This action research study sought to determine school and home factors which contribute to male academic underachievement, along with the effectiveness of an intervention programme, the Integrated Study and Self-Improvement System (ISIS). It used a case study research design, employing both quantitative and qualitative methodologies. Data collection was through structured and unstructured instruments, for example, questionnaires, group and personal interviews, and observation.
Data collection revealed no single cause of male academic underachievement. At school, negative labelling of students and low teacher expectations undermined academic success, as did the school alienation students experienced, particularly male students. Punishments of male students were seen as degrading, whereas female students were punished less severely. At home, male students suffered from lack of effective parental support and monitoring, particularly from fathers, and were also pressured to achieve.
The intervention programme, ISIS, was gender relevant and adopted an integrated approach, making parents, students, and teachers partners in the learning process. It concentrated on imparting study and life skills, focusing on two areas of deficit, academic and motivational/affective. While ISIS needed more time for reinforcement, it was successful: academic performance and general attitude to academic work improved in 75 percent of the male and 20 percent of the female students. Besides pursuing the causes, remedies should be employed. In addition, punishment should be administered in positive ways which will not cause alienation or leave emotional scars. Boys and girls should be taught how to cope with their emerging sexuality. It is also important for parents to provide their children with genuine parental support, and have high levels of expectation for them.