Factors distinguishing between achievers and at risk students: a qualitative and quantitative synthesis

Abstract

The purpose of this article is to identify factors that distinguish between Achievers and At Risk Students in Accounting 1A, and to explore how qualitative and quantitative research methods complement each other. Differences between the two groups were explored from both a quantitative and a qualitative perspective, focus ing on study habits, language proficiency, cognitive ability, academic background and perceptions of reasons for failure or success. From both perspectives, the study showed that the groups differ in terms of language proficiency and study habits with Achievers having better communication skills and being more diligent than At Risk Students. Vast differences in perceptions of reasons for success or failure were also identified. The study furthermore showed that Achievers on average have better cognitive abilities and obtained better school marks than At Risk Students. Recommendations focus mainly on the At Risk Students, as well as on enriching research through a synthesis of quali tative and quantitative methodologies.

Student involvement and retention in higher education: the case for academic peer mentoring programmes for first-years

“…1 Examples are bridging programmes (Hay & Marais, The purpose or outcome of higher education described by Astin ("to develop students' academic and intellectual skills", [1993:186]) is reflected in the many studies in which the outcome measures emphasise cognitive outcomes, either with regard to student retention or average results (Langer, 2001;Capel, 2003;Eiselen & Geyser, 2003). An increasingly popular method from the United States to facilitate student achievement in high-risk modules is Supplemental Instruction (SI).…”

Peer-Assisted Learning Programme: Supporting Students in High-Risk Subjects at the Mechanical Engineering Department at Walter Sisulu University

“…Glynn, MacFarlane, Kelly, Cantillon and Murphy (2006, p. 2) claim that "pairing junior and senior undergraduate students provides psychological support and aids professional and personal development". Eiselen and Geyser (2003) further declare that at-risk/first-year students feel more insecure, and that they have a greater need for personal attention, assistance and guidance than other students. The results of this study seem to confirm these findings for our group of underprepared South African students.…”

“…Students are more likely to drop out during the first two years of study, with the highest percentage dropping out during the first year. McGrath andBraunstein (1997, cited by Eiselen &Geyser, 2003) note that attrition during the first year of study remains a problem despite extensive research having been conducted and intervention programmes implemented.…”

“…The focus at WSU is on learning policies and programmes which enhance learning, based on a philosophy that all learners can learn (Eiselen & Geyser, 2003). It is important to note that all students can engage in increased learning when learning systems are in place.…”

Challenges of Teaching First-Year Students at Institutions of Higher Learning

“…Those students who possess the talents and skill to 'survive' would succeed and the others would consider other educational possibilities (Eiselen and Geyser 2003;Killen, Marais and Loedolff 2003;Bitzer 2005). Shertzer & Stone (1971) argue that people generally feel emotionally less secure in a new or strange environment.…”