student performance in legal education, facilitating and inhibiting factors: the case study of the university of guyana law program

Producing High Quality Legal Practitioners begins at improving the institutions and experiences of those individuals at a university level. We ought to find the inhibiting and facilitating factors in legal education to reproduce more of what works and to improve those aspects of learning inhibiting high performance. This research seek store veal commonalities in student, professor and administrative staff observations and experiences; towards the conclusion of the material factors impacting student performance in legal education. This study employed a qualitative research approach engaging a case study and focus group discussions. Atotal of 200 questionnaires were distributed to students. Focus group discussions were summarized according to the most popular responses. Professor and administrative staff input was gathered through interview processes. Results revealed an overwhelmingly majority of students sharing similar beliefs concerning inhibiting factors. Improvement in managing their work load, improved access to resources, improvement in professor teaching styles were salient inhibiting factors. Professors commonly believed poor study habits and poor class attendance were the main inhibiting factors. Findings differed across different periods of time, suggesting that research in this area should be ongoing to observe broader trends. Results produced clarity to build a robust approach towards enhancing student performance in legal education.