Dissertations / Theses on the topic 'First-Year Undergraduate'
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1
Patrick, William John. "First-year undergraduate student attrition." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/2592/.
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This is a study of student attrition amongst full-time, first year undergraduates at the University of Glasgow during the 1999-2000 academic session. The thesis contains an initial assessment of the importance of research in this area (Chapter 1), followed by a review of the literature, focusing in particular on the theories and explanations of student attrition that have been advanced by other authors (Chapter 2), and on appropriate research methodologies and data collection techniques (Chapter 3). The investigation then progresses through a succession of different empirical and data-analytic phases. Because of his function within the organisation, the author had uniquely good access to the student records system maintained centrally by the University. This made it practical to sift through this information in such a way as to determine first the simple concomitances of retention (Chapter 4), and then to use it in a more sophisticated manner to develop logistic regression models of retention (Chapters 5 and 8). The challenge was then to decide which new, additional data should be gathered in order to improve upon these quantitative models. The solutions were found partly by recourse to some focus group work with students and staff (Chapter 6). This resulted in two questionnaires being developed to discover students’ attitudes believed to be relevant to retention (Chapter 6). The first survey instrument was administered to all first-year students as part of the matriculation process. The other was completed on-line in the course of the session as an adjunct to the IT Induction Programme for all first-year students. Chapter 10 contains the first outcomes of the attempt to improve the logistic regression models described in Chapter 5 by the introduction of attitudinal constructs, first on their own, and then in combination with the original background and prior academic characteristics in order to model summer retention. The amount of data available in this study is considerable and, consequently, some large-sample structural equation techniques were then used to develop some new, more comprehensive models of retention (Chapter 11). These are more informative, demonstrating how trade-offs can occur between different variables in an overall model of retention, and identifying particular areas where practical policy interventions are likely to be successful in ameliorating student attrition. It is demonstrated that summer retention is affected in roughly equal measure by academic and non-academic factors. On the academic side, it is shown that extra effort and additional academic help and feedback can benefit those students having relatively low entry point scores, for example. Social integration, at least in moderation, is beneficial, and it is positively influenced by living in university accommodation. However, various extraneous problems harm retention through the mediating variables of social integration and commitment. The models have a temporal dimension, and it is argued that students’ attitudes whilst on course owe their origins to those detected at the time of matriculation and, ultimately, back to levels of family support.
2
Dixon, Stephen. "Hearing voices : first year undergraduate experience of audio feedback." Thesis, University of Wolverhampton, 2017. http://hdl.handle.net/2436/620903.
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Recent changes to the UK higher education sector, including a rise in numbers and diversification of the student body, resultant larger class sizes and student: staff ratios, greater modularisation of courses with fewer coursework assignments, and students having less face-to-face contact with teaching staff, have presented numerous challenges. The parallel rise in the use of digital technologies in professional practice, despite calls for their adoption in order to personalise learning, can often be seen to exacerbate the perceived dehumanising effect of this massification. Amid a growing discourse highlighting the importance of feedback to student learning, the focus of this study centres on the use of digital audio feedback with first year undergraduates. Eschewing the positivist approaches that are prevalent in learning technology studies, the aims of the research are to understand the student experience of audio feedback in order to inform both professional practice and policy. Drawing on semi-structured interviews with first year Education Studies undergraduates, the research is a phenomenological study of the lived experience of participants through open and honest dialogue in order to arrive at a situated and negotiated understanding. In conducting a deeper and structural investigation that researches with people, the study moves beyond any technologically deterministic view, and sets any understanding in the wider context of students’ own interpretation of the feedback process, and as such shifts the discourse from technological affordance to pedagogical experience. Whilst the use of audio feedback is seen to alleviate the failures of communication often identified in the feedback process, the findings are also seen to be significant in terms of dialogic perception, studentship and engagement, as well as facilitating a shift from statement to discourse and the possibility of establishing more meaningful learning relationships with students.
3
Sobel, Karen D. "Promotion of Library Reference Services to First-Year Undergraduate Students." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/441.
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This study describes a survey of 237 first-year undergraduate students conducted at the University of North Carolina at Chapel Hill. Through this study, the researcher aimed to fill in gaps in librarians’ knowledge about first-year students’ awareness of reference services, and students’ preferred modes of communication with librarians. The results show significant positive relationships between librarians’ verbal promotion of reference services and students’ tendency to ask reference questions in person.
4
Lin, Hsing-Yin Cynthia. "L2 Undergraduate Writers' Experiences in a First Year Writing Course." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu150314311403158.
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Van, Den Elzen Brad L. "Ports of entry an exploration of international undergraduate sojourners' first year experiences /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164678550.
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Luan, Yun. "Understanding first year undergraduate achievement in a post-1992 university science department." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/118248.
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The purpose of this study was to address the under-researched theme of achievement among students in a post 1992 university in the UK. The findings are based on a case study of a cohort of first year (FY) undergraduates in a science department in a post 1992 university. Three key research approaches were deployed within this case study, namely, grounded theory, phenomenography and survey research. These three distinctive approaches have been framed within a broad interpretivist perspective in which subjectivity is managed through researcher positionality and the triangulation of data where appropriate. The research findings demonstrate that the point of registration at higher education (HE) institutions does not constitute a successful student because such a constitution is a process of becoming, involving complex meaning-making processes over time. These processes are characterised by a movement from 'outsider and potential achiever' to 'insider and reflexive achiever'. Important phases within this movement are those of: attending; being engaged and solving self-identified difficulties. In the light of the evidence gathered and the review of the existing scholarship, a detailed exploration and theorisation of these phases is offered. The preoccupation with students who fail in some way has led to a lack of research into those who succeed. This research has sought to overcome this lack by exploring the active meaning-making processes that lead undergraduates to achieve. A dynamic is identified between students' reflexive management of their FY experience and aspirations to achieve and the institutional context. This dynamic is also held to undermine the notion of students as customers awaiting satisfaction, suggesting instead that students be regarded as reflexive actors in the shaping of undergraduate achievement. This study presents a novel alternative to the prevalent deficit model in the relevant research which tends to treat students as passive bearers of diverse levels of readiness for undergraduate study. It also offers an alternative to the prevailing research on why students fail to progress or stay at university.
7
Campos, Mary Grace T. "Quality of Life Differences Between First-Year Undergraduate Financial Aid and Non-Aid Recipients." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/32688.
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The literature available on financial aid addresses how aid promotes access and equal educational opportunity by enabling students to matriculate into college. The literature also discusses how financial aid impacts studentsâ ability to persist to degree completion. However, there seems to be little research on how financial aid affects studentsâ lives while they are in college. The present study attempted to address this gap in the existing literature by examining the differences in quality of life between college students receiving financial aid and those not receiving such aid.For purposes of this study, quality of life was defined by four dimensions culled from the literature: (a) material possessions; (b) housing; (c) use of time; and (d) support mechanisms. Financial aid was defined as any need-based grant, loan, or work-study money awarded to a student.
Data were collected using the Quality of Life survey developed specifically for this study. The survey consisted of 59 items that were designed to measure the four dimensions of studentsâ quality of life. The target sample for this study consisted of 600 first year undergraduate students: 300 financial aid recipients and 300 non-aid recipients.
The findings revealed significant differences in three of the four areas: material possessions, use of time, and support mechanisms. These findings suggest that those who administer financial aid programs and those responsible for creating financial aid policies may wish to consider the role financial aid plays in the quality of life of students.
Master of Arts
8
Taylor, Ruth Fiona. "Creating connections : an investigation into the first year experience of undergraduate nursing students." Thesis, Robert Gordon University, 2009. http://hdl.handle.net/10059/373.
