1. Instructional Factors:
* Inadequate teaching methods: Poorly structured lessons, lack of practical application, insufficient individualized attention, reliance on rote learning without understanding the underlying principles of the system (e.g., phonetic principles, word building), and a lack of engaging teaching materials.
* Lack of qualified instructors: Instructors lacking expertise in shorthand theory and practical application, unable to effectively diagnose and address individual student learning difficulties.
* Insufficient practice time: Shorthand requires significant practice to develop speed and accuracy; insufficient practice time leads to weak skills.
* Overemphasis on speed without accuracy: Premature focus on speed before a solid foundation in accuracy can lead to ingrained errors that are difficult to correct later.
* Lack of diverse learning resources: Limited access to supplementary materials, practice exercises, or technological aids (software, apps) that cater to different learning styles.
* Lack of feedback and assessment: Insufficient opportunity for students to receive timely and constructive feedback on their work, hindering their ability to identify and correct errors. Poorly designed assessments that don't accurately reflect the skills needed.
2. Student-Related Factors:
* Lack of motivation and interest: Students lacking intrinsic motivation to learn shorthand may struggle to dedicate the necessary time and effort.
* Learning disabilities: Students with dyslexia, dysgraphia, or other learning disabilities may find shorthand particularly challenging due to the demands on fine motor skills, memory, and rapid processing of auditory and visual information.
* Poor listening skills: Effective shorthand requires excellent listening skills; deficiencies in this area directly impact performance.
* Insufficient foundational skills: Weaknesses in spelling, grammar, vocabulary, and basic writing skills can hinder shorthand learning.
* Lack of practice outside of class: Shorthand proficiency is largely built through consistent practice; insufficient practice outside of the classroom limits progress.
* Anxiety and test pressure: The pressure of speed tests and assessments can negatively impact performance, especially for students prone to anxiety.
* Lack of self-discipline and time management: Shorthand requires dedication and consistent effort; poor self-discipline and time management skills hamper learning.
3. Environmental Factors:
* Distracting classroom environment: Noise, interruptions, and uncomfortable learning spaces can negatively impact concentration and learning.
* Limited access to technology and resources: Lack of access to computers, shorthand software, or other learning tools can hinder progress.
* Inadequate classroom facilities: Lack of proper writing surfaces, lighting, and comfortable seating can impact student performance.
Addressing poor performance requires a multifaceted approach that considers all these factors. It necessitates improvements in teaching methodologies, individualized support for students, provision of adequate resources, and creating a conducive learning environment.