Learning difficulties and academic struggles among higher secondary students

Abstract

This study investigates the learning difficulties and academic struggles faced by higher secondary students in Tenkasi district, focusing on the impact of gender, academic group, and locality on their educational performance. A sample of 300 students was selected through stratified random sampling, and a standardized questionnaire was used for data collection. The findings reveal that a significant portion of students experience moderate learning difficulties, with male students and those from rural areas facing higher challenges. Gender and locality-based disparities were evident in both learning difficulties and academic struggles, with male and rural students showing more difficulties. Additionally, differences among academic groups were observed, suggesting the need for differentiated teaching approaches. The study underscores the importance of early intervention, gender-sensitive teaching, and resource allocation, especially for rural students, to improve educational outcomes and foster equitable opportunities for all students.