Considering the Student Perspective
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The study explores factors that undergraduates in the Faculty of Science at the University of British Columbia perceive as influencing their academic performance, focusing on academic, personal, and social aspects. Results indicate that students prioritize factors such as instructor engagement, study habits, and family support, with notable differences in perceptions between male and female students. Recommendations emphasize the need for personalized advising, enhancement of teaching methods, and better support for commuter students to improve academic outcomes.
![Results: Student quote
“For exam questions [the instructor will] ask
For
everyone to think up potential exam questions and
she will put them all together and choose from
them. We actually have a say in what our – it gives
us more power over what we’re going to study and
what we can expect ”
expect.
Fourth year female in plant biology
14](https://image.slidesharecdn.com/welshconsideringthestudentperspective-110304114712-phpapp02/85/Considering-the-Student-Perspective-14-320.jpg)
Considering the Student Perspective
- 1. Considering the Student Perspective: Factors that Undergraduates Perceive as I fl Influential to their Academic ti l t th i A d i Performance in Science Ashley Welsh Research Coordinator Carl Wieman Science Education Initiative University of British Columbia
- 2. Background to the Study Administrators concerned with the success of students in particular courses within the p Faculty of Science Concern fostered orchestration of mixed method study t explore f t th d t d to l factors students t d t perceived as influential to their academic performance Initial discussions with staff, faculty, and students helped to inform the study design and content 2
- 3. Research Questions 1. What academic, social and personal factors do undergraduates within the Faculty of Science perceive as most influential to impeding or enhancing their academic performance? f ? 2. How d male and f H do l d female undergraduates l d d t differ in what they perceive as being most influential to their academic performance? 3
- 4. Data Collection Exploratory interpretive mixed method study Student survey (~575 respondents) 24 one on one interviews one-on-one A four-person focus group discussion 4
- 5. Research Participants Faculty of Science Undergraduates Second year and higher 5
- 6. Results: Most important factors % of students Rank perceiving factor as Survey Question Category Value Important or Very Important 1 It is important for me to succeed academically Personal 98.2 2 Ability for the instructor to make the course interesting Academic 89.4 3 Developing and adapting study habits... D l i d d i d h bi Academic A d i 84.7 4 Instructor’s ability to speak English clearly Academic 84.3 5 The lack of relevant practice problems... p p Academic 83.1 83 1 6 My interest in a subject... Personal 77.5 7 Receiving encouragement from parents/family/guardians... Social 76.2 8 Uncertainty in types and difficulties of problems... Academic 72.2 9 Volunteering or working limits studying... Social 70.0 6
- 7. Results: Differences between male and female responses for most important factors The percentage of males and f h f l d females that percieve the top ranked l h i h k d factors as important to influencing their academic performance 100.0 90.0 Males Females Overall 80.0 80 0 70.0 0 1 2 3 4 5 6 7 8 9 10 Most important factors 7
- 8. Results: Statistically significant differences y g between male and female students’ responses (Note: Females placed more importance on these factors than males) Significance Statement p-value The lack of relevant practice problems to complete before an exam... p p p <0.01 The approachability of your instructor <0.01 Receiving encouragement from my parents, family, and/or guardians... <0.01 The use of in-class learning techniques in class <0.01 0.01 Developing and adapting study habits for university courses 0.01 The number of students in the class 0.01 Suggestions from parents family and/or guardians influenced my choice of parents, 0.01 0 01 major My uncertainty in knowing what types and difficulties of problems will be 0.02 asked on a midterm/final exam... Ability for the instructor to make the course interesting 0.03 My commute to campus limits the amount of time I spend studying 0.05 8
- 9. Summary of Most Important Factors Results ACADEMIC • Qualities of the instructor SOCIAL • Assessment & expectations • Involvement of others • Study skills and habits • Additional responsibilities • Pedagogy and classroom • Commute environment • Courseload OTHER • Community • Advising and academic support PERSONAL • Interest • Academic success 9
- 10. Results: Academic factors ACADEMIC • Qualities of the instructor Need for the instructor to be: Approachable i id and outside of class A h bl inside d t id f l Clear & organized in the presentation of their lectures Interesting, engaging, enthusiastic Females perceived developing relationships with faculty as more important than males ith f lt i t t th l 10
- 11. Results: Example of student responses The ability for the instructor to make the course interesting 60% 50% % of f students 40% 30% Males 20% Females 10% 0% Unimportant Slightly Somewhat Important Very Important Important Important 11
- 12. Results: Academic factors ACADEMIC • Assessment & expectations Regular feedback helped students assess their th i progress Knowing what to expect on midterms/exams guided students studying students’ Females expressed feeling more anxious or stressed when not adequately prepared 12
- 13. Results: Example of females placing more importance on the factors The lack of relevant practice problems is a/an __________ factor influencing how well I perform on exams 60% 50% 40% 30% Males 20% Females 10% 0% Unimportant Slightly Somewhat Important Very Important Important Important 13
- 14. Results: Student quote “For exam questions [the instructor will] ask For everyone to think up potential exam questions and she will put them all together and choose from them. We actually have a say in what our – it gives us more power over what we’re going to study and what we can expect ” expect. Fourth year female in plant biology 14
- 15. Results: Academic factors ACADEMIC • Study skills and habits Majority of students struggle with developing appropriate study skills and h bit i t t d kill d habits Difficulty with tailoring habits for different science disciplines (conceptual vs problem- vs. problem based) Students rarely receive advice or guidance on how to study 15