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The aim of the research is to explore the first year experiences of two groups of undergraduate student nurses. The research takes a holistic approach to the investigation of the first year experience. In part, a curriculum change is used as a way to find out about the first year experience, with the research looking at how the introduction of enquirybased learning (EBL) into a curriculum impacted on the first year. The curriculum change is described in detail in chapter 1. The objectives of the thesis were to: 1. Examine the first year experience of nursing students. 2. Describe the curriculum change, the rationale for the change and the context within which this occurred. 3. Compare the demographic profiles of two groups of students one following a ‘traditional’ curriculum and the other using ‘EBL’; to compare students who chose to leave the courses with those who successfully completed first year. 4. Compare experiences with expectations of first year between nursing students undertaking a ‘traditional’ and an ‘EBL’ curriculum. 5. Propose strategies to enhance the student experience and rates of retention in first year undergraduate nursing students. The context for the research is described in chapter 1 – the literature review. This chapter explores the literature on the first year experience from both national and international perspectives. Inevitably, it reviews issues relating to student retention, which is the focus for much of the first year experience literature. The literature review argues that the contemporary context of nursing education requires nurse educators to consider the whole first year student experience when developing curricula that are fit for purpose. While the content of a course is important, the approaches to teaching need to facilitate learning within a diverse student population and need to prepare students to continue to learn in an increasingly dynamic healthcare environment. The chapter goes on to 2 argue that the issues that impact on the students’ first year experiences (e.g. relationships with peers and with academic staff, external domestic and personal circumstances) can be mitigated through curriculum development and other means (such as the availability and effectiveness of student support). The context of the particular nursing course along with the curriculum change and the rationale for the change are described. It can be argued that the retention literature takes a deficit approach to the improvement of the first year experience. Such an approach can be viewed as one that emphasises the factors that cause people to leave (or puts them ‘at risk’), and attempts to address these. On the other hand, a positive approach to the improvement of the first year is one in which measures and interventions aim to enhance the overall experience for all students, not just those who are seen as ‘at risk’. That said, the policy drivers for improving retention cannot be ignored and are discussed within the context of HE and nursing education. Finally, it is contended that the first year experience has not been widely explored within nursing literature and merits attention for a number of reasons, including the policy context and the need to determine whether student nurses have differing needs from students within other specialities. In chapter 2 the research methodology and research methods are described. An overview of case study research is provided and the approach taken within this thesis is described, along with a rationale for its use. The philosophical perspective is discussed with particular emphasis on the relationships between the methodology and the methods used to investigate the first year experience of students. It is argued that case study research is an appropriate methodology to investigate a complex area and provides an opportunity to utilise a number of methods so as to get to a ‘thick’ description of the phenomenon (the first year experience). All students in the two groups under investigation were asked to complete an expectations questionnaire, and an experiences questionnaire. Everyone who chose to leave the courses was asked to undertake an in-depth focused interview, although not all agreed. A sample of students who successfully completed first year was also asked to undertake an in-depth 3 focused interview. Finally, a sample of students was asked to complete a diary for the duration of the first year. The use of multiple methods is fitting, given the case study approach and the aim to create a ‘thick’ description, and an in-depth understanding of the first year experience. The use of the same research methods across the different groups of students allows for some comparisons to be made between the ‘traditional’ and ‘EBL’ curriculum students, and between leavers and stayers. The chapter also describes the approaches to data analysis. Chapter 3 presents the findings from the two questionnaires. Relevant demographic variables are reported, and the quality of the educational experience is measured in relation to the ways in which experiences meet expectations. This chapter shows that the two groups (‘traditional’ and ‘EBL’) are similar in terms of demographic variables. It also shows that the participants appeared to expect a ‘connected’ curriculum experience, but that the experience did not always match expectations. In chapter 4 the findings from the interviews and diaries are presented. Four themes are identified, with a number of categories in each. The themes (and categories) are: relationships with people (broadening horizons, knowing self and others, being supported and valued); the classroom experience (feeling inspired, becoming empowered, engaging with the learning experience); the practice experience (feeling inspired, becoming empowered, engaging with the learning experience); and professional education (motivation, preparedness, making adjustments). The chapter demonstrates the differences and similarities between the groups of students, before introducing the links to the quantitative findings, and to relevant research findings from the literature. Chapter 5 – the Discussion - brings together the findings from the qualitative and quantitative data as the case study. A conceptual framework is presented as a way in which the findings can be framed and through which future research can be organised. The assertion is made that the better the relationships, and the closer that experiences meet 4 expectations, the more likely it is that the student will have a ‘good’ experience and therefore be successful. The first year is seen as the foundation for future experiences on a course. While there are some areas that are particularly relevant to nursing students, it seems that the first year experience of student nurses is similar to that seen in other disciplines. Similar issues are identified within the thesis as within the wider literature, although nursing students’ issues may manifest themselves in slightly different ways (e.g. issues with practice placements/learning). In chapter 6, a number of conclusions are drawn that may enable future curriculum development to take a more holistic view of the student experience. Recommendations for practice are made and a focus for future systematic research is proposed. It is asserted that the conceptual framework that has been developed from the findings has allowed for a contribution to be made to the theoretical debate that relates to enhancing the first year experience and, in particular, to propose policy changes within the HE sector that may improve retention rates. This opening section has provided the reader with the context from which the ideas and focus for the thesis have developed, and has provided an overview of the aim and objectives of the research. It provided signposts for the full thesis and its component parts.
9
Raab, Marianne Fisher. "DO FIRST-YEAR COMPOSITION COURSES BENEFIT BUSINESS STUDENTS?" University of Dayton / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1295625271.
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Furby, Victoria J. "Process and Product: The sight singing backgrounds and behaviors of first year undergraduate students." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211160063.
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Grant, Janice M. "Students' academic expectations and experience during the first year of their undergraduate nursing programme." Thesis, University of Salford, 2012. http://usir.salford.ac.uk/37465/.
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The thesis examines why first year nursing students leave their programme of study and the factors that influence whether they stay or leave. A descriptive, exploratory study design was undertaken using two survey instruments, the College Students Expectations Questionnaire and the College Student Experiences Questionnaire. Data about the expectations and experiences of one cohort of nursing students were collected at the beginning and compared with experiences the end of their first year of study. Additional data obtained from institutional records. There was a preponderance of first generation university students who entered the university through completion of an Access to Health Studies course. This group entertained similar high expectations of academic achievement to the school leavers. These expectations were not that was not matched by their experiences in the main. The most successful students being those in the 30 to 39 age group. Overall, students’ degree classifications did not match their expected performance. The findings show that most students who left the programme intended to return but did not do so. Identifying predictors of success for nursing students remains a key issue for the nursing profession. The findings indicate that although student attrition is multi-factorial, focussing on the predictors of success can overshadow the need to identify and support students who possess the potential for success if additional support is provided. The findings also underline the importance of helping students connect with their learning environment during the first year and to develop self efficacy skills early.
12
Mwanza, Gabriel. "Social networks : encouraging collaboration among first year undergraduate students at the University of Cape Town." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11495.
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The study seeks to gain a rich and in-depth understanding of the nature of students learning, mediated by their participation insocial networks in three learning locations at the University of Cape Town (UCT), namely, (i) formal learning locations, such as scheduled classes and laboratory sessions; (ii) semi-formal learning locations, such as libraries, walk-in laboratories and mingling areas; and (iii) informal learning locations, such as after-hours work, university residences, and weekends in private homes.
13
Williams, Lindsey N. "Grit and Academic Performance of First- and Second-Year Students Majoring in Education." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7109.
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Postsecondary student performance has been studied in great detail by higher education systems and their stakeholders in attempts to identify what may contribute to increased rates of retention and degree completion. Research on predictors of postsecondary performance has focused significantly on the relationship between performance and traditional cognitive measures, yet a growing body of literature examines other factors that may play a role, including that of grit, a non-cognitive trait described as a disposition toward perseverance and passion for long-term goals. Moreover, for graduates who enter the workforce in a profession as demanding as teaching, characteristics such as grit have proven significant in terms of their linkage with success in the profession. This quantitative study was an examination of the relationship between grit and academic performance in order to more accurately identify what may contribute to students’ postsecondary academic performance. Specifically, this study compared the predictive value of grit scores to that of high school GPA and SAT scores, two cognitive variables which have long been considered the best predictors of student academic performance. This study also investigated the role of grit in predicting student GPA in postsecondary study. The study sample was comprised of 130 native first- or second-year students majoring in education. Data for this quantitative study come from the online administration of the Grit-S survey in conjunction with institutional data on student performance. The overall findings of this study contribute to the increased understanding of the complexities related to predictors of postsecondary student performance, specifically in regard to undergraduate students pursuing degrees in education. The findings illustrate a positive, statistically significant relationship between grit and academic performance. Consistent with previous studies, HSGPA was identified as a significant predictor of success at the postsecondary level. Additional key findings and their implications for practice in higher education are presented along with offerings for further research opportunities.
