Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation

Renzulli, Sara

doi:10.12930/nacada-13-043

Cited by 24 publications

(25 citation statements)

References 27 publications

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“…However, they may not apply suitable study strategies to increase the likelihood that they will meet their grade aspiration. This aligns with research suggesting that students who apply consistent and structured study strategies, including selftesting, rereading and allocation of study time, on average achieve higher grades than those who do not (Hartwig & Dunlosky, 2012;Renzulli, 2015).…”

Section: What Impact Does Prior Learning Of Biology Have On Final Grasupporting

confidence: 84%

Interactions among students’ prior learning, aspiration, confidence and university entrance score as determinants of academic success

Rayner

Papakonstantinou

2018

SUCCESS

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We studied the effect grade aspiration, confidence in achieving that grade, prior learning and university entrance ranking had on first year biology students’ final grade. We hypothesised that (1) students with higher aspiration will achieve higher grades than those with lower aspiration; (2) students with prior biology learning will have a higher grade aspiration and a higher confidence of achieving that aspiration than those without such learning; (3) university entrance rank will impact students’ final grade; and (4) students with prior biology learning will achieve a higher final grade than those without such study. We found that Hypotheses 3 and 4 were supported, Hypothesis 2 was partially supported, and that Hypothesis 1 was unsupported. If these results reflect broader patterns - that undergraduate student grade aspiration is not a predictor of their subsequent final grade - then targeted information and curricula scaffolding must be provided to better align student aspirations with their actual academic achievement.

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Section: What Impact Does Prior Learning Of Biology Have On Final Grasupporting

confidence: 84%

Interactions among students’ prior learning, aspiration, confidence and university entrance score as determinants of academic success

Rayner

Papakonstantinou

2018

SUCCESS

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“…In another study, researchers implemented a voluntary learning course where participants met twice a week for one hour over three weeks (Renzulli, 2015). The lessons included selfregulation strategies, study skills, note-taking strategies, and information on how to develop personal study plans.…”

Section: Academic Probationmentioning

confidence: 99%

“…The lessons included selfregulation strategies, study skills, note-taking strategies, and information on how to develop personal study plans. Of the nine probationary students who participated, seven students increased their GPAs (Renzulli, 2015). Mann, Hunt, and Alford (2003) also implemented a successful intervention program for 92 academic probation students consisting of lessons on similar learning skills such as effective time management, proper note-taking, and means for dealing with exam anxiety.…”

Section: Academic Probationmentioning

confidence: 99%

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Successful Transition Off Academic Probation: A Qualitative Analysis

Giampa¹,

Symbaluk²

2018

CJFY

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The aim of this study was to identify factors that contributed to the successful transition off academic probation for undergraduate students at MacEwan University1. Focus groups were conducted with volunteers enrolled in any of the main faculties/schools who had successfully to taking time off from university, changing programs, or personal growth. Students underutilized available support services while on academic probation largely due to feelings of embarrassment and shame. Recommendations for institutional improvements centered on personalized approaches that identified existing resources such as listing resources along with contact information in notification of academic probation letters sent to struggling students. Finally, those who successfully transitioned off probation also emphasized the need for personal contact with university staff to help understand the implications of academic probation, and the steps required to successfully transition off it.

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“…Therefore, they must intentionally address student learning and development through the delivery of academic advising (Kimball & Campbell, 2013), particularly when taking into account student attrition prior to graduation. Failure to persist through graduation represents a significant institutional investment of time, resources, and class seats that would otherwise be available for students likely to graduate (Renzulli, 2015;Weissmann, 2012). As a result of this situation, institutional leaders must identify ways to structure advising that provides the highest level of student support and impact (Schuh, 2008).…”

mentioning

confidence: 99%

Direct Measure Assessment of Learning Outcome–Driven Proactive Advising for Academically At-Risk Students

Kraft-Terry

Kau

2019

NACADA Journal

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Creating advising curricula through backward design ensures that learning objectives remain central to the process and enables those in advising units to design comprehensive assessment plans for continued curricular improvement. By incorporating measures to observe student learning directly, advisors can evaluate their curriculum objectively to ensure students achieve desired learning outcomes. An advising unit created a proactive advising curriculum for academically at-risk students through backward design that includes multiple assessment measures. Students in four categories of academic risk were targeted for intervention. Through the evaluation of direct-learning evidence gathered through assessment, the advising unit improved the advising curriculum, showing the process for intentional curriculum design and assessment to improve student learning.

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Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation

Cited by 24 publications

References 27 publications

Interactions among students’ prior learning, aspiration, confidence and university entrance score as determinants of academic success

Interactions among students’ prior learning, aspiration, confidence and university entrance score as determinants of academic success

Successful Transition Off Academic Probation: A Qualitative Analysis

Direct Measure Assessment of Learning Outcome–Driven Proactive Advising for Academically At-Risk Students

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