Many people who leave school hold a negative effect toward learning. Why does this happen? What are the solutions?
In recent years, the negative attitude towards learning of people who leave school has been a broad issue to the general public. The effect of this problem has not been noticed by many people even though it has been warned many times. Here this essay will discuss about the causes as well as some solutions for this prolem.
First and foremost, people should recognize that there are several reasons supporting the idea that people who leave school hold a negative attitude towards learning. one of them is the pressures and rigid structures of traditional education systems. In many schools, the focus on grades, standardized testing, and memorization can make learning feel like a chore rather than a rewarding experience. students may feel tired of having too much homework to do in one day and studying for hours for tests. Furthermore, limited room for creativity, exploration, and individual expression can discourage curiosity and a natural love for learning. students will that the curriculum lacks relevance to real-world situations or their personal interests, leading them to view education as something to endure rather than enjoy.
Addressing this issue requires a shift in both educational approach and societal attitudes towards learning. schools should adopt more engaging methods that emphasize critical thinking, problem-solving, and offering students opportunities to explore their interests and develop new skills. when subjects are connected to everyday situations or future careers, students are more likely to see the value in what thay learn. Moreover, personalized learning models, which adjust teaching to accommodate different learning styles and paces, could help reduce the stress that stems from standardized expectations. Celebrating individual progress, allowing students to take ownership of their learning, and emphasizing personal growth over grades can help them see learning as a fulfilling, ongoing process. these solutions encourage students to view learning as a valuable, enjoyable process rather than a burden.
In conclusion, the above- mentioned facts have outlined the reasons as well as the measures of this issue. The presented suggestion would be good steps to solving them. With these changes, we can inspire students to have a lasting enthusiasm for learning. when students see learning as a lifelong journey, they are more likely to pursue knowledge beyond formal education.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-11-11 | Dương Ái Nhi | 61 | view |
| 2024-11-11 | Dương Ái Nhi | 61 | view |
| 2024-11-11 | Duong Gia Han | 89 | view |
| 2024-11-10 | ngocminhho | 67 | view |
| 2024-11-07 | TranthikimNgoc | 89 | view |
- Many people who leave school hold a negative effect toward learning Why does this happen What are the solutions 89
- Many people who leave school hold a negative effect toward learning Why does this happen What are the solutions 89
- Many people who leave school hold a negative effect toward learning Why does this happen What are the solutions 89
- Many young people who leave school hold a negative attitude towards learning Why does this happen What are the solutions 89
- Many young people who leave school hold a negative attitude towards learning Why does this happen What are the solutions 84
Grammar and spelling errors:
Line 1, column 114, Rule ID: GENERAL_XX[1]
Message: Use simply 'public'.
Suggestion: public
...ve school has been a broad issue to the general public. The effect of this problem has not bee...
^^^^^^^^^^^^^^
Line 1, column 270, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...imes. Here this essay will discuss about the causes as well as some solutions for...
^^
Line 2, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ll as some solutions for this prolem. First and foremost, people should recogn...
^^^
Line 3, column 168, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: One
...d a negative attitude towards learning. one of them is the pressures and rigid stru...
^^^
Line 3, column 401, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Students
...ore rather than a rewarding experience. students may feel tired of having too much homew...
^^^^^^^^
Line 3, column 643, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Students
...iosity and a natural love for learning. students will that the curriculum lacks relevanc...
^^^^^^^^
Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...something to endure rather than enjoy. Addressing this issue requires a shift i...
^^^
Line 5, column 110, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Schools
...nd societal attitudes towards learning. schools should adopt more engaging methods that...
^^^^^^^
Line 5, column 291, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: When
...their interests and develop new skills. when subjects are connected to everyday situ...
^^^^
Line 5, column 802, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: These
...rning as a fulfilling, ongoing process. these solutions encourage students to view le...
^^^^^
Line 6, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...njoyable process rather than a burden. In conclusion, the above- mentioned fact...
^^^
Line 7, column 257, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: When
...have a lasting enthusiasm for learning. when students see learning as a lifelong jou...
^^^^
Transition Words or Phrases used:
first, furthermore, if, may, moreover, so, thus, well, in conclusion, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 13.1623246493 68% => OK
Auxiliary verbs: 11.0 7.85571142285 140% => OK
Conjunction : 13.0 10.4138276553 125% => OK
Relative clauses : 10.0 7.30460921844 137% => OK
Pronoun: 22.0 24.0651302605 91% => OK
Preposition: 36.0 41.998997996 86% => OK
Nominalization: 7.0 8.3376753507 84% => OK
Performance on vocabulary words:
No of characters: 2067.0 1615.20841683 128% => OK
No of words: 370.0 315.596192385 117% => OK
Chars per words: 5.58648648649 5.12529762239 109% => OK
Fourth root words length: 4.38581623665 4.20363070211 104% => OK
Word Length SD: 2.85203783205 2.80592935109 102% => OK
Unique words: 223.0 176.041082164 127% => OK
Unique words percentage: 0.602702702703 0.561755894193 107% => OK
syllable_count: 623.7 506.74238477 123% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 5.43587174349 55% => OK
Article: 5.0 2.52805611222 198% => OK
Subordination: 2.0 2.10420841683 95% => OK
Conjunction: 4.0 0.809619238477 494% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.76152304609 84% => OK
Performance on sentences:
How many sentences: 19.0 16.0721442886 118% => OK
Sentence length: 19.0 20.2975951904 94% => OK
Sentence length SD: 37.5630218356 49.4020404114 76% => OK
Chars per sentence: 108.789473684 106.682146367 102% => OK
Words per sentence: 19.4736842105 20.7667163134 94% => OK
Discourse Markers: 4.21052631579 7.06120827912 60% => More transition words/phrases wanted.
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 12.0 5.01903807615 239% => Less language errors wanted.
Sentences with positive sentiment : 11.0 8.67935871743 127% => OK
Sentences with negative sentiment : 6.0 3.9879759519 150% => OK
Sentences with neutral sentiment: 2.0 3.4128256513 59% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.257459311475 0.244688304435 105% => OK
Sentence topic coherence: 0.0718446836556 0.084324248473 85% => OK
Sentence topic coherence SD: 0.0890622093754 0.0667982634062 133% => OK
Paragraph topic coherence: 0.161047876797 0.151304729494 106% => OK
Paragraph topic coherence SD: 0.115081838821 0.056905535591 202% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 14.6 13.0946893788 111% => OK
flesch_reading_ease: 43.73 50.2224549098 87% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 11.9 11.3001002004 105% => OK
coleman_liau_index: 15.14 12.4159519038 122% => OK
dale_chall_readability_score: 9.61 8.58950901804 112% => OK
difficult_words: 118.0 78.4519038076 150% => OK
linsear_write_formula: 7.5 9.78957915832 77% => OK
gunning_fog: 9.6 10.1190380762 95% => OK
text_standard: 10.0 10.7795591182 93% => OK
What are above readability scores?
---------------------
Rates: 89.8876404494 out of 100
Scores by essay e-grader: 8.0 Out of 9
---------------------
Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.