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De, Wet J. C. "Instating the study of human communication in a first-year higher education teaching programme." Journal for New Generation Sciences, Vol 9, Issue 1: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/576.
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Published ArticleThe article revisits the concept and phenomenon of human communication to show that it deserves to be part of a first-year undergraduate core curriculum which aims to further knowledge and advance learning. Conceptual analysis and critical and rational argumentation are employed. Teaching students about what human communication really is and, concomitantly, what it entails existentially as well as adopting the appropriate spirit, stance and method for authentic intercultural communication, could go a long way in equipping them to be critical thinkers, competent citizens, and compassionate human beings in the worlds in which they live.
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Kalikokha, Chimwemwe. "The perceptions of a group of first year undergraduate Malawian students of the essay writing process." Click here to access this resource online, 2008. http://hdl.handle.net/10292/396.
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The purpose of this study was to explore the perceptions of the essay writing process of first year undergraduates at Chancellor College (University of Malawi) and to a lesser extent those of the lecturers responsible for teaching academic skills. A mixed methods design, combining qualitative and quantitative techniques, was employed in order to obtain richer data for deeper understanding of the students’ writing process. Two hundred students from the humanities and social science faculties responded to a self-completion questionnaire towards the end of semester one. Based on the students’ responses, an open-ended questionnaire was administered to four full time English for Academic Purposes (EAP) instructors. Findings from this study indicate that most students find it very challenging to obtain sufficient and relevant source text information, paraphrase or summarise information, and use an appropriate academic writing style. As solutions to these challenges, the students suggested the need for timely essay writing instruction, availability of resources for essay writing, increased amount of time spent on essay writing instruction, and discipline specific instruction in essay writing. EAP instructors identified lack of teaching and learning materials, large EAP classes, and students’ negative attitude towards the EAP course, as some of the challenges they encounter when teaching the course. The EAP instructors proposed an increase in the number of staff members, making students aware of the significance of the EAP course at an early stage, and the availability of up to date resources, as some of the ways in which the teaching of the course can be improved. Overall, the findings seem to suggest that difficulties that students encounter during the writing process and teaching challenges that EAP instructors face, have great impact on students’ perception of academic writing as well as their approach to writing tasks. The findings also suggest a lack of dialogue between the students and their lecturers. This is evident in students’ unawareness of the nature of the writing demands of their lecturers and disciplines; students’ desire to have timely essay writing instruction; and the lecturers’ concerns about students’ negative attitude towards the EAP course.
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Barus, Irma Rasita Gloria, and n/a. "Towards an ESP reading syllabus for the first year undergraduate students at Bogar Agricultural University (IPB)." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060607.170018.
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The never ending argument among linguists and teachers
about whether reading difficulties of the non native speakers of
English are a reading problem or a language problem is an
interesting study to start with. This was one of the questions
examined in the study leading to the development of an ESP
syllabus for undergraduate students at Bogor Agricultural University
(IPB).
Chapter One outlines the current English course at IPB
where the focus of language teaching is on teaching grammar and
reading.
Chapter Two looks at the theoretical background and the
development of ESP as well as the role of the ESP teachers which
is different from the role of General English teachers.
Since reading is the only target skill students need to
acquire, Chapter Three looks at the theory of reading, outlines
necessary reading skills and examines a 'good1 reading teacher.
Chapter Four consists of a study and its analysis into
whether difficulties in reading is a reading problem or a language
problem. These findings are expected to give a clearer idea to the
teachers of reading about the problems encountered by the
students in reading English texts so they can decide whether the
focus of the course should be on grammar development or reading
development.
Chapter Five discusses several types of syllabus as well as
relating to the importance of needs analysis in designing a course,
and suggests an outline syllabus for the IPB students i.e. the
proportional syllabus including the profile of communication needs,
aims and objectives of the course, language content, and the
syllabus content.
17
Le, Play Deborah Claire. "Rethinking 'the rules of the game' : first year undergraduate transitional experiences viewed through a Bourdieusian lens." Thesis, University of Sheffield, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577629.
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Whilst research into the nature of the university student experience and transition to higher education is not new, since the 1990s academics, institutions and government have become increasingly preoccupied with enhancing the quality of the student experience in the context of widening participation, retention, student expectation and student satisfaction agendas. Recent government policy and sector initiatives also propose to put students and their experience 'at the heart of the system' and highlight the significance of the first year transitional experience in terms not only of establishing strong foundations for individual students' future academic success, but also with respect to institutions' perceived ability to meet and respond to student needs and expectations in an increasingly competitive higher education market-place. The current thesis presents findings of a small-scale empirical study undertaken in this context in a post-1992 higher education institution in the Midlands to capture student and academic perspectives of first year undergraduate transitional experiences. Drawing on the notion of 'interpretative repertoire' to organize empirical data gathered through individual participant interviews and a Student Experience Cafe, analysis leads to the proposition of a deficit model which highlights convergence and divergence in how transition is perceived and articulated by the different student and academic participant groups. This model is then further considered and explained through a Bourdieusian lens using, in particular, the key concepts of habitus, capital and field. A conceptualization of student transitional experiences is offered as part of a wider debate on the purpose of higher education and its capacity to empower (or disempower) the 'new' student, and argues tentatively for a re-thinking, if not a reconfiguration, of the academic field.
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Lloyd-Jones, Gaynor. "A multiple case study of the first year student perspective in a medical undergraduate PBL curriculum." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250479.
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Gonyea, Robert Michael. "The relationship between student engagement and selected desirable undergraduate outcomes in the first year of college." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3173528.
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Thesis (Ed.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2005.Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1292. Chair: George D. Kuh.
20
James, Cindy Lou. "Exploring the connection between emotional intelligence and first year experiences of undergraduate students at one Canadian university." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/45956.
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There is a general consensus that the first year of university offers significant challenges, as new students not only adjust to the academic rigor of post-secondary schooling, but also to new social and cultural milieus. Thus, emotional intelligencethe ability to identify, process and manage emotions to affect positive behaviourmust play an important role during this transitional year, but how so? This mixed methods study was designed to answer that question by thoroughly investigating the connections between emotional intelligence (EI) and the first year experiences of students at a Canadian university. To do so, the EI of first year students, as measured by the BarOn Emotional Quotient Inventory (EQ-i), was assessed at the beginning of their studies and at the end of their first year during the 2010-2011 academic year at Thompson Rivers University. Quantitative and qualitative indicators of performance, engagement, experiences, and potential associations were examined, as were changes in EI and gender effects.
The findings from this study suggest there is a complicated connection between emotional intelligence and first year experiences of students. Although students felt EI played an important role, the findings revealed no significant correlations between EI and academic achievement, and very few significant associations between EI and students’ nonacademic experiences in first year. However, there was a strong connection between first year experiences and changes in emotional intelligence, as most EI mean scores increased, many significantly, from the pre to the post assessment. Finally, the EI scores of male students differed from those of female students in some facets that appeared to influence engagement, but not academic performance.
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Padgett, Ryan David. "The effects of the first year of college on undergraduates' development of altruistic and socially responsible behavior." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1052.
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The present study examines the effects of first-year college experiences on undergraduate students' development of altruistic and socially responsible behavior - a critical college outcome that leads to significant public or external benefits and support. Furthermore, this study examines whether the effects of first-year college experiences on altruistic and socially responsible behavior vary between first-generation and non-first-generation students. To guide the study's investigation, human, social, and cultural capital theory are used as conceptual frameworks and college impact models - including Astin's Input-Environment-Outcome model, Pascarella's General Model for Assessing Change model, and Weidman's model of undergraduate socialization - serve as a theoretical guide. Using longitudinal, pretest-posttest data from the Wabash National Study of Liberal Arts Education, ordinary least squares regressions are utilized to estimate the effects of the college experience on first-year students' altruism and social responsibility. Findings from these analyses suggest that a number of first-year college experiences and participation in vetted good practices significantly contribute to undergraduates' development of altruistic and socially responsible behavior.
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Andrew, Tahnee J. "What Nursing Students Believe Impacts Academic Success in the First Year of a Baccalaureate Nursing Program." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596124692955453.
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Zaher, Christine Anne. "The development and implementation of a first year undergraduate E.F.L. writing programme for English departments of Egyptian universities." Thesis, Cardiff University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427800.
