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Truly, Madly, Deeply…

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

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Truly, Madly, Deeply…

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  1. Truly, Madly, Deeply… Approaches to Studying in Higher Education Students Eunice Simmons Nia Huws Nottingham Trent University, School of Animal, Rural and Environmental Science

  2. 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

  3. Student Numbers

  4. ARES Learner Demographics FE Enrolments are mostly within 20 miles HE Enrolments showing a wider spread

  5. Animal 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 Example of Progression

  6. 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

  7. 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)

  8. 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)

  9. 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?

  10. What we did…. • Questionnaire issued to 157 1st Year students (72 vocational, 85 non -vocational) Data analysis Learner profiles established Feedback provided to tutors

  11. What we Found Surface Approach Sub-factors Learners from vocational backgrounds tend to adopt a more surface approach (p < 0.01)

  12. Feedback to Tutors / Learners

  13. Study Limitations

  14. Implications • Other factors: • attendance / engagement • academic outcome • Intervention for ‘at risk’ learners: • formal vs. informal • tutor vs. wider academic support • compulsory vs. voluntary

  15. And Finally…. Contacts: Nia Huws: nia.huws@ntu.ac.uk Eunice Simmons: eunice.simmons@ntu.ac.uk Any Questions?

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