First-year seminar focused on study skills: an ill-suited attempt to improve student retention

Jairam, Dharmananda

doi:10.1080/0309877x.2019.1582757

Cited by 7 publications

(5 citation statements)

References 40 publications

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“…Meanwhile, the graduation rate reached a maximum of 76%. Although this is higher than what we see in other countries (Jairam, 2020), there is always scope for improving the graduation rate. As mentioned above, several studies have been conducted to investigate the efficacy of FYS courses in improving students' academic performance and retention rates.…”

Section: Introductioncontrasting

confidence: 65%

“…Hence, in order to ensure that students successfully transition to college as optimally as possible, it is important to study which factors in FYS predicted its success. For instance, Jairam (2020) showed that teaching study skills during FYS does not necessarily effect any changes in students' study habits. Meanwhile, positive interactions with faculty members are one of the essential predictors of success during the first year at university.…”

Section: Introductionmentioning

confidence: 99%

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Impact of the First-Year Seminar Course on Student GPA and Retention Rate across Colleges in Qatar University

Elobaid¹,

Elobaid²,

Romdhani³

et al. 2023

IJLTER

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The first year is known to be challenging for students at university. If students fail to transition to college successfully, it can result in a low GPA and they may eventually drop out of university. Fortunately, higher education systems opt to add various types of support for students during this important transition. One possible support is to implement a first-year seminar course, a hybrid-course which teaches academic and non-academic skills that help students to be successful. Optimally, teaching students’ skills for college success might help them manage their academic needs and increase retention rates. Following this proposal for best practice, Qatar University added a compulsory first-year seminar course in six colleges across different programs. The course included cognitive, non-cognitive and performance skills. In this retrospective study, we assessed the impact of this course on the retention rate at the university and students’ academic performance over time. We reviewed a large sample of over 3000 students who started their college journey at Qatar University over four consecutives semesters. Students were classified into two groups to allow for comparison between those who took the first-year seminar course and those who did not take it, in terms of their retention rates and GPA. Our findings show that students who successfully completed the course had a higher retention rate, especially in the first semester. Furthermore, the GPA, for those who took the course and continued to attend the university, was higher across semesters. In conclusion, within our sample, the first-year seminar course was successful in supporting student success as evidenced by higher GPAs, and an increased retention rate.

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Section: Introductioncontrasting

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Impact of the First-Year Seminar Course on Student GPA and Retention Rate across Colleges in Qatar University

Elobaid¹,

Elobaid²,

Romdhani³

et al. 2023

IJLTER

View full text Add to dashboard Cite

show abstract

“…However, even when students possess knowledge of sound study habits beneficial to academic work, they may not practice them (e.g., Jairam, 2019). For example, in a study of university students in Austria, Foerst et al (2017) found a discrepancy between students' knowledge of SRL strategies and their actual use of such strategies.…”

mentioning

confidence: 99%

Study Habits and Procrastination: The Role of Academic Self-Efficacy

Svartdal

Sæle

Dahl

et al. 2021

Scandinavian Journal of Educational Research

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Inefficient study skills increase the probability that study work is perceived as difficult and aversive, with procrastination as a likely result. As a remedy, more effective study skills and habits may be encouraged. However, research indicates that good study skills and habits may not by themselves be sufficient to remedy problems, as this relationship may be mediated by efficacy beliefs related to academic functioning. We investigated this hypothesis across three student samples (total N = 752). As predicted, structural equation modeling (SEM) indicated that study self-efficacy mediated the study habits-procrastination relation. The mediation effects were medium to large. We conclude that training of, and advice on, study skills and habits should be accompanied by measures that build study self-efficacy.

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“…Although future experimental studies are required to support the indicated pattern of relationship between time-management skills and attrition intentions. These studies would provide a more solid scientific evidence for development of effective assistance programs for students (Jairam, 2019). What is clear is that "students' perceptions of their experiences add another dimension to our understanding of the complex process of persistence and completion" (Tinto, 2017, p.264).…”

Section: Resultsmentioning

confidence: 99%

Drop-Out and Transfer-Out Intentions: The Role of Socio-Cognitive Factors

et al. 2020

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Academic attrition is a worldwide problem representing a significant economic loss and a disadvantage for students in terms of health and career prospects. We focus on the roles of academic skills, academic self-efficacy, and students' integration in exploring their relation to attrition intentions. Based on existing research, we expected a negative relation between academic skills and attrition intentions, with academic self-efficacy and students' integration as possible mediators. Furthermore, it was expected that this relationship would be dependent on the outcome variable being measured (i.e., drop-out, transfer university, and transfer study field intentions). These hypotheses were investigated among Norwegian university students in a questionnaire study (total N = 756). Results supported, as predicted, the mediatory roles of academic self-efficacy and students' integration. Importantly, significant variability was indicated in comparison of the different outcome measures, with academic self-efficacy having a larger mediation effect in case of drop-out and transfer study field intentions. We conclude that academic self-efficacy is important in understanding the relationship between students' academic skills and attrition intentions. Our results provide an evidence that might facilitate development of assistance programs aiming to reduce academic attrition.

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First-year seminar focused on study skills: an ill-suited attempt to improve student retention

Cited by 7 publications

References 40 publications

Impact of the First-Year Seminar Course on Student GPA and Retention Rate across Colleges in Qatar University

Impact of the First-Year Seminar Course on Student GPA and Retention Rate across Colleges in Qatar University

Study Habits and Procrastination: The Role of Academic Self-Efficacy

Drop-Out and Transfer-Out Intentions: The Role of Socio-Cognitive Factors

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