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Tyacke, Vicki-Lee. "The preparedness of New Zealand secondary school students for first year undergraduate studies in a digital learning environment." Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/88381.
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Today’s secondary school students need to be both prepared and confident as they progress into the undergraduate digital learning environment. This research examined the perceived level of preparedness and confidence of final school year students for the digital learning expectations of the Aotearoa New Zealand (NZ) tertiary sector. The new knowledge gained from this study will contribute to a better understanding in the secondary and tertiary sectors by providing them with insight into how students view their preparation for the undergraduate digital learning environment.
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Heaton, Christy E. "Examining the Lived Experiences of Undergraduate Transgender Students at Four Year Institutions in the South." ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2409.
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This qualitative, narrative study examined the lived experiences of transgender students at four-year institutions in the South. The college transition process and academic and social integration for transgender students was explored through the frameworks of Transition Theory (Schlossberg, 1995), Minority Stress Theory (Meyer, 1995; Breslow, Brewster, Velez, Wong, Geiger, & Soderstrom, 2015), and Academic and Social Integration theories (Tinto, 1975; Braxton, Hirschy, & McClendon, 2004). College climates can be challenging for transgender students, especially when campus staff and faculty are not prepared and/or aware of transgender students’ needs (Pryor, 2015). How students perceive their academic and social integration as well as how their integration was influenced by their gender identity was a key component of this study. Through a four-phase data collection process, transgender students had the opportunity to tell, share, and reflect on their experiences as transgender undergraduate students navigating the college transition, academic, and social integration processes.
Through data collection and analysis, four categories emerged from participant responses: 1) Navigating Identity, 2) College Transition and Challenges, 3) Environment, Space, and Climate, and 4) Sympathizing with Others. Within each category, several sub-categories were identified as well. Institutions of higher education must recognize the ever-growing presence of transgender students on their campuses. Moreover, institutions have the opportunity and responsibility to create policies, spaces, and opportunities that allow transgender college students to have a supportive academic and social integration process.
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Hicks, Allan. "An examination of the influences on choice of first post among a population of final year undergraduate student nurses." Thesis, King's College London (University of London), 2009. https://kclpure.kcl.ac.uk/portal/en/theses/an-examination-of-the-influences-on-choice-of-first-post-among-a-population-of-final-year-undergraduate-student-nurses(476ae92d-81e4-45ac-880e-75a70e3a7183).html.
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This thesis examines the choice of first post after qualifying among student nurses. Specifically it reports on a census survey using a purpose designed questionnaire completed by final year undergraduate student nurses in three higher education institutions offering undergraduate pre-registration nursing education. Both internal and external influences on the student's choice of first post after qualification were examined. These influences included those on choice of nursing speciality and patient group and on the specific first post preferred by the respondents. The effects of the student's ethnicity, their individual educational programme (Diploma in Higher Education or BSc Hons) and their educational institution are considered in relation to their specific influences on choice of first post. The concept of career was examined both from theoretical and participant's perspectives. Additionally, the nature and effect of career guidance aimed at facilitating choice of first post was examined and was contrasted with career guidance aimed at longer term career choice. The thesis outlines how these data can be used to provide an effective model of career guidance specifically aimed at the study population by adapting an existing career development model which does not at present address the needs of this population adequately.
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Stirling, Eve. "Why waste your time on Facebook? : a temporal analysis of first-year undergraduate students and transition in UK Higher Education." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6377/.
Full textAbstract:
In this thesis I document a study of first-year undergraduate students' uses of Facebook to negotiate their transition into their first year at a UK university. I did this through a mixed method two-phase approach of large-scale questionnaires and a longitudinal connective ethnography, which took place across Facebook and the university campus. The analysis was undertaken using a temporal framework. I explore literature from three differing research areas; the corpus of literature on student experience at university; literature on social media and technology use by Higher Education (HE) students, and literature on time and space in HE. The focus of my research was to explore the realities of social media use by undergraduates, specifically their use of Facebook in the first-year transition to university. The findings are presented as narratives of six Facebook Friends presented across the academic year. These narratives illustrate themes, which emerged from the data and include "making friends in the digital" to "disconnection (I don't want to be here anymore)". The multi-sited approach allowed for observation both on Facebook and faceto- face, so as to go beyond the online/offline dichotomy to explore the complex relationship of the embedded and ubiquitous nature of Facebook in my participants' lives.
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Rippel, Zilma Iára Bandeira. "An analysis of segmental features of pronunciation among first year undergraduate students of English at the Federal University of Paraná." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24352.
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Story, Craig N. "The Relationship of Undergraduate First-Time-in-College Students' Expectations of Interactions with Faculty and Four-Year College Degree Completion." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4949.
Full textAbstract:
Faculty are the academic heart of colleges and universities. They guide learning and facilitate student academic and social integration in the campus community. As described by Tinto, student integration is an important component to success in college. Out-of-class and in-class faculty-student interaction supports student integration and may lead to improved college completion. Students enter college with expectations for what they are about to experience, including expectations for faculty interaction. Smart adapted Holland's vocational choice theory to study college disciplines and found that faculty in six broad categories of disciplines displayed specific environmental and personality traits and interacted differently with students.
The purpose of this quantitative study was to examine relationships between first-time-in-college (FTIC), prior-to-matriculation student expectations of faculty-student interaction and two dependent variables: four-year degree completion and FTIC, prior-to-matriculation student's major, as categorized in one of Holland's categories. High school GPA, ethnicity, and gender were controlled in the study.
The sample consisted of 3,144 FTIC, prior-to-matriculation students enrolled at the University of South Florida, a large, metropolitan public university in the South during the summer or fall of 2008. Students completed the College Student Expectations Questionnaire (CSXQ) as part of a mandatory university orientation program. Seven items on the CSXQ's "Experiences with Faculty" section were summed and used to assess a FTIC, prior-to-matriculation student's level of expected faculty-student interaction. Students' prior-to-matriculation majors were assigned to one of seven Holland major categories --investigative, artistic, social, enterprising, realistic, conventional, and not in Holland. However, only five categories; investigative, artistic, social, enterprising, and not in Holland were used because no FTIC, prior-to-matriculation student majors were assigned to the realistic and conventional Holland categories.
A binary logistic regression was used to investigate the potential relationship between (FTIC), prior-to-matriculation student expectations of faculty-student interaction score and four-year degree completion. A statistically significant relationship (p<.05) was not observed between a FTIC, prior-to-matriculation student's expectation level for faculty-student interaction score and four-year degree completion. A statistically significant relationship (p<.05) was observed between the independent variables of high school GPA and gender and the dependent variable of four-year college completion. A one-point increase in the student's high school GPA showed an increase of the odds of four-year graduation by a factor of 2.96. The study also found the odds of a female graduating in four years is increased by about 1.3 times over a male four-year graduation.
A multinomial logistic regressions were used to evaluate the relationship between (FTIC), prior-to-matriculation student expectations of faculty-student interaction score and Holland's categories. A statistically significant relationship (<.05) was found between a FTIC student's expectation level for faculty-student interaction and a student's FTIC Holland classification. As the level of the faculty-student expectation score increased by one point, the odds of being a member of the investigative category over the artistic, social, or enterprising category increased by 1.05 times, 1.03 times, or 1.04 times, respectively. The results must be interpreted with caution, given the small effect sizes, as exhibited by a Cox and Snell's value of .005 and a Nagelkerke value of .006.
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Litchfield, Bradley C. "Undergraduate student retention in context: An examination of first-year risk prediction and advising practices within a college of education." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216594.
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Educational PsychologyPh.D.
This study examined the use of an institutionally-specific risk prediction model in the university's College of Education. Set in a large, urban, public university, the risk model predicted incoming students' first-semester GPAs, which, in turn, predicted the students' risk of attrition. Additionally, the study investigated advising practices within the College of Education via semi-structured interviews with the College's advising staff and a document analysis of students' advising notes in an attempt to find thematic links between undergraduate retention and usage of an advising center. Data were analyzed to determine the accuracy of the risk model in the College of Education. The results of this study are used to inform the College of Education's administration, faculty, and staff about the implications of risk prediction and to suggest potential treatments to increase retention rates. Furthermore, recommendations for future research are discussed for this study's institution and for the field of education.
Temple University--Theses
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Rygg, Matthew J. "The Experiences of High-Achieving, Undergraduate Students Who Departed from Bowling Green State University in the First Year: A Case Study." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404298009.
