truly, madly, deeply…
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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 PresentationTRANSCRIPT
Truly, Madly, Deeply…
Approaches to Studying in Higher Education Students
Nottingham Trent University, School of Animal, Rural and Environmental Science
Eunice SimmonsNia Huws
ARES Background
• 1949 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 2011-12
School of ARES2012-13
UG 939 975
PGT&R 24 41
All HE 963 1,016
FE 201 214
TOTAL 1,164 1230
ARES Learner DemographicsFE Enrolments are mostly within 20 miles
HE Enrolments showing a wider spread
Example of ProgressionAnimal and Equine Academic Area:•National Diplomas (FE)
• Animal Management• Horse Management
•FdSc Degrees • Animal Studies• Sports Horse Management and Training
• BSc Degrees • Animal Biology• Equine Sports Science
Background and Rationale•Learners 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 HE
ASSIST (Approaches and Study Skills Inventory for Students)
Identifies :• approaches to learning:
▫ surface ▫ deep ▫ strategic
• preferred teaching and learning methods:▫ surface (transmitting information)▫ deep (promoting understanding)
Conceptual mapping of components of effective studying from ASSIST
Deep, strategic approaches to s tu d y in g , without surface, apathetic e le m e n ts
N ega tive
Deep, strategic Surface, a p a th e tic
Holist Serialist Negative
Deep Strategic S u rfa c e
Relating ideas
Using evidence
Time management
Organised studying
Fear of failure
Routine memorising
Interest in ideas and monitoring understanding
Alertness to assessment and monitoring studying
Syllabus-bound focus on minimum requirements
Intention to seek meaning for yourself
Intention to achieve the highest possible grades
Intention to cope minimally with course requirements
Previous Findings
•Deep, 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 Questions• Does 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 retention transition to independent learning
• Can 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)
Lack of Purpose
Unrelated Memorising
Syllabus- Boundness
Fear of Failure
5
7
9
11
13
15
17Non-vocational Vocational
p < 0.05p < 0.01
Surface Approach Sub-factors
Feedback to Tutors / Learners Dominant
Approach to Studying
Preferred T/ L Method
Fear of failure
Comments
Name Surface Apathetic
Surface High
Tending 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.
Name Surface Apathetic
Surface High
Name Combined Combined Average
Mixed profiles: these learners may benefit from some support in making the transition to HE and developing their confidence as independent learners.Name Combined Combined High
Name Combined Combined Low
Combined / mixed approaches. These learners should cope with the transition to HE but could be encouraged to develop a more deep, strategic approach.Name Combined Combined Low
Name Deep Strategic Combined Average
No issues identified, these learners should cope well with the transition to HE and could be challenged in their performance targets.Name Deep Strategic Deep Average
Study Limitations
Implications•Other factors:
▫attendance / engagement▫academic outcome
• Intervention for ‘at risk’ learners:▫formal vs. informal▫tutor vs. wider academic support ▫compulsory vs. voluntary