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1- Al Shabibi, A. and  Silvennoinen, H. (2018) Challenges in Education System Affecting Teacher Professional Development in Oman. Athens Journal of Education.

2-   Al-Zoubi, S. (2015). Low Academic Achievement: Causes and Results.  Theory and Practice in Language Studies.

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1- Ali Al Issa (Associate Professor from Curriculum and Instruction Department, College of Education, SQU)
https://drive.google.com/file/d/1zQ1YJ9wPx40FEk4p8x6ccwhqYiraAmih/view?usp=sharing

2- Khalaf Al Abri (Assistant Professor from Educational Foundation and Administration, College of Education, SQU)
https://drive.google.com/file/d/1UcPjvbK4VwrBbIZw-bH1ye5zOvpFiodW/view?usp=sharing

3-  Noor Al farsi, student at grade 12
https://drive.google.com/file/d/1-LkwxPaErPQdibikXd_0h_m4HIeTewRY/view?usp=sharing

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1. Adjusting curriculum (shift from the theoretical curriculum to a practical curriculum)

2. strengthen the relationship between the school and family ( PT meetings, workshops on how to deal with children/ teenagers).

3. Take advantage of the other successful experiences in other countries (e.g Finland).

4. Increase attention to the mental, physical and health of the students so that they can concentrate on learning.

5. Create a relaxing school environment to increase the motivation of students and their level of belonging to the school and community.

6. Use attractive techniques by teachers to motivate students for leaning.

7. Train teachers continuously and organize training courses and workshops.

8- Implement continuous assessment effectively instead of exams and tests.

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1- Factors of Poor Student Performance
Christopher Cascio

https://www.theclassroom.com/factors-poor-student-performance-12636.html

there are some factors contribute to student performance.
- student (  learning disability, motivation)
- teacher experience
- school funding
- parents ( busy, careless)

2- The hidden secret behind the low level of our children By Khalaf bin Khalfan al-Amari.

1. The negative thoughts and beliefs that the students have about themselves is main reason for the problem of poor outcomes in Omani education.

2. The family, society and schools are the ones who create these negative beliefs.

3. We should be careful on our words as well as monitoring the words the students use in their writings and speech.

4. One recommendation to solve the problem is getting the help from specialists to change students’ negative beliefs.

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TIMSS and PIRLS assessments 2011:
1- In PIRLS 2011, Not one single student from Oman was rated "advanced.
2- Only 1% of Omani students were regarded as "advanced" in maths. More than half (54%) of Omani students were below the "low" level.
https://drive.google.com/file/d/1K4zoWUIVnitv7uTh8F_i16RevxpAYO50/view?usp=sharing

B- Academic level and gender:
According to TIMSS assessment 2007 and 2011, girls outperformed boys in mathematics and Science. the difference in points between girls and boys is the largest among the 48 participating countries.
https://drive.google.com/file/d/10UgnTrX69O4kokFhNFCHc9BB7g_pcac6/view?usp=sharing

1-  Education in Oman is mainly based on memorization, and teachers are not effectively trained. More importantly, they are not even applying the teaching methods that they were trained to use. most of them use traditional and boring techniques. Additionally, assessment methods that are used to evaluate students' performance are not always the best once. We should monitor teachers work continuously as well as family and school should play more role on raising students self-esteem and confident to change the negative beliefs they have.

Curriculum
The curriculum includes too many subjects for the time available. The World Bank Report (2012) and the New Zealand Consortium Report (2013) even commented on the overcrowded nature of the school curriculum and the short school year in Oman.

Assessment
It is found that formative assessment can make significant gains in student levels (Black and Wiliam, 1998). However Cambridge and the CFBT/NFER reports noted that "teachers in Oman are almost exclusively using continuous assessment in a summative way to evaluate their students by awarding marks and grades, and are neglecting the formative aspects of addressing and assessing their students’ weaknesses and strengths" (CFBT/NFER study, 2012).

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3- The stakeholders affected by the problem

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3- The stakeholders affected by the problem

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1- Students:
Obviously, this problem affects students the most. the low achievers would feel bad, especially the ones who studied hard but got bad grades. Besides, they might be put under pressure and fear because their parents are not satisfied.
in addition, the students' poor levels lead to the lack of competitive environment between students, thus, even the good students will not show all their abilities or skills.
what is more important is that having bad academic outcomes will affect their future chances in higher education.

2- Teachers:
the poor academic achievement of students makes teachers feel disappointed and demotivated, especially when they work hard to develop their students level.
in addition, teachers are also evaluated according to their students academic performance by the ministry and also by the students families.

3- Families
Usually, families put so much hope in their children's school performance, so they would feel disappointed if not finding what they have been waiting for.

4- Country
Country will need to pay a lot of money to reform and solve the problem to guarantee a generation who can build and contribute to its future.

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1) Lack of collaboration between ( teachers, school, family, governmental institutions).

2. Teacher's lack of experience and motivation.

3. Lack of funding (leads to having careless uncreative teachers, unready classes and tools..)

4.  Family ( it could be unsupportive, abusive, careless ..)

5-   Medical and Psychological Reasons (Exams phobia, depression,  obsessive compulsive disorder,  attention Disorder..)

6- Poor Curriculum (does not satisfy the society's needs, depends on memorization)

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The problem of poor academic achievement of students in the examinations is one of the most challenging problems
that faces students as well as teachers. This problem has many causes and it has educational, social, cultural and
psychological dimensions. However, the students' low academic achievement on the exam can be defined as:

"Low or weakness of the student's mark under the normal average in a study subject level as a result of a variety of reasons, including those related to the student himself, or those related to family, social and academic environment.Consequently, this may lead to frequent repetition of failure, despite their abilities that qualify them to get the
best marks." (Al-Zoubi, 2015)