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Al, Qahtani Ali Falah A. "Relationships between intercultural contact and L2 motivation for a group of undergraduate Saudi students during their first year in the UK." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/8279/.
Full textAbstract:
Using the L2 Motivational Self System (Dörnyei (2005), this mixed methods approach study aimed to investigate two key issues. First, to investigate the possible relationships between prior levels of ICC and self-reported motivation to learn English among newly arrived (during their first month of arrival) undergraduate (pre-foundation) Saudi students in the United Kingdom. Second, to explore whether the reported motivational profiles (high Ideal L2 Self and strong Ought to L2 Self) on arrival help to explain the behaviour of a sample of new arrivals (4 participants) during their first year of study in terms of recognising and responding to ICC opportunities and L2 learning. The study began with a quantitative phase, using an online survey distributed to 257 new Saudi pre-foundation students across the UK in October 2012 to investigate their prior ICC and reported motivation to learn English (n = 257: 36 females and 221 males). Correlation analysis of the data revealed a relationship between the new Saudi arrivals' ICC and aspects of their L2 motivation. Regression analysis revealed that one construct of the L2MSS in particular (the Ideal L2 Self) had the strongest association with ICC, which suggested that prior ICC might have promoted the participants’ Ideal L2 Self. Furthermore, regression analysis revealed that Language Learning Attitudes were better predictor of the reported L2 learning effort than Ideal L2 Self and Ought to L2 Self, which may have indicated that the positive attitudes of the participants towards the L2 learning environment was based on their realisation of the importance attached to English for their future. Finally, Ought to L2 Self was a stronger predictor of the reported L2 learning effort than Ideal L2 Self, which may have underscored the importance of the collective nature of Saudi society where family expectations serve as a powerful source of motivation. A qualitative phase followed the quantitative phase when four study participants (males) were selected based on their representation of distinct motivational profiles: strong Ideal L2 Self and strong Ought to L2 Self (two participants for each). These were to be interviewed three times (November 2012, February 2013, and May 2013). Their distinct motivational profiles did not help to explain the behaviour of the participants as they all showed similar ICC behaviour and similar L2 learning behaviour. Instead, the analysis of the qualitative data suggested that a number of social, cultural, and personal issues may have had a stronger impact on the behaviour of the new Saudi sojourners than their Ideal L2 Self or Ought to L2 Self. In conclusion, the study strongly suggests the significance of being involved in ICC (direct or indirect) to give Saudi L2 learners reasons to study English and create a vision of themselves as future L2 users, which is likely to help them to establish and maintain their L2 motivation. Given the collective nature of Saudi society, English teachers and parents play a crucial role in encouraging and supporting L2 learners in such a process. Finally, the study suggested a number of cultural, social and personal issues that stakeholders and policymakers in study abroad programmes and in international universities need to pay close attention to in order to understand and help visiting students to make the most of their stay abroad.
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Filies, Gerard C. "Attitudes and perceptions of first year students towards interprofessional education in the Faculty of Community and Health Sciences at the University of the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/79314.
Full textAbstract:
ENGLISH ABSTRACT: The setting for this study was the University of the Western Cape, Faculty of
Community and Health Sciences, first year undergraduate students. All students who
participated in the compulsory interprofessional programme were from the following
disciplines: Occupational Therapy; Physiotherapy; Psychology; Social Work; Natural
Medicine; Dietetics; Human Ecology; Sports Sciences and Nursing.
The objectives of this study were to measure the attitudes and perceptions of first
year students who participated in an undergraduate interprofessional programme.
The attitudes and perceptions were further measured in relation to the specific
lecturers involved, the age of the students, their gender, race, background as well
their specific discipline.
This was primarily a quantitative study incorporating two qualitative questions in
which 657 students were issued with a questionnaire designed to determine their
attitudes and perceptions towards interprofessional education. A sample size of 264
students resulted in 95% confidence intervals with a maximum precision of 5%. The
questionnaire was adapted, with permission, from Cameron; Rennie; DiProspero;
Langlois & Wagner (2009). MS Excel was used to capture the data and STATISTICA
version 9 (StatSoft Inc. (2009) STATISTICA (data analysis software system),
www.statsoft.com.) was used to analyze the data from the questionnaires.
Descriptive statistics was used to describe the main features of the sample of this
study and summary statistics was further used to summarize the findings of this
study in order to communicate the bulk of the information as simple as possible.
Two open-ended questions were included at the end of the questionnaire and this
was used to triangulate the data.
The Kruskal-Wallace test was used to measure the results, whereby a p-value of
<0.05 indicated statistical significance. Of all the factors used to measure the
attitudes and perceptions of students, the following three were significant: Gender;
Race and Discipline. No other factors impact on the attitudes and perceptions of
students towards interprofessional education. Student attitudes and perceptions towards interprofessional education were found to
be very positive. The findings revealed that the most significant factor in the study
was the lack of understanding of various disciplines participating in the programme
and their understanding of the relevance of the teaching approach (interprofessional)
as well as their specific role in the health care team. This clearly illustrated the need
to recommend to the co-ordinating unit of the programme that this be defined more
clearly for the students and specifically the Sports Sciences students.AFRIKAANSE OPSOMMING: Die studie het plaasgevind by die Universiteit van die Wes-Kaap, in die Fakulteit van Gemeenskap en Gesondheidswetenskappe, met eerste jaar voorgraadse studente wat die verpligte interprofessionele program doen. Studente sluit in die volgende dissiplines: Arbeidsterapie; Fisioterapie, Sielkunde, Maatskaplike Werk, Natuurlike Medisyne, Dieetkunde, Menslike Ekologie, Sport en Verpleegkunde. Die doelwitte van hierdie studie was om die houdings en persepsies van die eerste jaar studente wat deelgeneem het in 'n voorgraadse interprofessionele program te meet. Houdings en persepsies was gemeet met betrekking tot die ouderdom geslag, ras,agtergrond sowel dissipline van spesifieke studente. Daar was ook gekyk of die betrokke dosente ń invloed het op studente se houdings en persepsies teenoor die program. Die studie was hoofsaaklik kwantitatiewe met n kwalitatiewe komponent. Vraelyse was uitgereik aan 657 studente om hul houdings en persepsies teenoor interprofessionele onderwys te bepaal. 'n Steekproefgrootte van 264 studente het in 95% vertrouensintervalle met 'n maksimum akkuraatheid van 5%. Die vraelys is aangepas, met toestemming, van Cameron, Rennie; DiProspero Langlois & Wagner (2009). MS Excel was gebruik om die data op te vang en Statistica weergawe 9 [StatSoft Inc (2009) STATISTICA (data-analise sagteware stelsel), www.statsoft.com] is gebruik om die data van die vraelyste te analiseer. Beskrywende statistiek is gebruik om te beskryf die belangrikste kenmerke van die steekproef van hierdie studie. Opsommingstatistiek is verder gebruik om op te som die bevindinge van hierdie studie met die doel om die grootste deel van die inligting so eenvoudig as moontlik te kommunikeer. Twee oop vrae is ingesluit aan die einde van die vraelys en dit is gebruik om die data te trianguleer. Die Kruskal-Wallace-toets is gebruik om die resultate, waar 'n p-waarde van <0,05 aangedui word statistiese betekenisvolheid te meet. Van al die faktore wat gebruik was om die houdings en persepsies van studente te meet, was die volgende drie beduidende: geslag, ras en dissipline. Geen ander faktore impakteer op die houdings en persepsies van studente in interprofessionele onderwys. Studente se houdings en persepsies teenoor interprofessionele onderwys was beduidend positief. Die studie het bevind dat daar ń algemene gebrek aan begrip is vir die relevansie van die program. Dit sluit in hoekom die verskillende dissiplines aan die program deelneem as ook wat hulle spesifieke rolle in die gesondheidsorg span is. Die aanbeveling is dus dat die koördinerings eenheid van die program die kursus meer duidelik sal moet definieer om so doende die studente se kennis in terme van relevansie van die interprofessionele program uit te brei met spesifiek verwysing na die Sport studente.
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Reetseng, Mmakgoshi Prescilla. "An assessment of the attitudes of undergraduate students towards information literacy training : Sefako Makgatho Health Sciences University (SMU) Library as case study." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58606.
