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Understanding the Problems of Transition into Higher Education

Understanding the Problems of Transition into Higher Education. Helen Crabtree, Carole Roberts and Christine Tyler. Context. Concerns about student retention in HE Research on 1 st year student experience Lack of appropriate expectations and necessary skills on entry

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Understanding the Problems of Transition into Higher Education

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  1. Understanding the Problems of Transition into Higher Education Helen Crabtree, Carole Roberts and Christine Tyler

  2. Context • Concerns about student retention in HE • Research on 1st year student experience • Lack of appropriate expectations and necessary skills on entry • Importance of social and academic integration, self concept • Problems developing appropriate learning behaviours • A problem of transition ?

  3. Phase 1- Comparing the T&L Environment in College and University • Semi-structured interviews • aims, practices, expectations, constraints • 8 college tutors (4 SF, 4FE) • subject leaders/range of roles • A level and vocational qualifications • 10 university tutors • range of u/g teaching experience/roles • degree & sub-degree, general & vocational

  4. Programme aims • … aim of level 3 programmes is to progress to university in the main which means pass rates and success in exam results. The number one priority is to get the highest grade you can for your students. [SF] • Ideally the programme is seeking to develop the student’s capacity to think, to identify and appreciate the nature of problems, to identify solutions, to think about wider implications. [HE]

  5. The role of the tutor • The role of the teacher … is to understand the nature of the syllabus, to teach classes effectively using a variety of different teaching styles and to make sure that students make good progress [SF] • We are responsible for the students’ learning experience. It’s up to us to engender an interest in the subject and to ensure that students receive adequate direction about how to access information. [HE]

  6. The role of the student • To attend as often as possible, to have equipment and text books with them, to be able to answer to Q/A sessions, to achieve above minimum target grade. [SF] • A good student is interested in the subject, attends classes, asks questions, will prepare for classes by reading through notes in advance and prepare for tutorials by doing the exercises in advance. [HE]

  7. Guidance and support • We do emphasis the need to get into research, get into thinking what you are doing rather than asking for instruction all the time, but because we really want people to do well, we do err on the side of giving them masses and masses of help. [FE] • Students are encouraged to seek individual help from tutors if they have any problems. We give them our office hours. [HE]

  8. Phase 2 – The student’s voice • College student questionnaire - to explore the student’s views about teaching and learning • 192 responses (97 SF, 95 FE) • 115 A-level, 13 voc A-Level, 64 BTEC • 104 male, 86 female • 118 white, 72 non-white • 127 intending to go on to university after college • Combined responses to some questions to assess the extent to which students are willing to take personal responsibility for learning (‘independent learning’)

  9. Findings (1) • Best things about studying at college compared to school • 60%: freedom, independence, treated like an adult • 15%: teachers, methods, support, resources • 11%: subject choice, specialism • 10%: friends, social atmosphere

  10. Findings (2) • Worst things about studying at college compared to school • 33%: work more demanding, challenging, stressful, pressured • 19%: teachers, methods, coursework, resources • 11.5%: too much responsibility, too little help • 8%: college environment, too noisy

  11. Findings (3) • At college I am required to take more responsibility for my own learning than at school(possible range 1-5) • mean 1.72+0.99 • 86% of respondents agree, 7% disagree

  12. Findings (4) • Students prefer to be instructed and led to learn rather than learning independently (independent learning variable, possible range 8-40) • mean 17.04+4.26 • Actual range 8-31 • 93% of respondents had a score of less than 24

  13. Findings (5) • In general my current College experience matches my learning preferences (possible range 1-5) • mean 2.27+1.04 • 65% respondents agree, 12% disagree

  14. Findings (6) – Regression Analysis • +ve association between the ‘independent learning’ variable and reason for taking a business qualification being an interest in the subject (p<0.05) • +ve association between the ‘independent learning’ variable and the number of GCSEs (A-C) before entry (p<0.05) • no significant relationship between ‘independent learning’ and type of college, qualification type, gender, ethnicity or year of study

  15. Conclusions • The college experience is likely to encourage instrumentality • There are few opportunities in college to develop independent learning skills • A preference for independent study is more likely if students have an interest in the subject or are more academically able on entry • The move from college to university is just one step in an ongoing transition towards greater independence and self confidence

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