Improving Retention and Achievement Through Independent Learning

Improving Retention and Achievement through Independent Learning

Paper presented at the Scottish Educational Research Association Annual Conference, Perth, 27-29 November 2003

Ian Beach

Assistant Principal

Dumfries and Galloway College

01387 243819

Abstract

The true reason for students leaving their course of study is often very difficult to determine. Traditional survey methods indicate that finance is the main obstacle given by early leavers when asked why they did not complete their course. However, the real reasons are usually identified some time later or through discussion with peers. Anecdotal evidence suggests that other factors such as family commitments, transport, course content or individual lecturers can cause students to leave early. It was considered from experience that underneath these issues were further fundamental and well disguised origins for poor student retention associated with student abilities in basic literacy and numeracy.

This research set out to establish if a link existed between retention and low levels of literacy and numeracy among the student population. Several hundred students were screened for literacy numeracy abilities over two academic years and data compared with retention and achievement statistics for their course. The research established a clear link between retention and levels of basic skill.

The paper describes how this link was investigated, the results of the research and strategies used to provide independent learning opportunities for students. The paper also provides evidence that these strategies led to improved retention and an increase in student achievement. The resultant approach of independent learning demonstrates improved student participation and enhanced long term interest.

As a result of the actions taken from this research, the college is now at the centre of a very successful adult literacy partnership assisting many learners to achieve their long term ambition.

Introduction

There has long been debate over the reasons why students leave a course which at enrolment they had every intention of completing. Is it apathy, financial constraints, peer pressure, family circumstances, for employment, transport problems or something else? From the academic viewpoint, as educational institutions become increasingly self-critical, is it the premises, the organisation, the course itself, poor guidance, inappropriate advice at entry or even the sensitive issues around standards of learning and teaching.

Many surveys of students have been conducted over time to determine the real reasons for student withdrawal. In addition to investigation for the academic purposes of student welfare and achievement, recent years have seen increased awareness of the direct link between student retention and institutional finances. Indeed, from a purely financial perspective, it is more economical to retain an existing student than attempt to recruit several new students.

Broadly speaking, results of exit surveys invariably show finance as the major reason for students leaving a course of study. However, looking at the issues dealt with by student advisors, over one quarter are totally unrelated to finance and a further quarter are classed as financial but requesting assistance with childcare, travel costs or council tax. Of the remaining half, again looking closer at the advice given, it is often related to assistance with form filling or understanding documents connected to other agencies rather than the college. Based on this more detailed analysis, when student advisors or course tutors enquire deeper into responses, financial reasons mask related issues such as; can’t afford transport, can’t afford to attend due to family commitments or need to find a job. More detailed confidential interviews often reveal another layer of reasons sometimes relating to drug or alcohol addiction, bullying or domestic violence. These are some very serious issues but are clearly social difficulties unrelated to academic content, course delivery, teaching or more importantly the student’s ability to undertake their course of study. Putting aside these issues which are not within the control of an organisation, it was decided to investigate those which may affect a student’s decision to remain at college. This led to the general question of “are the reasons genuinely financial or is it something else?”

Wide-ranging feedback from lectures and the ongoing debate around declining standards in schools started to focus attention on the levels of core skills held by students at entry to the college and in particular their literacy and numeracy skills. Most people will openly admit if they are unable to use a computer, mobile phone or programme their video recorder. Not many people however, will openly admit they are poor at reading or using numbers. “I’m not very good at spelling” or “I can’t add up” are usually covered with humour and probably the closest people will admit to being deficient in literacy and numeracy. Faced with admitting this to an educational institution however, seems to be a major issue and certainly not something people will acknowledge to an employer for fear of losing their job. Deficiencies are usually disguised with various coping strategies such as taking paperwork home for a family member to complete or allowing a work colleague to assist with tasks relating to numbers.

In order to investigate the potential link between levels of literacy and numeracy of students and the level of retention on courses, a research project was devised. If a link existed the college may be able to provide early intervention to the benefit of the students who would complete their course and to the benefit of the college with better achievement rates and improved financial return.

An important point at this stage is to highlight that it is not just low level courses or basic skills which were to be investigated but literacy and numeracy levels in all courses up to including HND.

