Truly, Madly, Deeply…

Approaches to Studying in Higher Education Students

Nottingham Trent University, School of Animal, Rural and Environmental Science

Eunice SimmonsNia Huws

ARES Background

• 1949 became Nottingham Farm Institute then Nottinghamshire College of Agriculture

• 1999 became part of NTU, offering a range of courses across land and environmental sectors

Student NumbersSchool of ARES 2011-12

School of ARES2012-13

UG 939 975

PGT&R 24 41

All HE 963 1,016

FE 201 214

TOTAL 1,164 1230

ARES Learner DemographicsFE Enrolments are mostly within 20 miles

HE Enrolments showing a wider spread

Example of ProgressionAnimal and Equine Academic Area:•National Diplomas (FE)

• Animal Management• Horse Management

•FdSc Degrees • Animal Studies• Sports Horse Management and Training

• BSc Degrees • Animal Biology• Equine Sports Science

Background and Rationale•Learners from vocational backgrounds

achieve lower degree outcomes (Huws and Taylor, 2009; Bailey and Bekhradnia, 2008)

•Approaches to studying affect academic outcome (e.g. Diseth and Martinsen, 2004)

•Exploring approaches to studying may provide some information about vocational learners’ transition to HE

ASSIST (Approaches and Study Skills Inventory for Students)

Identifies :• approaches to learning:

▫ surface ▫ deep ▫ strategic

• preferred teaching and learning methods:▫ surface (transmitting information)▫ deep (promoting understanding)

Conceptual mapping of components of effective studying from ASSIST

Deep, strategic approaches to s tu d y in g , without surface, apathetic e le m e n ts

N ega tive

Deep, strategic Surface, a p a th e tic

Holist Serialist Negative

Deep Strategic S u rfa c e

Relating ideas

Using evidence

Time management

Organised studying

Fear of failure

Routine memorising

Interest in ideas and monitoring understanding

Alertness to assessment and monitoring studying

Syllabus-bound focus on minimum requirements

Intention to seek meaning for yourself

Intention to achieve the highest possible grades

Intention to cope minimally with course requirements

Previous Findings

•Deep, strategic approaches associated with higher academic outcomes (e.g. Ward, 2011)

•Surface apathetic approach linked with lower academic achievement

•Sub factor ‘fear of failure’ linked to attrition (Entwistle et al , 2000)

Research Questions• Does learner background affect approach to studying?• Is this linked to effective transition to HE?• Can we identify ‘at risk’ learners?• Can we implement intervention strategies?

confidence retention transition to independent learning

• Can we also identify learners that could be challenged to achieve higher outcomes?

What we did….

• Data analysis

• Learner profiles established

• Feedback provided to tutors

• Questionnaire issued to 157 1st Year students (72 vocational, 85 non -vocational)

What we FoundLearners from vocational backgrounds tend to adopt a more surface approach (p < 0.01)

Lack of Purpose

Unrelated Memorising

Syllabus- Boundness

Fear of Failure

5

7

9

11

13

15

17Non-vocational Vocational

p < 0.05p < 0.01

Surface Approach Sub-factors

Feedback to Tutors / Learners  Dominant

Approach to Studying

Preferred T/ L Method

Fear of failure

Comments

Name Surface Apathetic

Surface High 

Tending to adopt a surface apathetic approach and show high fear of failure : likely to need support in making the transition to HE and developing their confidence as independent learners.

Name Surface Apathetic

Surface High

Name Combined Combined Average 

Mixed profiles: these learners may benefit from some support in making the transition to HE and developing their confidence as independent learners.Name Combined Combined High

 

Name Combined Combined Low 

Combined / mixed approaches. These learners should cope with the transition to HE but could be encouraged to develop a more deep, strategic approach.Name Combined Combined Low

 Name Deep Strategic Combined Average

 No issues identified, these learners should cope well with the transition to HE and could be challenged in their performance targets.Name Deep Strategic Deep Average

 

Study Limitations

Implications•Other factors:

▫attendance / engagement▫academic outcome

• Intervention for ‘at risk’ learners:▫formal vs. informal▫tutor vs. wider academic support ▫compulsory vs. voluntary

And Finally….

Any Questions?

Contacts:

Nia Huws: nia.huws@ntu.ac.ukEunice Simmons: eunice.simmons@ntu.ac.uk