Student learning in higher education: a path analysis of academic achievement in science

Abstract

Learning outcomes in higher education are of considerable interest to students, teaching staff, researchers, tertiary education institutions and funding authorities. To improve the quality of learning outcomes may require a better understanding of what happens in the learning process from the perspective of the learner. This study makes use of a number of current instruments for the evaluation of student learning to explore aspects of learning outcomes in terms of academic achievement. The students evaluated were either in their first year of study (N=194) or in the third year of their course (N=118). A causal mode of learning outcomes was developed for each group and evaluated using the PLSPATH program to explore the impact of student‐related causative factors. A number of these factors were shown to have a direct effect on student academic achievement, as measured by annual grade point average (GPA), with some consistency across two year‐levels. The most important factor in predicting academic performance for both groups was students' prior academic performance. Approaches to learning and English language skills were also shown to have some predictive value. Students' metacognitive skills and self‐efficacy, though showing strong inter‐relationships with other factors, did not show a direct effect on academic achievement.