Academic Skills and Student Success in PSE
- 1. The Impact of Language Skills on the Attitudes, Experiences and Outcomes of College Students Keynote Pearson Canada Stepping it Up Symposium May 6, 2011 Westin Prince Hotel, Toronto, Ontario Peter Dietsche Ph.D. Wm. G. Davis Chair in Community College Leadership Assistant Professor of Higher Education, Department of Theory & Policy Studies in Education Ontario Institute for Studies in Education of the University of Toronto
- 2. Pan-Canadian and OCSES Research Design and Data Structure College Students Entry Questionnaire (data set 1) End-of-Term Questionnaire (data set 2) Background & entry variables Mediating & engagement variables September November College average & Status (data set 3) Outcome variables February © Peter Dietsche Ph.D
- 3. OCSES Research Design and Data Structure: Analysis 4 College Students Entry Questionnaire (data set 1) End-of-Term Questionnaire (data set 2) Background & entry variables Mediating & engagement variables September November College average & Status (data set 3) Outcome variables February © Peter Dietsche Ph.D
- 4. The End of Term Questionnaire Module 1: College & Respondent Identity and Status Twelve items including enrollment status, program length, program choice level Module 2: Demographic & Family Background Fifteen items including age, gender, socio-economic status, first language, minority status, citizenship status, number of dependents, activity prior to college Module 3: College Finances Four items including concerns about paying for college studies, debt accumulation and repayment and hours working at a part time job Module 4: Skills Self Assessment and Academic Behaviour Nineteen items including self-reported basic skills proficiency, courses dropped, overall college average, study hours, class attendance, homework completion, college prep workshop Module 5: College Academic Experiences Sixty three items including student self-perceived support needs and receptivity to college services, difficulties with college, frequency of group study with peers, perceptions of faculty and their institution and frequency of faculty interaction. Module 6: Attitudes re: Confidence, Commitment & Certainty Sixty items including confidence in success, perceived value of PSE, preference for job, commitment to graduation, career certainty, perception of program and intent to leave Module 7: Time Use, Extracurricular Involvement & Service Use Twenty eight items including use of time on campus, participation in extracurricular activities, frequency of college service use Module 8: Open Ended Questions Four items allowed students to provide full text comments on their college experiences. © Peter Dietsche Ph.D
- 5. Measuring Skill Level: Q. The next few questions ask you to evaluate your various skills. Using the scale below, how would you rate your: Poor Fair Good Very good Q29- Ability to comprehend the language of instruction in your program (language spoken by faculty/instructors and used in textbooks) Q30- Writing abilities? (e.g. writing to get across information or ideas to others, or editing writing to improve it). Q31- Reading abilities? (e.g. understanding what you read and identifying the most important issues, or using written material to find information). © Peter Dietsche Ph.D
- 6. Results 1: Skill Level and Difficulties with College Workload Course Content Knowing How to Improve Grades Knowing who to talk to about a problem Knowing how well I’m doing in my courses The methods used by faculty to teach © Peter Dietsche Ph.D
- 7. Measuring Difficulty with College Q How difficult have each of the following been for you during your studies so far? 0. 1. 2. 3. Has Has Has Has not been difficult at all been a little difficult been quite difficult been very difficult Q73- Dealing with the program workload (# of assignments, course load, class time) Q76- The content of college courses Q77- Knowing how to improve my grades in courses I’m having trouble with Q80- Knowing who to talk to when I have a problem Q81- Knowing how well I’m doing in my courses Q82- The methods used by faculty/instructors to teach © Peter Dietsche Ph.D
- 8. Percent Citing “Quite or Very Difficult” by Academic Area 49 43 Good 46 33 23 Very Good 36 19 13 50 40 29 Good 43 28 19 35 19 14 Poor/Fair Reading 55 Very Good Writing Teaching Methods Poor/Fair Language Comprehension Course Content Poor/Fair SKILL AREA Program Workload 55 44 35 Good 44 30 21 Very Good 35 18 14 Skill Level © Peter Dietsche Ph.D
- 9. Percent Citing “Quite or Very Difficult” Knowing How to…. SKILL AREA Skill Level Improve Grades Deal with How well Problems I’m Doing Poor/Fair Good 41 23 22 Very Good 24 15 14 50 30 28 Good 36 20 19 23 14 14 Poor/Fair Reading 35 Very Good Writing 38 Poor/Fair Language Comprehension 57 54 32 31 Good 38 21 20 Very Good 24 15 14 © Peter Dietsche Ph.D
- 10. Results: Skill Level and Attitudes Confidence in Success Departure Intention Affinity With College Studies © Peter Dietsche Ph.D