Research

Overview

The research investigation was designed to test the ability of students to cope with elements of their course related to levels of literacy and numeracy. In order to provide statistically valid evidence it was proposed to “test” a large number (around 800 students) for literacy and numeracy levels. At the outset, conscious of the impact on students of the word “test” and “exam”, the term screening was adopted. Similarly, an anonymous approach was used to reduce any concerns of students.

The overall project goals behind any research hypotheses were to increase levels of literacy and numeracy within student population in order to:

• retain more students thereby improving student achievement
• increase weighted student units of measurement and therefore financial income
• maintain student participation and long term interest (lifelong learning)

Research Hypotheses

1.Is there a problem with literacy and numeracy within the College that we are not addressing and which is affecting retention?

2.If a relationship exists between literacy and numeracy levels and retention, will early intervention improve retention and achievement?

Considerations

It was noted at this early stage if correlation was found between low levels of literacy and numeracy and retention then resources would be needed to support students. The target date to provide support was set for students entering in August 2001. Alongside the research taking place, potential funding streams were explored as it was recognised that the research itself would raise expectations of students and extra curriculum input could not be found from within existing funding. The further education funding council were asked if the theory was proven would they support extra curriculum input, but this was rejected on grounds that colleges were already funded to support students in core skills within the curriculum.

Proposal and Methodology

The first step was to find the levels of literacy and numeracy skills present in the student population. It was decided to carry out research with existing full time students. This research population gave a substantial number of students to test. A particular advantage of full time students is that their entry requirements are generally set at recognized and consistent levels, apart from the lower level courses. An initial screening of full time students was organized to determine the levels of literacy and numeracy together with the level of solution needed.

To assist with reliability and to address the specialist nature of literacy numeracy tests, it was decided to use a tried and tested format for the screening rather than re-inventing or starting from scratch. A range of existing tests were investigated including those from Careers, Adult Education, and the Basic Skills Agency.

Research considerations - ethical

Rather than link the research to any individual outcomes it was decided to maintain a purely investigatory methodology. The advantages of a research approach rather than individual identification was to encourage participation and maintain the comfort zone of anonymity for students. A further advantage when discussing the research with staff was that they appeared much less concerned over the potential negative effects of the measurement of student abilities.

A further consideration was that students may see the screening as a way of streaming their abilities or even as a method to identify weak students and remove them from a course. Care was needed to ensure students were not unsettled in their normal course of study and alleviate any real or perceived fears. In this regard, further education has recognized increasing sensitivity of students, particularly adult returners, to formal entry requirements and testing in particular. One disadvantage of not identifying individuals was that they could not be supported with extra curriculum input as their results were not linked to names. Overall it was decided that unless a link could be proved, there would be no potential to help students in the future and no opportunity to obtain separate or additional funding. Therefore the research continued as planned.

Research considerations – curriculum

Students enrolling on mainly practical courses are often very competent with the practical elements but can struggle with academic elements, particularly those requiring core skills. Additionally, pre-course information may not always highlight clearly the literacy, numeracy and ICT requirements of course content. Care would be needed in interpreting both the results and type of support required in these instances.

Another aspect to consider was terminology. This was particularly important from both a staff and student perspective. Extended Learning Support, Special Needs, Learning Difficulties and Basic Skills have all been related to supporting literacy numeracy. Using such terminology is not useful when encouraging individuals to come forward to be screened and is also seen as an area with a history of stigma by staff and students alike.

Format

Two levels of screening test, one for literacy and one for numeracy at each level were adapted from existing Basic Skills agency tests. The levels were named BASIC and ADVANCED. It was accepted from the outset that the tests were not perfect, but relatively blunt instruments which could be analysed for broad trends.

The definition of BASIC related to courses up to NC equivalent and the definition of ADVANCED related to NC courses and above including HND. Each test was designed using selected literacy and numeracy questions leveled at the entry for these courses. The questions covered everyday topics related to mathematics, reading, spelling and comprehension. As the tests were multiple choice answers and optically mark read, they did not identify levels of writing ability.