Full textAbstract:
ABSTRACT
Information literacy skills training should be utilised by libraries as a strategy for transforming non-library users into constant users by teaching them appropriate skills that can impact on their knowledge and attitudes towards the utilisation of library resources. Although libraries do provide training aimed at making students conscious of the range of library resources and services and how to use them in their studies and career development, it has regrettably been observed that the skills and services are not well utilised by many.
Students in many institutions still rely heavily on the librarian even after receiving training. This has also been observed at the Sefako Makgatho Health Sciences University (SMU) library. This study titled, An assessment of the attitudes of undergraduate students towards information literacy training: Sefako Makgatho Health Sciences University (SMU) Library as case study, therefore addressed the following research problem: To what extent does the information literacy skills training offered at the Sefako Makgatho Health Sciences University (SMU) Library affect students’ attitudes towards information literacy training and use of information retrieval systems?
The study was aimed at offering 2015 first year students at the Sefako Makgatho Health Sciences University and the librarian responsible for information literacy skills training an opportunity to express their perceptions and feelings about the library’s information literacy skills training programme and the use of information retrieval systems. The study also aimed at determining barriers that students experience in independently and effectively utilising library services and systems and identifying possible gaps in the training. The study also looked at aspects of the training that influenced students positively.
A case study of first year students from the Schools of Medicine, Pathology and Pre-Clinical Sciences, Oral Health Sciences and Health Care Sciences at SMU was conducted using a mixed methods approach, collecting and analysing quantitative and qualitative data. It employed questionnaires (for quantitative data), focus group interviews (for qualitative data) and an interview with the librarian responsible for information literacy training (qualitative data). Data were collected from the 14th October to the 06th November 2015. A total of 394 questionnaires were distributed, 225 questionnaires were returned and 219 were sufficiently completed to be useful. Four focus group interviews were held with 18 first year students; all schools were represented.
Students contributed ideas and voiced their opinions about the value of information literacy skills training for their studies, future career and their everyday life. They shared perceptions on their satisfaction with the skills learned and had the opportunity to rank the skills they have improved as a result of the training. Students confirmed that the training programme was indeed valuable and required for various aspects of their life, studies and career. They learned the skills needed when searching for information. Their effort and time for searching, locating, finding, accessing, evaluating and using information from the shelves, catalogue, internet and databases had also been decreased.
Some of the gaps identified by students were that they struggled with acquiring new skills as they had no prior exposure to libraries and computers, the classes were overcrowded and uncontrollable, the scope covered was too wide for one session, the training was overwhelming and the timing of the year wrong. Students also made suggestions and recommendations, for example continuous or monthly training, online training sessions, small group sessions, facilitation training for the trainers and including basic computer training.
The practical recommendations from the study, which include the student recommendations, can be utilised to improve information literacy skills training at Sefako Makgatho Health Sciences University Library, and also hold value for other academic contexts. From a theoretical viewpoint, theories of self-efficacy and affordance theory can be explored in further work.Mini Dissertation (MIT)--University of Pretoria, 2016.
Sefako Makgatho Health Sciences University
Carnegie Corporation of New York
Information Science
MIT
Unrestricted
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Dennison, Taryn. "Attachment style and the transfer of attachment functions from parents to peers in relation to the subjective wellbeing of first-year undergraduate students." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599577.
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Sheahan, Linda. "An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/an-exploratory-trial-exploring-the-use-of-a-multiple-intelligences-teaching-approach-mita-for-teaching-clinical-skills-to-first-year-undergraduate-nursing-students(5f6ad285-07f0-4431-b168-dc21df073ab9).html.
Full textAbstract:
The clinical competency of pre-registration nursing students has raised questions about the proficiency of teaching strategies used to teach clinical skills in the undergraduate nursing programme. This study aimed to test the effectiveness of teaching clinical skills using a multiple intelligences teaching approach (MITA), which is underpinned by Gardner’s theory (1983) of multiple intelligences. This study employed a randomised controlled trial with first year nursing students (n=90) in one third-level institute in Ireland. Participants were randomly allocated to a control group (conventional teaching) (n=44) and an experimental group (MITA intervention) (n=46) to learn clinical skills. From a suite of twelve clinical skills taught, three clinical skills were assessed and included hand washing, sub cutaneous injection and nebuliser therapy. The outcome was skill performance measured by the results in an objective structured clinical examination (OSCE).Participant preference for learning was measured by the Index of Learning Styles (ILS). Participants’ multiple intelligence (MI) preferences were measured with a multiple intelligences development assessment scale (MIDAS), which included intellectual styles. MI assessment preferences were measured by a multiple intelligences assessment preferences questionnaire. The MITA intervention was evaluated using a questionnaire. Results showed that participants in the experimental group had higher scores in all three OSCEs examined (p<0.05) at Time 1, suggesting that MITA had a positive effect on clinical skill acquisition. The strongest preference on ILS for both groups was the sensing style. The highest MI on the MIDAS questionnaire for both groups was interpersonal intelligence. The assessment preferences questionnaire results showed that the majority of students favoured practical examinations, followed by multiple choice questions and short answer questions, as methods of assessment. The participants in the experimental group were positive about the MITA intervention. The findings of this study support the use of MITA for clinical skills teaching and advance the understanding of how MI approaches to teaching may be used in nursing education. This study builds upon the limited body of knowledge regarding the use of MI teaching strategies in a third level setting for clinical skills teaching. The findings may assist nurse educators in their choice of teaching strategies for clinical skills teaching that meets learner needs and promotes effective learning. Future research is needed to test the effectiveness of using the MITA intervention in practice placement settings to augment clinical skills laboratory teaching.
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Dalpiaz, Anthony. "Social Media Use, Media Literacy, and Anxiety in First-Year College Students." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1597137716516134.
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Tsai, Shiao-Chen. "Academic Listening and Note-Taking: A Multiple-Case Study of First-Year International Undergraduate Students’ Experiences in Different Instructional Contexts at an American University." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498740906480853.
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Fouche, Ilse. "Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.
Full textAbstract:
Over the past years, there has been a consistent call from Government and industry for South African tertiary institutions to deliver more graduates in the fields of science and technology. This, however, is no mean feat for universities, as the pool of prospective candidates delivers very few students with the necessary academic literacy abilities, and very few students who passed mathematics and science at the right levels to succeed in science higher education. This puts tertiary institutions under mounting pressure to accept students who are under-prepared and to support these students appropriately. The plight of Open and Distance Learning (ODL) institutions like the University of South Africa (UNISA) is even more desperate, as they are often left with those students who are either unable to gain entrance into, or to afford the study fees of, residential universities. These students are often in greater need for face-to-face interaction than are their counterparts at residential universities, yet they generally receive very little of this. The intervention examined and critiqued in this study is an attempt at raising the academic literacy levels of first-year students at UNISA in the fields of science and technology by means of a 60-hour face-to-face workshop programme. As its foundation, it uses the principles of collaborative learning and authentic material design. It also treats academic literacy abilities as interdependent and holistic. This study starts with a broad overview of the context. This is followed by a review of the literature. This review focuses on concepts such as collaborative learning, academic literacy, English for academic purposes, English for specific purposes and English for science and technology. Thereafter, a needs analysis is done in which students’ Test for Academic Literacy Levels (TALL) pre-test results, as well as a sample of their assignments, are examined. In addition, the workshops in this intervention programme are analysed individually. To determine the effectiveness of the academic literacy intervention, students’ pre- and post-TALL results are scrutinised, and a feedback questionnaire filled in at the end of the year is analysed. Subsequently, recommendations are made as to how the workshop programme could be improved. Findings show that the academic literacy intervention did improve students’ academic literacy levels significantly, though the improvement is not enough to elevate students from being considered at-risk. However, with fine-tuning the existing programme, the possibility exists that students’ academic literacy levels might be further improved. This calls for a careful examination of the areas in which students’ performance did not improve significantly. Student feedback indicated a positive attitude towards the entire intervention programme, as well as a marked preference for collaborative learning and face-to-face interaction. In the redevelopment of the current workshop programme, such preferences would have to receive attention, so as to integrate students’ wants, together with what they lack and what they need, in subsequent interventions. In conclusion, the limitations of this study are discussed, and recommendations are made for future research, as the current study must be seen as only the beginning of a process of action research that could lead to a sustainable intervention programme in future. CopyrightDissertation (MA)--University of Pretoria, 2010.
