Improving Retention and Achievement Through Independent Learning

ESCALATE – University of Stirling

Ian Beach

Dumfries and Galloway College

April 2006

Project Goals

Increase levels of adult literacy and numeracy within student population to:

retain more students increase WSUMsmaintain participation/interest long

termincrease student achievement

Funding

No extra funding from SFEFC - did askLooked to other funds ESF(£176k) and

NOF(£140k nc) and SUFI (34k)Total £350kNew Independent Learning Centres

with Basic Skills Facilitators (3 yrs)Dumfries 40 PCs + Stranraer 30PCs

with PLATO software

Description

Previously conducted two research projects to determine levels of literacy and numeracy

If low levels was it affecting retentionNot convinced that early leavers were

due to “financial” category indicated on early exit statistics

Reasons for Withdrawal

Screening

Started with full time students - anonymous, accepting couldn’t help anyone if found to be deficient as no resources available

Interested in all levels of literacy/numeracy not “basic skills”Tested at two levels BASIC (up to NC) and ADVANCED (up to

HND)

Project

Tested all Full Time students June 2000 and repeated March 2001 (mix of previous year and new) to check correlation.

Showed good correlation and results therefore valid

Results

Across both levels 60%-70% of all students need some form of support

Numeracy essential support - Basic 34% Advanced 20%Communication essential support - Basic 11% Advanced 14%

Outcomes

When checking results against retention, strong correlation between support required and retention of groups

NC Theatre group retention 54%Section average 89%Healthcare/Care group retention 50% Section average 92%

ILC StatisticsOriginally more mature learners than school leaversAverage 3 appointments per person (1/3 year)Average appointment time 1.75 hoursShortest appointment 15 minutesLongest appointment 4 hoursOver 250 Learning Plans opened and active

Student views - positive

Almost 1-1 attention don’t feel foolish in front of others

Ask questions freely without being judged by others

Would have dropped out - passed two modules felt would have failed

Never used a computer - would have left without help

Student views - positive

Never used a computer - terrified - now buying one and using it

Help has been “brilliant” were lost with classwork

Couldn’t do parts of course without extra help

Student views - positive

Student introduced to BBC Skillwise site, father had poor communication but too self-conscious to seek assistance - he now accesses site finding it incredibly helpful and enjoyable

Student views - negative

Some feel nervous about coming to ILC first time, embarrassed but 2nd /3rd visit feelings disappear

Some dislike/nerves about the “test” particularly first week

Seems to have significantly reduced stigma

Student views - negative

Some “frightened”Lot of information in induction week -

message/idea and test/support may have got missed

Use of “difficulties” and “problems” sound like Learning Support

Staff views - positive

PLATO software a very good ideaOf great benefit to students improving

spelling and particularly dyslexiaHelps ICT skills as wellHas had noticeable impact of increased skills

after attendanceGreatly increases student confidenceRetention figures up for Departments

Staff views - negative

Mixed feelings about screening testsSome results didn’t reflect student’s

capabilitiesSome tutors could have helped

students more

Staff views - negative

Some tutors focussed on immediate course and didn’t see relevance of students improving these skills to pass their course

Only applied to full-time students part-time would have benefited too

Need to strengthen influence on ensuring attendance, prompted not compulsory

Staff views - negative

Time delay between completion and results too long

No feedback as to whether students attend or not - confidentiality

Comments in letter were too cold and could impact negatively on those with low self esteem

Student withdrawals

% withdrawn

0.02.04.06.08.0

10.012.0

1997 1998 1999 2000 2001

year

%

860.00

880.00

900.00

920.00

940.00

960.00

980.00

1000.00

1020.00

1999

2000

2001

2002

2003

Basic level

essential

limited

none

Advanced level

essential

limited

none

Achievement

Performance Indicators 2000/01 to 2002/03 – Update Jan 2003

Type1998 to1999

2001 to2002

2002 to2003

Target Sector Average

SPAR FE FT 55% 70% 65% 62%

 

FE PT 93% 81% 95% 65%

 

HE FT

72% 77% 80% 68%

 

HE PT

77% 82% 85% 70%

Current operation

Open until 7.30pm two evenings per weekSome tutors book whole groups in, some refer

individuals and some students self referMoving away from Basic Skills Agency based testsIntending to use Core Skills profiling for all students

Current operation

Screen as early as possible, offering screening on application, pre-induction, at induction

Experiencing some behavioural problems as these seem to accompany younger students with lower skills

PLATO excellent for remote access at any time and for tracking students

Partnership

Using the facilities to achieve adult literacy partnership targets

Also rolling out PLATO access to remote partners for further target achievement

Used facilities and staffing resource to match fund partnership money and European funds

Withdrawal Analysis

0

50

100

150

200

250

300

350

400

FEFT FEPT HEFT HEPT

Attendance Mode

Stu

den

t N

um

bers

2003

2004

2005

Advanced Courses - communication

139 tests

1%

9%14%

54%

23%

0%

10%

20%

30%

40%

50%

60%

Acces

s 2

Acces

s 3

Inte

rmed

iate

1

Inte

rmed

iate

2High

er

ready for

Advanced Courses - numeracy138 tests

0%4%

30%

43%

22%

0%

10%

20%

30%

40%

50%

ready for

Basic Courses - communication542 tests

12%

24% 26%33%

4%

0%

10%

20%

30%

40%

ready for

Basic Courses - numeracy538 tests

2%

15%

50%

28%

5%

0%

10%

20%

30%

40%

50%

60%

ready for

Withdrawal Totals

0

100

200

300

400

500

600

700

800

900

2003 2004 2005

year

Stu

den

t n

um

bers

total

adjusted

SARU

0

20

40

60

80

100

120

FEFT FEPT HEFT HEPT

attendance mode

% s

uccess

2001

2002

2003

2004

0

5

10

15

20

25

30

35

% improvement

FEFT FEPT HEFT HEPT

attendance mode

SARU Improvement 2001/2-2004/5

difference

Improving Retention and Achievement Through Independent Learning

ESCALATE – University of Stirling

Ian Beach

Dumfries and Galloway College

April 2006