Study 1

Process

The first screening was administered in June 2000, at the end of the academic year. Broadly speaking at this time of year the students attending would be those who had remained throughout the course and were close to achieving their outcomes. In other words, those finding the course academically challenging were likely to have dropped out and those remaining had benefited from a complete academic year of full time tutoring since they entered their course. The total number of students surveyed at BASIC level was 418 and at ADVANCED level 379.

Criteria

To classify levels of literacy and numeracy three broad categories were identified. Results were banded as follows:

BASIC / ADVANCED
<60% / essential support required / <30% / essential support required
60% - 80% / limited support required / 30% - 60% / limited support required
80%> / no support necessary / 60%> / no support necessary

These percentages were designed to approximate essential support with Access 2, limited support with Access 3 to Intermediate 1 and no support needed with Intermediate 2 and above.

BASIC level results

The results in this category revealed that over 70% of current students require support in either communications, numeracy or both. Although levels of support required varied, the results illustrate clearly that only 30% of students on these courses have sufficient literacy and numeracy skills to undertake their course. A further breakdown of the results show that 60% of all ages require numeracy support with 34% classed as essential. Also, 50% of all ages require communication support with 11% classed as essential.

ADVANCED level results

Interestingly, these results demonstrated unexpected similarities with those from the BASIC level with over 60% of current students requiring support in either communications, numeracy or both. Of these, 50% of all ages required numeracy support with 19% classed as essential and 40% of all ages required communication support with 14% classed as essential. These were unexpected as it was anticipated that students on higher level courses would not require as much support.

Analysis - numeracy

Students in greatest need of numeracy support were the categories of under 25’s and over 55’s at BASIC level and categories of under 18’s and over 55’s at ADVANCED level. This shows that those students recently emerging from a formal education system and those who have been a long time out of education performed least well. More critically for those moving on from school to HNC/D level qualifications, 42% of under 18’s at ADVANCED level need essential support.

Weak skills at BASIC level included fractions, percentages and to a lesser extent, multiplication, division and area. Weak skills at ADVANCED level include fractions, ratios, indices, substitution in formula and to a lesser extent area and percentages. The groups showing the greatest need for numeracy support were in the areas of:

1

BASIC

• Skillstart
• Catering
• Beauty
• Care
• Art and Design
• Motor Vehicle
• Sports
• Office Skills
• Theatre
• SVQ2 Craft

ADVANCED

• GSVQ3 Care
• Catering
• Admin and Info Management
• Art and Design
• HNC Construction
• Theatre
• HND Accounting
• SVQ3 Carpentry

1

Analysis - communications

The results for communications demonstrated a similar pattern to those of numeracy with 33% of over 55’s classed as needing essential support for communications at BASIC level and 42% of under 18’s classed as needing essential support for communications at ADVANCED level. Interestingly a quarter of over 55’s were classed as needing essential support. As mentioned before, a point to note with the communications results is that the screening did not require continuous writing and therefore these results may disguise a greater need.

Weak skills at BASIC and ADVANCED levels included the use of apostrophe, capital letters and agreement of subject/verb. The groups showing the greatest need for communications support were in the areas of:

1

BASIC

• Skillstart
• Catering
• Sports
• Care
• Art and Design
• Motor Vehicle
• Construction
• SVQ2 Craft

ADVANCED

• Catering
• Childcare
• Construction
• SVQ3 Craft

1

Study 2

Process

The results from the first study were very revealing and believed to be reliable as a large sample was used. To check validity therefore, it was decided to repeat the screening in the following academic year. This time the research was conducted in March 2001, still some considerable way into the academic year. Provision was also made in the second study to identify those students who were now in second year and had taken the test in the previous year. This was a simple additional question asking if they had sat the test before, as it was still an anonymous exercise at this stage. In the second screening there were 601 students at BASIC level and 331 for the ADVANCED level.

Exactly the same criteria were used for analysis of the results.

Results

The second study identified consistency with the results of the first study, hence proving validity. Of the students who had undertaken the screening before, at BASIC level 83% needed essential or limited support and at ADVANCED level, 56% needed essential or limited support.

Links between low skills and retention

When making comparisons with the student retention figures the following table shows a correlation between courses with students who needed support and those with low retention compared with their own department averages.