Second year undergraduate retention study ESCHEA Mini Project 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 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June), 2 withdrew and 1 is repeating year 1 Year 2 – 15 out of 26 students progressed (11 in June), 1 withdrew, 5 were withdrawn, 5 are repeating year 2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 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