Considering the Student Perspective:Considering the Student Perspective: Factors that Undergraduates Perceive

I fl ti l t th i A d ias Influential to their Academic Performance in Science

Ashley WelshResearch CoordinatorResearch Coordinator

Carl Wieman Science Education InitiativeUniversity of British ColumbiaUniversity of British Columbia

Background to the Study

Administrators concerned with the success of students in particular courses within the pFaculty of Science

Concern fostered orchestration of mixed th d t d t l f t t d tmethod study to explore factors students

perceived as influential to their academic performance

Initial discussions with staff, faculty, and students helped to inform the study design and content

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content

Research Questions

1. What academic, social and personal factorsdo undergraduates within the Faculty ofdo undergraduates within the Faculty of Science perceive as most influential to impeding or enhancing their academic

f ?performance?

H d l d f l d d t2. How do male and female undergraduates differ in what they perceive as being most influential to their academic performance?

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influential to their academic performance?

Data Collection

Exploratory interpretive mixed method studyExploratory interpretive mixed method studyStudent survey (~575 respondents)24 one on one interviews24 one-on-one interviews A four-person focus group discussion

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Research Participants

Faculty of Science

Undergraduates

Second year and higher

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Results: Most important factors

Rank Value Survey Question Category

% of students perceiving factor as 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 D l i d d i d h bi A d i3 Developing and adapting study habits... Academic 84.7

4 Instructor’s ability to speak English clearly Academic 84.3

5 The lack of relevant practice problems... Academic 83 1p p 83.1

6 My interest in a subject... Personal 77.5

7 Receiving encouragement from parents/family/guardians... Social 76.2

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8 Uncertainty in types and difficulties of problems... Academic 72.2

9 Volunteering or working limits studying... Social 70.0

Results: Differences between male andResults: Differences between male and female responses for most important factors

h f l d f l h i h k dThe percentage of males and females that percieve the top ranked factors as important to influencing their academic performance

100.0

90.0

80 0

Males

Females

Overall

80.0

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70.0

0 1 2 3 4 5 6 7 8 9 10

Most important factors

Results: Statistically significant differences y gbetween male and female students’ responses(Note: Females placed more importance on these factors than males)

StatementSignificance

p-valueThe lack of relevant practice problems to complete before an exam... <0.01p p pThe approachability of your instructor <0.01

Receiving encouragement from my parents, family, and/or guardians... <0.01

The use of in-class learning techniques <0.01The use of in class learning techniques 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 0 01Suggestions from parents, family and/or guardians influenced my choice of major

0.01

My uncertainty in knowing what types and difficulties of problems will be asked on a midterm/final exam...

0.02

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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

Summary of Most Important Factors

ResultsACADEMIC• Qualities of the instructor• Assessment & expectations

SOCIAL• Involvement of others• Assessment & expectations

• Study skills and habits• Pedagogy and classroom environment

Involvement of others• Additional responsibilities• Commute

environment• Courseload

OTHER• Community• Advising and academic support

PERSONAL

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• Interest• Academic success

Results: Academic factors

ACADEMIC• Qualities of the instructor

Need for the instructor to be:A h bl i id d t id f lApproachable inside and outside of classClear & organized in the presentation of their lecturesInteresting, engaging, enthusiastic

Females perceived developing relationships ith f lt i t t th l

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with faculty as more important than males

Results: Example of student responses

The ability for the instructor to make the course interesting

50%60%

% f

20%30%40%

MalesFemales

% of students

0%10%20% Females

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0%Unimportant Slightly

ImportantSomewhatImportant

Important VeryImportant

Results: Academic factors

ACADEMIC• Assessment & expectations

Regular feedback helped students assess th itheir progressKnowing what to expect on midterms/exams guided students’ studyingguided students studyingFemales expressed feeling more anxious or stressed when not adequately prepared

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stressed when not adequately prepared

Results: Example of females placing moreResults: 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

50%60%

20%

30%

40%

MalesFemales

0%

10%20% Females

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0%Unimportant Slightly

ImportantSomewhatImportant

Important VeryImportant

Results: Student quote

“For exam questions [the instructor will] askFor exam questions [the instructor will] ask 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 ”what we can expect.

