Supporting academically at risk students: A proactive approach

Rationale:• 20% obtain an ‘E’ grade in the MGMT

101 yearly cohort of 1400 students• less than 3% of those failing 2 or more

FCA subjects completed their undergraduate degree within 5 years

• Project aim: reduce the failure rate by proactively identifying ‘at risk’ students, ascertain the support they require and propose strategies to achieve a better passing rate

Project participants

Pilot phase: 24 ‘E graders’ identified in Tri 1 2010 for an in-depth discussion

Main project: In Tri 2 2010, 147 core-BCA subject ‘E graders’ identified. 21 did not participate and were withdrawn from the course. 190 non-core BCA subject ‘E graders’ identified and formed the control group

Reasons given for securing failing grades

Factor 1 (F1): Prior education: University requires more independent studyIncreased academic workloadImmediate effort required from start of term Factor 2 (F2): Individual reasons:Not wanting to seek help earlyNot knowing where to get helpFamily, socialising and relationship issuesPoor decision on subject combination

Factor 3 (F3): Disenabling reasons:Poor English language proficiencyPart-time work commitmentsProblems with accommodation 

Structured discussion

Discussion questionnaire used to identify the main reasons for students’ inability to get through a core BCA subject. These students were asked to rank the three most important reasons that contributed to difficulties with their studies

  Students were taken through a process to help

them identify their academic goals, their current situation, the options available and the steps they were going to take to address their difficulties

‘E’ grader profile

Years0

5

10

15

20

25

30

35

40

4518 yrs

19 yrs

20 yrs

21 yrs

22 yrs

23 yrs

24 yrs

25 yrs

26 yrs

28 yrs

30 yrs

34 yrs

47 yrs

Age

65% of students were male and 79% between the ages of 18-21 years. Consistent with this younger profile, 63% had their NCEA results on record upon entry to university.

Reasons most frequently cited for failing a core BCA subject

Top 5 reasons cited for failure

All three reasons under F1: Prior Education University requires more independent

study Increase academic workload Immediate effort required from start of

termTwo reasons under F2: Individual Reasons ‘not wanting to seek help’ ‘not knowing where to get help’

An investigation into F1: Prior Education

>100 50-100 <500

10

20

30

40

50

60

70

80

Core BCA (%)Non-core BCA (%)

NCEA results show a normal distribution pattern of credits achieved by both the core and non-core BCA ‘E’ graders.

89% of core BCA ‘E’ graders had 100 or less level 3 credits and 25% had less than 50 level 3 credits

Top 3 reasons for failing cited by ethnic groups

Rank NZ European Maori/Pacific Islander Asian

1st. - Not wanting to seek help early

- Not knowing where to get help

- Not wanting to seek help early

2nd. - University requires more independent study- Immediate effort required from the start

- University requires more independent study

- Not knowing where to get help

3rd. - Increased academic workload

- Not wanting to seek help early- Family, socialising and relationship issues

- Immediate effort required from the start

Student population and core and non-core BCA ‘E’ graders by ethnicity

NZ EuroM/PI

AsianOthers

0

10

20

30

40

50

60

70

80

PopulationCore BCANon-core BCA

‘E graders’ course results

Pass D E WD0

10

20

30

40

50

60

Core BCA

Non-core BCA

Course results

Core BCA (n=126)

Non-core BCA (n=190)

Withdrawals

8% 4.2%

E grades 47.6% 33.7%

D grades 6.4% 9.5%

Pass rate 38.1% 52.6%

Conclusions

The disconnection felt between secondary and tertiary academic requirements is borne out by prior success in secondary school, measured in NCEA level three credits, having no apparent bearing on students obtaining an ‘E’ grade in FCA subjects

Students make a conscious choice of not seeking help early in their studies and are consequently unaware of where help is available when they realise they need it. The requirement for independent study reinforces this tendency

The over representation of Maori/Pacific Islander and Asian groups of ‘E’ graders highlights the need for specific intervention strategies. ‘Not knowing where to get help’ features significantly as a reason given for failure in both groups.

Recommendations

Communicating and emphasising the difference between secondary school and university academic requirements to students of 100-level courses who are predominantly direct entrants from school

An early compulsory discussion or assignment aimed at encouraging ‘at risk’ students to assess their commitment to their course of study and, if necessary, either seek help early or withdraw from the course and enrol when they are more committed