Approaches to Studying in Higher Education Students Nottingham T rent University School of Animal Rural and Environmental Science Eunice Simmons Nia Huws ARES Background 1949 became Nottingham Farm Institute then Nottinghamshire College of ID: 549291
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Slide1
Truly, Madly, Deeply…
Approaches to Studying in Higher Education Students
Nottingham Trent University, School of Animal, Rural and Environmental Science
Eunice Simmons
Nia HuwsSlide2
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 sectorsSlide3
Student Numbers
School of ARES
2011-12School of ARES2012-13UG939975PGT&R24
41
All HE
963
1,016
FE
201
214
TOTAL
1,164
1230Slide4
ARES Learner Demographics
FE
Enrolments are mostly within 20 miles
HE Enrolments showing a wider spreadSlide5
Example of Progression
Animal and Equine Academic Area:
National Diplomas (FE) Animal ManagementHorse Management
FdSc
Degrees
Animal Studies
Sports
Horse Management and
Training
BSc Degrees
Animal Biology
Equine Sports ScienceSlide6
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 HESlide7
ASSIST
(Approaches and Study Skills Inventory for Students)Identifies :
approaches to learning:surface deep strategicpreferred teaching and learning methods:surface (transmitting information)
deep
(promoting understanding)Slide8Slide9
Previous Findings
Deep, strategic approaches associated with higher academic outcomes (e.g. Ward, 2011)Surface apathetic approach linked with lower academic
achievementSub factor ‘fear of failure’ linked to attrition (Entwistle et al , 2000)Slide10
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
?Slide11
What we did….
Data analysis
Learner profiles establishedFeedback provided to tutors
Questionnaire issued to 157
1
st
Year students
(72 vocational, 85
n
on -vocational
)Slide12
What we Found
Learners from vocational backgrounds tend to adopt a more surface approach (p < 0.01)
Surface Approach Sub-factorsSlide13
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 NameDeep StrategicCombinedAverage No issues identified, these learners should cope well with the transition to HE and could be challenged in their performance targets.NameDeep StrategicDeepAverage Slide14
Study LimitationsSlide15
Implications
Other factors:a
ttendance / engagementacademic outcomeIntervention for ‘at risk’ learners:f
ormal
vs. informal
t
utor
vs.
wider academic
support
c
ompulsory
vs. voluntarySlide16
And Finally….
Any Questions?
Contacts:
Nia Huws: nia.huws@ntu.ac.uk
Eunice Simmons: eunice.simmons@ntu.ac.uk