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Truly, Madly, Deeply…. Approaches to Studying in Higher Education Students. Eunice Simmons Nia Huws. Nottingham T rent University, School of Animal, Rural and Environmental Science. ARES Background. 1949 became Nottingham Farm Institute then Nottinghamshire College of Agriculture - PowerPoint PPT Presentation

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Truly, Madly, DeeplyApproaches to Studying in Higher Education StudentsNottingham Trent University, School of Animal, Rural and Environmental ScienceEunice SimmonsNia Huws1

ARES Background1949 became Nottingham Farm Institute then Nottinghamshire College of Agriculture

1999 became part of NTU, offering a range of courses across land and environmental sectors

Student NumbersSchool of ARES 2011-12School of ARES2012-13

UG939975PGT&R2441All HE9631,016FE201214TOTAL1,1641230ARES Learner Demographics

FE Enrolments are mostly within 20 miles

HE Enrolments showing a wider spreadExample of ProgressionAnimal and Equine Academic Area:National Diplomas (FE) Animal ManagementHorse ManagementFdSc Degrees Animal StudiesSports Horse Management and TrainingBSc Degrees Animal BiologyEquine Sports Science

Background and RationaleLearners from vocational backgrounds achieve lower degree outcomes (Huws and Taylor, 2009; Bailey and Bekhradnia, 2008)

Approaches to studying affect academic outcome (e.g. Diseth and Martinsen, 2004)

Exploring approaches to studying may provide some information about vocational learners transition to HEASSIST (Approaches and Study Skills Inventory for Students)Identifies :approaches to learning:surface deep strategicpreferred teaching and learning methods:surface (transmitting information)deep (promoting understanding)

Previous FindingsDeep, strategic approaches associated with higher academic outcomes (e.g. Ward, 2011)

Surface apathetic approach linked with lower academic achievement

Sub factor fear of failure linked to attrition (Entwistle et al , 2000)

Research QuestionsDoes learner background affect approach to studying?Is this linked to effective transition to HE?Can we identify at risk learners?Can we implement intervention strategies?confidence retentiontransition to independent learningCan we also identify learners that could be challenged to achieve higher outcomes?

What we did.Data analysis

Learner profiles established

Feedback provided to tutors

Questionnaire issued to 157 1st Year students (72 vocational, 85 non -vocational)What we FoundLearners from vocational backgrounds tend to adopt a more surface approach (p < 0.01)Surface Approach Sub-factors12Feedback to Tutors / LearnersDominant Approach to StudyingPreferred T/ L MethodFear of failureCommentsNameSurface ApatheticSurfaceHighTending to adopt a surface apathetic approach and show high fear of failure : likely to need support in making the transition to HE and developing their confidence as independent learners.NameSurface ApatheticSurfaceHighNameCombinedCombinedAverageMixed profiles: these learners may benefit from some support in making the transition to HE and developing their confidence as independent learners.NameCombinedCombinedHighNameCombinedCombinedLowCombined / mixed approaches. These learners should cope with the transition to HE but could be encouraged to develop a more deep, strategic approach.NameCombinedCombinedLowNameDeep StrategicCombinedAverageNo issues identified, these learners should cope well with the transition to HE and could be challenged in their performance targets.NameDeep StrategicDeepAverageStudy Limitations

ImplicationsOther factors:attendance / engagementacademic outcome

Intervention for at risk learners:formal vs. informaltutor vs. wider academic support compulsory vs. voluntary

And Finally.Any Questions?

Contacts:

Nia Huws: nia.huws@ntu.ac.ukEunice Simmons: eunice.simmons@ntu.ac.uk

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