- 11. Measuring Confidence Q. The following statements describe certain attitudes that students may have regarding their college studies and experiences. Please indicate whether you agree, disagree or are undecided/have no opinion about each statement according to the following scale: I am capable of getting a B+ average (78%) or better in my courses I think I am well prepared to be a successful student in college I have the ability to succeed in college-level studies I am very certain that I will obtain a college credential © Peter Dietsche Ph.D
- 12. Respondents who Strongly Agree with Statements Indicative of Confidence (%) Skill Type and Level Lang Comprehension Writing Reading Poor/ Fair Good Very Good Poor/ Fair Good Very Good Poor/ Fair Good Very Good I think I am well prepared to be successful student in college 14 23 45 18 29 49 17 26 46 I am very certain that I will obtain a college credential 35 51 71 44 57 72 42 54 71 I have the ability to succeed in college-level studies. 22 37 65 31 44 68 28 41 66 I am capable of getting a B+ average (78%) or better in my courses 20 37 63 30 44 66 26 41 64 Likert Statement © Peter Dietsche Ph.D
- 13. Measuring Departure Q. The following statements describe certain attitudes that students may have regarding their college studies and experiences. Please indicate whether you agree, disagree or are undecided/have no opinion about each statement according to the following scale: I may try to transfer into another program at the end of this semester I may quit my studies before I finish my program I'm beginning to think the program I'm taking is not what I want I may not continue with my studies next semester I considered dropping out of my program at least once this semester © Peter Dietsche Ph.D
- 14. Respondents who Strongly Disagree with Statements Indicative of Departure (%) Skill Type and Level Lang Comprehension Writing Reading Likert Statement Poor/ Fair Good Very Good Poor/ Fair Good Very Good Poor/ Fair Good Very Good I may try to transfer into another program this semester 30 40 55 37 45 55 35 43 55 I may quit my studies before I finish my program 39 55 69 49 60 70 47 57 69 I'm beginning to think my program is not what I want 25 39 55 35 45 55 33 42 55 I may not continue with my studies next semester. 36 50 65 46 55 65 44 52 65 30 45 62 41 51 61 38 48 61 I considered dropping out at least once this semester © Peter Dietsche Ph.D
- 15. Measuring Affinity Q. The following statements describe certain attitudes that students may have regarding their college studies and experiences. Please indicate whether you agree, disagree or are undecided/have no opinion about each statement according to the following scale: I find it hard to pay attention in most of my classes I feel that I’m making progress toward achieving my college goals I find my program interesting At this time I feel like I "fit in" at this college © Peter Dietsche Ph.D
- 16. Respondents who Strongly Agree* with Statements Indicative of Affinity (%) Skill Type and Level Lang Comprehension Writing Reading Poor/ Fair Good Very Good Poor/ Fair Good Very Good Poor/ Fair Good Very Good 6 11 23 10 15 24 8 13 24 I feel that I'm making progress toward achieving my college goals 16 26 45 22 31 47 21 28 45 I find my program interesting 19 29 46 28 35 46 26 32 46 At this time I feel like I 'fit in' at this college 14 22 35 14 47 38 17 23 35 Likert Statement I find it hard to pay attention in most of my classes * * % Disagree © Peter Dietsche Ph.D
- 17. Results 3: Skill Level and Term Final Average Language Comprehension Writing Reading Time Management Note and Test Taking Study Skills © Peter Dietsche Ph.D
- 18. Language Comprehension Final Term Average by Ability to Comprehend Language of Instruction 100% 90% 80% 70% 80% or more 60% 70-79% 50% 60-69% 40% Less than 60% 30% 20% 10% 0% Poor Fair Good Ability Level Very good © Peter Dietsche Ph.D
- 19. Writing Ability Final Term Average by Writing Ability 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 80% or more 70-79% 60-69% Less than 60% Poor Fair Good Very good Ability Level © Peter Dietsche Ph.D
- 20. Reading Ability Final Term Average by Reading Ability 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 80% or more 70-79% 60-69% Less than 60% Poor Fair Good Very good Ability Level © Peter Dietsche Ph.D
- 21. Time Management Final Term Average by Time Management 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 80% or more 70-79% 60-69% Less than 60% Poor Fair Good Very good Ability Level © Peter Dietsche Ph.D
- 22. Note and Test Taking Final Average by Note and Test Taking Ability 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 80% or more 70-79% 60-69% Less than 60% Poor Fair Good Very good Ability Level © Peter Dietsche Ph.D
- 23. Study Skills Final Average by Study Skills 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 80% or more 70-79% 60-69% Less than 60% Poor Fair Good Very good Ability Level © Peter Dietsche Ph.D
- 24. Mean Term Average by Skill Type and Level 80.0 75.0 70.0 Good 65.0 % Poor/Fair Very Good 60.0 Lang Comp Writing Reading Manage Time Poor/Fair 69.5 71.5 70.7 70.9 70.7 Good 72.7 73.8 73.5 75.4 75.3 Very Good 76.4 76.8 76.3 78.0 79.0 Study Skill Skill Type © Peter Dietsche Ph.D
- 25. Model Predicting Term Final Average: OCSES 2006-08
- 26. Questions? Peter Dietsche Ph.D. Assistant Professor, Higher Education Wm. G. Davis Chair in Community College Leadership Department of Theory and Policy Studies in Education OISE/UT Peter.Dietsche@utoronto.ca 416.978.1217