Fourth year female in plant biology

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Results: Academic factors

ACADEMIC• Study skills and habits

Majority of students struggle with developing i t t d kill d h bitappropriate study skills and habits

Difficulty with tailoring habits for different science disciplines (conceptual vs problem-science disciplines (conceptual vs. problembased)Students rarely receive advice or guidance on

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how to study

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 guidancehave talked to some people and didn t seek guidance 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 ywas, I guess, support and advice in that because I don’t think you can study for different courses in the same way ”

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way.Second year female in general science

Results: Academic factors

ACADEMIC• Pedagogy & classroom

F l f d th f ti

g gyenvironment

Females preferred the use of active learning techniques (i.e. clickers, group discussions))Pedagogical techniques encouraging collaboration reduced feeling isolated in l l

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large classrooms

Results: Student quotes

Clickers are really great things. I’ve been relieved when, C c e s a e ea y g eat t gs e bee e e ed 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 askedin a very beneficial way. I feel that if he simply asked “everyone understand?” no one would have saidanything and we would have moved on.

Third year male in physics

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Results: Academic factors

ACADEMIC• Courseload

In the interviews 13 out of 24 studentsIn the interviews, 13 out of 24 students switched from taking five courses a semester to four

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Results: Social factors

SOCIAL• Involvement of othersInvolvement of others

Family provided emotional support for students in difficult circumstancesFemales were more prone to relying on suggestions from or relationships with others when choosing their major

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when choosing their major

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 Iabout it and she told me I could specialize in it. I didn t know I could so when I found out there was that option I was pretty excited.”

Fourth year female in plant biologyFourth year female in plant biology

“I guess the teacher was really passionate about it and d ith th l d it k d i t t It ’tengaged with the class and it sparked my interest. It wasn’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 thi diff tl th I t ”

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things way differently than I use to.”Third year female in biology

Results: Social factors

SOCIAL• Additional responsibilitiesp

Volunteering and/or work limited the amount of gtime students spent studying or on-campus

Necessary to create balance between d i d i l ibilitiacademic and social responsibilities

Several students chose volunteering or work experiences to enhance their learning

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experiences to enhance their learning

Results: Social factors

SOCIAL• Commutingg

Long commutes limited students’Long commutes limited students involvement with activities on campusCommuters expressed having difficulty in p g ybuilding or belonging to a social and academic community

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Results: Student quote

“Wh I d l t l t h h t ll d“When I drove a lot last year – rush hour controlled my life. I would be on campus at 6 am to avoid rush hour and to get free parking. I would bring myrush 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!”

F th f l i h d lFourth year female in hydrology

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Results: Personal factors

PERSONAL• Interestte est• Academic Success

Interest influenced students’ desire to attend class and complete courseworkAlthough the definition of success varied from one student to the next, they all desired success

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desired success

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

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Results: Other

OTHER• Communityy• Advising and academic

support

Students expressed difficulty with finding and belonging to an academic and social community ( i ll i 1 t/2 d )(especially in 1st/2nd year)Interacting with their peers, instructors and advisors gave students a sense of belonging and

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advisors gave students a sense of belonging and was beneficial to their academic performance

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!”

Second year female in general scienceSeco d yea e a e ge e a sc e ce

“I have had great advising from two professors. They are two role models that have been close to me andare 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

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Recommendations

Administration

FacultyFaculty

Students

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Recommendations for administration

Organize course-specific study skills workshopsMore personalized advising for studentsMore 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 needsEnhance comm nication bet een professionalEnhance communication between professional services (i.e. counseling & advising, learning commons) and faculty

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Recommendations for faculty

Share and engage students in your researchCreate an interesting engaging and safeCreate an interesting, engaging and safe environment for learning

Appropriate use of active learning techniques (i.e. clickers, group discussion)

Provide advice regarding study techniques to help students prepare for examshelp students prepare for examsBe an advocate for science & role model for students

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Recommendations for students

Develop/adapt study skills and habits before and during your university degreeg y y gEarly on in degree

Make a degree plan and revise it accordinglyBuild relationships with faculty, advisors and peers

Be an active participant in your learningBe an active participant in your learningGet involved on- or off-campus with various academic and social activities

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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 itgoing to be hard. I have to put a lot of work in 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

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Additional Information

Ashley Welsh’s Full Thesishtt //hdl h dl t/2429/28868http://hdl.handle.net/2429/28868

Selections from Ashley Welsh’s Thesis: Data Analysis & ConclusionsAnalysis & Conclusions

http://bit.ly/AWelshSelections2-page summary of Ashley Welsh’s Thesis p g y yresearch

http://www.cwsei.ubc.ca/resources/files/Welsh_AcademicPerformanceFactors 2pager pdf

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ademicPerformanceFactors_2pager.pdf