Second year undergraduate retention study

ESCHEA Mini Project 2004-05

Dr Linda Juleff, Napier University

Objectives Analyse student performance

in order to identify the principal sources of failure

Collect qualitative information from students regarding their perceptions of the causes of success/failure

Statistical Analysis 2003-04 Cohort Year 1 – 24 out of 27 students

progressed, (20 of whom had passed by June), 2 withdrew and 1 is repeating year 1

Year 2 – 15 out of 26 students progressed (11 in June), 1 withdrew, 5 were withdrawn, 5 are repeating year 2

Principal Sources of Failure (1) Year 1 – no obvious pattern Year 2 – students repeating the

year were more likely to fail the year

Students who failed semester 1 modules were also more likely to fail semester 2 modules

Students with poor attendance records were more likely to fail

Principal Sources of Failure (2) The three year 2 students who

were carrying modules from year 1 all failed year 2 modules

The modules most commonly failed were: Management Science and Statistics, Financial Services and Business Planning, and Comparative Economic Studies

Activity 1 In groups, discuss which demographic

groups you think were most likely to fail year 2 of their programme:

1) Male or female? 2) Aged under 21, 21 to 25, over 25? 3) Students living at home or those

living away from home? (10 minutes)

Demographic Factors Male students are more likely to fail

than female students Students who are 21-25 years old

when they reach year 2 are more likely to fail than either younger or older students

Students living away from home are more likely to fail

Students from elsewhere in the UK are more likely to fail than either Scottish or overseas students

Qualitative Analysis Two types of interviews were

undertaken with students: 1) Focus group interviews with

students who were still on the programme

2) One to one interviews with those who had left the programme

Questions covered a range of areas including both the academic and social aspects of the programmes

Qualitative Analysis Some students left for positive

reasons, e.g. transfers to other universities/jobs

Students who lost contact with their cohorts were more prone to drop out

Financial pressures also contributed significantly to failure

Other personal reasons were also cited

Activity 2 What other reasons do you

think the students may have given regarding why some of them

a) succeeded, and b) failed their programme of study? (10 minutes)

Reasons for success Self-motivation/determination Devoting sufficient time to

study Attending classes Maturity Good student support at

critical times

Reasons for failure Non- attendance Lack of commitment Laziness Choosing the wrong course Being away from home for the

first time

Conclusion Students leave courses for a

variety of reasons but non-academic reasons were cited more frequently than academic ones

Timely intervention by staff to support failing students can make a difference

No consistent pattern has emerged, all cases are individual