- 16. Results: Student quotes “I would cram just before the exam and continued to do that because I didn’t know how to change. I should have talked to some people and didn’t seek guidance didn t so I got bad marks in first semester.” Third year male in biochemistry “I actually felt lost sometimes. I don’t know how to study for some courses and it would be nice if there y was, I guess, support and advice in that because I don’t think you can study for different courses in the same way. way ” Second year female in general science 16
- 17. Results: Academic factors ACADEMIC • Pedagogy & classroom g gy environment Females preferred th use of active F l f d the f ti learning techniques (i.e. clickers, group discussions)) Pedagogical techniques encouraging collaboration reduced feeling isolated in large classrooms l l 17
- 18. Results: Student quotes C c e s are ea y great things. e been e e ed Clickers a e really g eat t gs I’ve bee relieved when, e , for example, 75% of the class selected my (incorrect) answer. It forced the professor to go over that material in a very beneficial way I feel that if he simply asked way. “everyone understand?” no one would have said anything and we would have moved on. Third year male in physics 18
- 19. Results: Academic factors ACADEMIC • Courseload In the interviews 13 out of 24 students interviews, switched from taking five courses a semester to four 19
- 20. Results: Social factors SOCIAL • Involvement of others Family provided emotional support for students in difficult circumstances Females were more prone to relying on suggestions from or relationships with others when choosing their major 20
- 21. Results: Student comments “She’s (the instructor) inspiring – the way she talks about plants and makes things interesting. I just wanted to learn more about it and she told me I could specialize in it I didn’t know I it. didn t could so when I found out there was that option I was pretty excited.” Fourth year female in plant biology “I guess the teacher was really passionate about it and engaged with the class and it sparked my i t d ith th l d k d interest. It wasn’t t ’t so cut and dry like memorize all these body parts – it was thinking deeper. Now that I’m in the sciences I’m looking at things way differently th I use to.” thi diff tl than t ” Third year female in biology 21
- 22. Results: Social factors SOCIAL p • Additional responsibilities Volunteering and/or work limited the amount of g time students spent studying or on-campus Necessary to create balance between academic and social responsibilities d i d i l ibiliti Several students chose volunteering or work experiences to enhance their learning 22
- 23. Results: Social factors SOCIAL g • Commuting Long commutes limited students’ students involvement with activities on campus Commuters expressed having difficulty in p g y building or belonging to a social and academic community 23
- 24. Results: Student quote “When d “Wh I drove a lot last year – rush h l tl t h hour controlled t ll d my life. I would be on campus at 6 am to avoid rush hour and to get free parking. I would bring my sleeping bag and sleep in the car for an hour and then go to class at 8 am. It was horrible!” Fourth F th year female in hydrology f l i h d l 24
- 25. Results: Personal factors PERSONAL te est • Interest • Academic Success Interest influenced students’ desire to attend class and complete coursework Although the definition of success varied from one student to the next, they all desired success 25
- 26. Results: Student quote “It’s more about what is going on in your personal life that really dictates how much you do at school.” Fourth year female in cell bio & genetics 26
- 27. Results: Other OTHER • Community y • Advising and academic support Students expressed difficulty with finding and belonging to an academic and social community (especially in 1st/2nd year) ( i ll i 1 t/2 d ) Interacting with their peers, instructors and advisors gave students a sense of belonging and was beneficial to their academic performance 27
- 28. Results: Student quotes “In high school they told us to expect our marks to go down in university but they didn’t say that if you try, you can keep them up!” Seco d yea e a e ge e a science Second year female in general sc e ce “I have had great advising from two professors. They are two role models that have been close to me and quite the influence on how I view and act in the field.” Third year female in computer science & physics 28
- 29. Recommendations Administration Faculty Students 29
- 30. Recommendations for administration Organize course-specific study skills workshops More personalized advising for students Counsel students regarding the number of courses they enroll in Address the needs of commuter students and provide services to meet those needs Enhance comm nication bet een professional communication between services (i.e. counseling & advising, learning commons) and faculty 30
- 31. Recommendations for faculty Share and engage students in your research Create an interesting engaging and safe interesting, environment for learning Appropriate use of active learning techniques (i.e. clickers, group discussion) Provide advice regarding study techniques to help students prepare for exams Be an advocate for science & role model for students 31
- 32. Recommendations for students Develop/adapt study skills and habits before and during y g your university degree y g Early on in degree Make a degree plan and revise it accordingly Build relationships with faculty, advisors and peers Be an active participant in your learning Get involved on- or off-campus with various academic and social activities 32
- 33. Final Words “After all those shortcomings and not doing well in that first semester I came to the conclusion that it’s going to be hard I have to put a lot of work in it hard. it. If I don’t put a lot of work into it – I’ll have to take what I get.” Third year male in biochemistry 33
- 34. Additional Information Ashley Welsh’s Full Thesis http://hdl.handle.net/2429/28868 htt //hdl h dl t/2429/28868 Selections from Ashley Welsh’s Thesis: Data Analysis & Conclusions http://bit.ly/AWelshSelections 2-page summary of Ashley Welsh’s Thesis p g y y research http://www.cwsei.ubc.ca/resources/files/Welsh_Ac ademicPerformanceFactors_2pager.pdf ademicPerformanceFactors 2pager pdf 34