Unit for Academic Literacy
Afrikaans
unrestricted
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Smith, Marian Ford. "The Relationship Between Registration Time and Major Status and Academic Performance and Retention of First-time-in-college Undergraduate Students at a Four-year, Public University." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700089/.
Full textAbstract:
This quantitative study utilized secondary data from one large four-year, state university in the southwestern US. The relationship between registration time and academic performance was examined as well as the relationship between registration time and retention of first-time-in-college (FTIC) undergraduate students during their first semester of enrollment at the university. The differences between decided and undecided students were tested regarding students’ academic performance and retention of the same population. The study population for the fall 2011 semester included 6,739 freshmen, and the study population for the fall 2012 semester included 4,454 freshmen. Through multiple and logistic regression models, registration time was shown to statistically have a relationship with academic performance and retention (p < .05). Later registrants showed to have a negative relationship with GPA and were less likely to return the following spring semester. The explained variance (R2) for both measures of academic performance and retention along with descriptive statistics are also presented. A Mann Whitney U test and chi square test indicated that a statistically significant association between decided and undecided students exists for academic performance and retention (p < .05). Decided major students performed better as measured by semester GPA performance and were more likely to return the following spring semester. Recommendations and implications are issued regarding future research, policy, and practice.
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Naidoo, Saloshana. "Exploring the undergraduate Information Technology experience of an extended four-year programme." Thesis, University of Pretoria, 2005. http://hdl.handle.net/2263/66229.
Full textAbstract:
Student academic progress has been at the centre of concern to all higher education institutions in South Africa. It is understood that student progress emanates from a range of dynamics that gives students different educational experiences. The student cohort at University of Pretoria (Abdulghani et al., 2014) come from diverse cultural backgrounds in South Africa, aptly called the rainbow-nation, and subsequently bring different levels of proficiency and world experiences to the higher education sector. The student population is like a tapestry interwoven from different cultures and includes students from all 'walks of life', rich and poor, alternative lifestyle and background, as well as students who are disabled, and students who have diverse sexual orientations. The transition from school to university is regarded as a time of extreme stress for students arriving at the university door for the first time. The expectations of students are mostly unknown, but educators know that students entering university come from positions of extreme inequality, not only in terms of schooling, but also of financial and other resources. It is well-documented that in addition to all the other changes, a large number of students arrive at the university lacking the necessary knowledge and skills that will help them cope at university. These are largely students that come from underprivileged schools that still bear the ravages of apartheid education. To assist students in overcoming the lack of these skills and bridging the educational gap, higher education has to address these needs. Hence, it is the intention of this research to "explore the undergraduate Information Technology experience of an extended programme". The research is a four-year longitudinal study of IT students in the extended (four-year) IT degrees at UP, and has analysed interviews conducted with IT graduates in a range of professional settings. Taken together, these components have been designed to expand the researcher's understanding of undergraduate IT experience (extended programmes) and the transition from university to the workplace. Furthermore, it focuses on how students in Information Technology experience their education, how they gain knowledge of what Information Technology is, and what their post-graduation plans are. Based mainly on the theoretical framework of Vincent Tinto (1975), this study provides an analysis of research regarding student experiences, retention and withdrawal in the extended four-year programme (E4YP) in IT. The research methodology used to conduct this study includes a mixed methods approach undertaken from more than one point of view. The researcher used a combination of qualitative and quantitative research features. The data was generated by surveys (online questionnaires and mini-questionnaires), mini-essays and the results of statistical analysis using academic results and Students� Academic Readiness Survey (STARS) scores. The findings of this study paint a portrait of typical first-year students irrespective of study direction. Their experiences and journey during the first-year are fraught with issues such as finance, accommodation, transport, gender inequality, institutional hiccups, loneliness and exhaustion, and difficulty in finding their way around campus. However, many expressed experiencing the euphoria of freedom from school/parental rules, meeting new friends and socialising, and enjoying the general feeling of being a university student.Thesis (PhD)--University of Pretoria, 2017.
Informatics
PhD
Unrestricted
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Wilson, Kristen A. "The Impact of an Informational and Motivational Email Intervention on Physical Activity and Depression in First Year College Students." Xavier University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396718221.
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Bissessar, Clarence B. "Do first year male undergraduates from poorer families suffer more mental health difficulties due to increased financial strain?" Thesis, University of Surrey, 2016. http://epubs.surrey.ac.uk/813101/.
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Objective: Both financial strain and socio-economic status (SES) or class have been found to be negatively associated with mental health for students. In the context of national changes to higher education funding, male students from low SES backgrounds may be at particular risk of developing untreated mental health difficulties because of the way such distress tends to manifest in men, and because of their lack of help-seeking. The first year of university study is a period of significant transition for young people, which can increase their vulnerability to psychological distress. This study aims to look at the association between financial disadvantage and psychological wellbeing in male first year undergraduate students, and to examine whether this is mediated by perceived financial strain and subsequent stress. Design: A quantitative cross-sectional design was used. Method: Data was collected from 164 male students using an online questionnaire. This contained measures of financial strain, stress, depression, anxiety and family affluence. Pearson’s correlation coefficients were calculated to examine associations between the study variables. Bootstrapping analyses was conducted to test for the indirect effects of financial strain and stress. Main Findings: Lower family affluence scores were not directly associated with increased scores for depression, anxiety or stress symptoms; however, they were indirectly associated with increased scores for depression symptoms, through increased financial strain. Greater financial strain was associated with increased scores for anxiety and depression symptoms, through increased stress. Serial mediation of family affluence scores to mental health symptoms through both financial strain and then stress was not found. Conclusions: The findings support the broader idea that perceptions of financial circumstances are related to psychological wellbeing in the male student population. The study also supports the idea that male students have a stress-vulnerability that may lead those with higher perceived financial strain to experience psychological distress.
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Dugan, Molly Shannon. "Ethical decision-making among undergraduates at a Jesuit university: a comparative study of first year students and graduating seniors." Xavier University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=xavier154333445700639.
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Numi, Deograties Makoye. "Reading and problem solving strategies : an investigation of the strategic behaviour of first year undergraduates reading Swahili and English texts." Thesis, Lancaster University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332045.
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Redding, Peter Marion. "The development of academic skills : an investigation into the mechanisms of integration within, and external to, the curriculum of first-year undergraduates." Thesis, Cardiff Metropolitan University, 2011. http://hdl.handle.net/10369/2742.
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This thesis investigates a change management project involving the attempts of a university faculty to develop the academic skills of first-year undergraduates. While much of this effort had taken place within stand-alone modules dedicated to research skills or personal development, it was recognised that there were multiple influences shaping the student experience. Therefore, the project sought to achieve a more integrated approach, as guided by current pedagogical theory and understandings of organisational behaviour. The project was conducted within an over-arching framework of action research, in which each year of delivery represented iterative cycles with modifications. In order to further investigate the practices and their context, a series of semi-structured, qualitative interviews were conducted with key personnel who had all contributed, in some way, to skills development throughout the organisational structure of the university. The interviews used a form of projective technique which focussed the participants on their roles within the organisation, their relationships with the curriculum and university departments, as well as their place within the student experience. The resultant data was analysed through a grounded theory approach. The analysis provided factual data, unique perspectives and, perhaps more importantly, a more holistic overview. From this, it was possible to propose a new analytical tool for guiding future efforts, one which encompassed the theoretical underpinnings of teaching and learning within HE, with the pragmatic considerations of implementation, thus combining pedagogical theory and management theory. Paradoxically, the paradigm embraced the instrumental or utilitarian tendencies exhibited by some students in order to achieve the longer-term goal of producing independent learners. This emergent paradigm guided further interventions which acted at a local level to foster better communication among key players and to integrate the contents with the wider curriculum and student experience.
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Skira, Aaron M. "Examining the Relationship Between Financial Aid and Three Aspects of Students' First-Year Experience: Grade Point Averages, Persistence, and Housing Decisions." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1302367389.
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Tswane, Silvesta Sisonke. "An analysis of how university management and administration staff deal with the social, cultural, economic and political differences that exist between urban and rural first year male students: an NMMU case study." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020898.
