Investigation of Variables Related to University Drop-out in Problem-Based Learning

Haack, Matthias; Jambor, Thomas N.

doi:10.1109/fie44824.2020.9273964

Cited by 3 publications

(1 citation statement)

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“…However, the assumption underlying this kind of approach is that students are facing obstacles due to personal weaknesses just related to the scientific disciplines that characterize the ICT area. It is therefore assumed that the main reason why students fail the first exams (typically mathematical analysis, basic physics, and sometimes basic computer programming) is a general lack in mathematical and logical background [1], [13]. Actually, a wider perspective is needed, understanding that students may experience difficulties along their study path also due to the lacking of some soft skills [14]: whenever they experience an educational transition (from high school to university, from undergraduate to graduate studies, etc.…”

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confidence: 99%

Formative Tutoring: A Program for the Empowerment of Engineering Students

Bonelli

Gerosa

2023

IEEE Trans. Educ.

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A model of tutoring program for the empowerment of engineering students in the information and communication technologies (ICT) area is proposed, as a mean to improve academic performance.Background: ICT students failing to proceed smoothly along their study path, and possibly abandoning university before graduating, is becoming a significant phenomenon in many countries. This is an important issue both from the student side and from the university side: the former is facing social and economic consequences, while the latter may be hindered in the ranking systems.Intended Outcomes: Design and application of tutoring actions that can lead students to empower themselves, develop several soft skills, and eventually improve personal and academic success.Application Design: Starting from the literature on tutoring, the approach of the "Tutorìa formativa de carrera" has been selected, because it considers students as the center of the learning model. The tutoring interventions have been then redesigned and tailored to the specific context of ICT courses. Findings: The effectiveness of the proposed program has been assessed by means of different indicators: self-perception of the participating students (based on Cawi surveys), success rate at the first mathematical exams as a short-term qualitative indicator, and long-term figures of merits of the students' career. In the latter case, proper techniques are used in order to create a quasiexperiment context. A significant impact of the proposed program is found for both students with high and low a-priori propensity to academic failure.

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confidence: 99%