georgia State College
A student’s ability to transition into collegiate thinking and writing improves the likelihood of future student success. At East Georgia State College, although English 1101 is a prerequisite to English 1102, Composition II students nonetheless tend to stop short at the threshold of higher education, where it becomes difficult for many of them to embrace new concepts required for college-level thinking and writing. This illustrative case study examines a particular ENGL 1102 course redesign to assist educators in understanding how to develop their own course redesigns in a metaphorical way—and to adapt the “doorway” metaphor for individual pedagogical use.
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History
American History to 1877 (HIST 2111) Course Redesign at Georgia Highlands College
Jayme Akers Feagin, Steven Blankenship, Bronson Long, Karen Huggin
For many instructors, the idea of using course redesign to improve student success may sound both appealing and intimidating. In many cases, it is difficult to know where to start or what to expect. This article explores how a team of historians at Georgia Highlands College (GHC) used a multifaceted approach to course redesign that included the adoption of Open Educational Resources (OERs) and a variety of course activities to noticeably reduce DFWI rates in American History survey courses. This article suggests that instructors who take an all-around student-centered approach to course redesign can make a real difference.
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Math
Volume One
College Algebra (MATH 1111) Course Redesign at the University of North Georgia
Redesigning College Algebra: A Vision for the Future
Bikash Das, Thomas Hartfield, Clayton Kitchings, Nham Ngo, Marnie Phipps, Alejandro Sarria
University of North Georgia
The Gateways to Completion committee was appointed to study and redesign College Algebra at the University of North Georgia and began work in Fall 2018. The committee began the three-year process of examining the course, identifying areas of concern, proposing, piloting, and implementing the redesign. The committee studied data from the Office of Institutional Effectiveness, surveyed faculty and students, analyzed previously published objectives, created new objectives with sample questions, and piloted textbook curricula and online platforms. The 2019-2020 academic year began the enactment of the piloted redesign. The committee continues to analyze data in anticipation of year three.
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Pre-Calculus (MATH 1113) Course Redesign at Georgia Gwinnett College
Two Simple Course Interventions to Improve DWF Rates in a College Pre-Calculus Course
Priya S. Boindala, Natasha Brewley
Georgia Gwinnett College
This case study provides an example of two simple interventions adopted in a Pre-Calculus course. This was done to keep students motivated and persevering through the semester as well as a way to help them prepare for upcoming examinations in the midst of COVID-19 quarantine. Though these interventions are proposed for an elementary general education Pre-Calculus course, it can be adopted for any course seeing similar effects in their DFW rates due to lack of student motivation and study skills deficiency.
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Calculus 1 (MATH 1220) Course Redesign at Western Michigan University
Instructor Collaboration in Calculus 1 to Improve Student Retention and Progression
Tabitha T. Y. Mingus, Melinda Koelling, Daniela Hernandez
Western Michigan University
At Western Michigan University, Calculus 1 (MATH 1220) had low student success rates. After issues were identified, a team of instructors was assigned to collaboratively coordinate the course. In this case study, we describe the evolution of the coordination, effects on instructors of this course, effects on student success in this course, and effects on other courses. Changes implemented make access to calculus education more equitable.
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Pre-Calculus (MATH 1113) Course Redesign at Georgia Gwinnett College
Two Simple Course Interventions to Improve DWF Rates in a College Pre-Calculus Course
Priya S. Boindala, Natasha Brewley
Georgia Gwinnett College
This case study provides an example of two simple interventions adopted in a Pre-Calculus course. This was done to keep students motivated and persevering through the semester as well as a way to help them prepare for upcoming examinations in the midst of COVID-19 quarantine. Though these interventions are proposed for an elementary general education Pre-Calculus course, it can be adopted for any course seeing similar effects in their DFW rates due to lack of student motivation and study skills deficiency.