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This study is a qualitative review to identify factors impacting on the management of student development and support at Nelson Mandela Metropolitan University in a developing country. For the purpose of the study student development and support includes all developmental and supportive services and interventions for rural and urban students within an institution of higher learning, regardless of the current structuring of the functions. The study first contextualises the scenario of a developing country in terms of the socio-economic, political, higher education, labour and other factors that set the scene for student development and support and then continues with a systematic exposition of factors that have direct relevance and impact on the future of student development and support. A systematic investigation of NMMU by means of interviews with student affairs professionals make it possible to identify factors that have direct relevance and impact on the future management and provision of student development and support. The result of the study is a construction of the specific factors identified on the international, national and institutional levels as well as the intricate relationships between rural and urban students. This research provides a potential framework for future management and provision of strategic focus areas for student development and support functions within NMMU and higher education in a developing country to ensure that it effectively positions the function within higher education as a key component of the core agenda.
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Mak, Barley Shuk-yin Chan. "An investigation into the relationship between speaking-in-class anxiety with instructor behaviour and classroom practices among Chinese ESL (English as a Second Language) first year undergraduates in a Hong Kong university." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:5615.
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This study investigates the relationship of instructor behaviour and classroom practices with Chinese ESL speaking-in-class anxiety of a group of first-year university students in Hong Kong. The factors contributing to second language learning speaking-in-class anxiety (SA) are identified by means of interviews,a questionnaire and discussion. The relationship between sex, majors, students' second language (English) proficiency, self-evaluation of their first language (Chinese) and second language (L2) proficiency with SA are examined with the help of a questionnaire. A further aspect of the study explores the kinds of classroom practices and teacher behaviour that help students reduce SA by means of an experiment, comparison of data gathered from pre-and-post experiment questionnaires, participant observation, interviews, classroom activity records, audio recording and comparison of students' English oral grades before and after the experiment. Factor analysis identified five factors contributing to SA. They are - speech anxiety and fear of negative evaluation - comfortableness when speaking with native speakers - negative attitudes towards the English class - negative self-evaluation and - fear of failing the class/consequences of personal failure. Speaking in front of the class without preparation, being corrected when speaking, inadequate wait-time and not being allowed to use the first language in a second/foreign language class were also indicated by this group of first-year Chinese ESL university students as important elements leading to SA. Results suggested that teacher behaviour such as creating a warm and easy going atmosphere in the classroom, upholding teaching professionalism, providing specific help to students and providing pleasant language experience are useful to encourage spoken English in an ESL classroom. Classroom practices such as adopting appropriate tasks and activities that address varied leaning styles and strategies in the classroom, adopting appropriate modes of assessment and correction, allowing preparation in advance before asking students to speak in front of the class, providing adequate wait-time and allowing the use of the first language help lower students' SA. The thesis concludes with an examination of the methodological and theoretical implications of the study. The present research has highlighted the importance of considering the cultural elements, wait time and the use of LI in the L2 classroom, elements which have been neglected in previous anxiety research. A number of tentative and practical recommendations from the study are proposed together with suggestions for future research.
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Nel, Celeste. "Die oorgang van skool na universiteit : 'n teoretiese raamwerk vir 'n pre-universitêre intervensie." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/3175.
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Thesis (PhD (Education )--University of Stellenbosch, 2008.352 leaves, preliminary pages xxiii and numbered pages 1-329. Includes bibliography and a list of figures.
ENGLISH ABSTRACT: The South African school system is increasingly producing students who do not make the grade in higher education. Universities are concerned about the quality of the students who register as first-years at higher education institutions. The findings of various studies have clearly shown that more and more students are inadequately prepared and therefore not ready for higher education. In South Africa the problems resulting from the gap between school and university have been exacerbated by the inequalities that exist in the secondary school system, and which are still part of the legacy of apartheid. Within the context of learners’increasing unpreparedness for university studies, their difficult transition from school to university and the concomitant high drop-out figures in higher education, this study investigated the extent to which universities – with Stellenbosch University as a case in point – can contribute towards preparing students for university studies from as early as school level, and thus facilitate their transition from school to university. Taking this research question into account, the researcher investigated the extent to which specific variables played a part both in the pre-university phase and after admission. In addition, the study also focused on the extent to which students’ school background (previously disadvantaged privileged school) influences students’ preparedness, and to what extent academic standards (amongst others final examination results)are related to success in the first year at university. The research design was a case study of black newcomer first-year students who participated in a Stellenbosch University bursary project (the Merit Bursary project) in their Grade 12 year. The data generation consisted of two phases, namely a quantitative approach in the pre-university phase and a qualitative approach, after admission, in the transitional phase. The research findings have revealed that the inequalities in the South African schooling system influence the transition from school to university. The classification of schools (previously disadvantaged or privileged school) plays a crucial role in students’ preparedness and how they handle the transition from school to university. There are various academic, social, emotional, cultural and financial factors that impact on this transition. However, the factors are interdependent – no one factor can be regarded as being more important than another. Universities must adopt a holistic approach to the transition that newcomer students are required to make. It was concluded in the study that universities have a responsibility to ensure that the diminishing pool of potential students in higher education be expanded. Universities should also ontribute towards preparing prospective students more effectively so that the transition process will be less challenging. It is believed that this will also improve the throughput rate. In this regard the study proposes a theoretical framework for a pre university intervention.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse skoolstelsel lewer toenemend studente wat nie die mas in hoër onderwys opkom nie en universiteite is bekommerd oor die kwaliteit van die studente wat as eerstejaars aan hoëronderwysinstellings registreer. Uit die bevindinge van verskeie studies het dit geblyk dat studente toenemend nie voldoende voorbereid en gereed is vir hoër onderwys nie. In die Suid-Afrikaanse konteks word die gaping tussen skool en universiteit vergroot deur ongelykhede in die sekondêre skoolstelsel as gevolg van die land se apartheidsgeskiedenis. In die konteks van leerders se toenemende onvoorbereidheid vir universiteitstudie, die moeilike oorgang van skool na universiteit en die gepaardgaande hoe uitvalsyfers in hoër onderwys, het hierdie studie ondersoek ingestel na die mate waarin universiteite - met die Universiteit Stellenbosch as spesifieke geval - reeds op skoolvlak ’n rol kan speel om voornemende studente beter vir universiteitstudie voor te berei en sodoende die oorgang van skool na universiteit te vergemaklik. Met die navorsingsingsvraag in ag genome, het die navorser die mate waarin spesifieke veranderlikes ’n rol speel in die pre-universitêre fase asook die fase na toetrede tot universiteit, ondersoek. In samehang hiermee, het die studie ook gefokus op die invloed van skoolagtergrond (voorheen benadeelde of bevoorregte skole) op die voorbereidheid van studente en die mate waarin akademiese maatstawwe op skool (onder meer eindeksamenresultate) verband hou met sukses in die eerste universiteitsjaar. Die navorsingsontwerp was ’n gevallestudie van swart nuwelingeerstejaarstudente wat in hulle graad 12-jaar aan ’n beursprojek (die Verdienstelikheidsbeursprojek) van die Universiteit Stellenbosch deelgeneem het. Die data-generering het uit twee fases bestaan, naamlik ’n kwantitatiewe benadering in die pre-universitêre fase en ’n kwalitatiewe benadering na toetrede in die oorgangsfase. Die ondersoek het gevind dat die ongelykhede in die Suid-Afrikaanse skoolstelsel die oorgang van skool na universiteit beinvloed. Skoolklassifikasie (voorheen benadeelde of bevoorregte skole) speel ’n bepalende rol in die voorbereidheid van studente en ook in die wyse waarop studente die oorgang hanteer. Daar is ’n verskeidenheid akademiese, sosiale, emosionele, kulturele en finansiële faktore wat ’n rol speel in die oorgang van skool na universiteit. Die faktore is egter interafhanklik van aard – geen een kan uitgesonder word as belangriker as die ander nie. Universiteite moet die oorgang van nuwelingstudente holisties benader. Hierdie ondersoek kom verder tot die slotsom dat dit ook die verantwoordelikheid van universiteite is om te sorg dat die krimpende poel potensiele studente vir hoër onderwys vergroot en beter voorbereide studente toegelaat word om sodoende die oorgangsproses te vergemaklik en deurvloeikoerse te verhoog. In die lig hiervan stel die studie ’n teoretiese raamwerk vir ’n pre-universitêre intervensie voor.