Student success: the identification and support of first year university students at risk of attrition

Karen J. Nelson · Margot Duncan

77 citations0/0 files storedUniversity of Southern Queensland ePrints (University of Southern Queensland)

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Higher Education Research Studies Educational Outcomes and Influences Evasion and Academic Success Factors

Abstract

The engagement behaviour of 1,524 student-enrolments (students) in five first year units was monitored and 608 (39.9%) were classified as at risk using the criterion of not submitting or failing their first assignment. Of these, 327 (53.8%) were successfully contacted (i.e., spoken to by phone) and provided with advice and/or referral to learning and personal support services while the remaining 281 (46.2%) could not be contacted. Nine hundred and sixteen students (60.1%) were classified as not at risk. Overall, the at risk group who were contacted achieved significantly higher end-of-semester final grades than, and persisted (completed the unit) at more than twice the rate of, the at risk group who were not contacted. There were variations among the units which were explained by the timing of the first assignment, specific teaching-learning processes and the structure of the curriculum. Implications for curriculum design and supporting first year students within a personal, social and academic framework are discussed.

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References

1988Leaving College: Rethinking the Causes and Cures of Student Attrition 2005How College Affects Students: A Third Decade of Research 1992How College Affects Students 1999Research Methodology: A Step-by-Step Guide for Beginners 1993Leaving College: Rethinking the Causes and Cures of Student Attrition. Second Edition.2005The First Year Experience in Australian Universities: Findings from a decade of National Studies 2005The value of student engagement for higher education quality assurance 2004Challenging and Supporting the First-Year Student: A Handbook for Improving the First Year of College.

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2016Relationship between perceptions of classroom climate and institutional goal structures and student motivation, engagement and intention to persist in college 2011Enhancing the transition of commencing students into university: an institution-wide approach

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