Additional Academic Support Research Articles

Transforming in the Digital Era: Uncovering the Potential of Self-Reliance and Technology for the Success of New UT Students in Distance Learning

This study aims to analyze the influence of self-directed learning skills and technology use on the academic success of new students at Universitas Terbuka (UT). A quantitative research method was employed, using an online survey distributed to new students across various study programs. Data analysis was conducted using SPSS statistical software to obtain descriptive and inferential results. The findings indicate that both self-directed learning skills and technology use positively and significantly impact students' academic success. Among these factors, technology use has a greater influence. The combination of high self-directed learning skills and effective technology use significantly enhances learning outcomes. This study is limited to a sample of new students and utilizes a survey method. The implications of these findings suggest the need for developing more effective learning programs, educational policies supporting technology use, and additional academic support for new students. Recommendations for future research include providing specialized technology training, developing comprehensive orientation programs, and conducting studies with larger samples and qualitative approaches for deeper insights.

Peer Tutoring Approach and Academic Performance of Pupils: An Experimental Study

This study examined the effectiveness of peer tutoring on the academic performance of Grade 2 pupils at Gabi Central Elementary School in Gabi, Compostela, Davao de Oro, for the school year 2023-2024. Utilizing a quasi-experimental one-group pre-test post-test design, the research focused on pupils who underwent a structured peer tutoring intervention in English. Initial assessments indicated a low proficiency level categorized as "Did Not Meet Expectation." Post-intervention, there was a significant improvement in proficiency, achieving a "Very Satisfactory" performance nearing the "Mastery Level." The statistical analysis revealed a significant difference in the academic performance of pupils before and after the intervention, underscoring the positive impact of peer tutoring. This improvement highlights the potential of peer tutoring to address learning deficiencies, foster engagement, and enhance academic outcomes among young learners. The study underscored the importance of adopting collaborative learning strategies to support diverse educational needs. The findings suggest that peer tutoring is an effective educational approach, benefiting both tutors and tutees by enhancing understanding, promoting active learning, and building a supportive classroom environment. This research contributes to the body of knowledge advocating for peer tutoring as a valuable tool in educational settings, particularly in regions with limited access to additional academic support at home. The study recommends further exploration of peer tutoring's long-term benefits and its application in other academic disciplines to generalize its efficacy.

An Overview of the Community College Student Government Association

ABSTRACT Community colleges are increasingly adopting and relying on student engagement activities to build a sense of belonging and improve graduation rates. One such measure undertaken at many colleges is the use of traditional student affairs programs, including student government associations. These student governments not only build a sense of community among students, but add to student learning and the overall operation and sense of inclusiveness on campus. Using a sample of 150 community colleges, senior student affairs professionals were surveyed about their student governments and their agendas. With a near 60% response rate, survey data revealed that community college student governments typically had an advisor with multiple responsibilities that leaders regularly met with college presidents, and were funded by student fees or a direct allocation from the college. The data also included information on the range of student government offices and how agendas were aligned across campus constituencies. Cross tabs were also used to explore sources of funding support and constituent agenda alignment, noting that direct institutional allocations resulted in the highest level of agenda alignment. Respondents also noted several key agenda items that their student government addressed, including student mental health, building community on campus, and additional academic support.

Predictors of academic delay post-pediatric kidney transplant in the USA.

Pediatric patients with kidney failure often experience cognitive delays. However, academic delay (being more than one grade level below age-appropriate grade, or in special education) after pediatric kidney transplantation (KTx) has not been explored. We sought to identify patient characteristics associated with a higher risk of academic delay 1year post-KTx. We used the United Network for Organ Sharing (UNOS) database to identify children aged 6-17years who received a primary KTx between 2014 and 2021 and had a functioning graft 1year after KTx. The primary outcome was the patient's academic progress at 1year post-transplant. The secondary outcome was change in academic progress between transplant and 1-year follow-up: onset of new delay, resolution of pre-existing delay, persistence of delay, or no delay at either timepoint. Binomial and multinomial mixed effects logistic regression models were used to predict each outcome based on patient characteristics. The study included 2197 patients, of whom 14% demonstrated academic delay at 1year post-KTx, 4% demonstrated a new onset of academic delay, 5% demonstrated a resolution of academic delay, and 10% demonstrated persistent academic delay. Patients undergoing transplantation at a younger age, receiving a deceased donor kidney, experiencing longer waitlist times, and undergoing KTx for vascular or other disease indications for KTx were more likely to experience academic delays, including new-onset academic delays. Academic delays are frequently reported among pediatric KTx recipients. Additional academic support may help resolving or preventing academic delay for at-risk subgroups of children undergoing KTx.

Mental health coping strategies and support needs among marginalised further and higher education students in the UK: A cross-sectional study

Students who are marginalised based on varying identities, backgrounds and characteristics are highly vulnerable to mental health challenges, but many do not receive appropriate support from healthcare services. Several barriers have been identified, including cultural and systemic factors. Therefore, everyday coping strategies and support in different settings are vital. This study examines the mental health coping strategies and support needs among marginalised students in the United Kingdom (UK). We analysed qualitative and quantitative data from a cross-sectional survey conducted between December 2021 and July 2022. Statistical analysis was conducted on data obtained using the abbreviated version of the Coping Orientation to Problems Experienced Inventory (Brief-COPE). Qualitative content analysis was applied to data collected using open-ended questions. From a subsample of 788 further and higher education students, 581 (73.7%) students (M = 25 years, SD = 8.19) were categorised as marginalised based on ethnicity, sex/gender, sexuality, religious beliefs, first language, birth country, age (i.e., mature students), and having special education needs/disabilities. Marginalised students had significantly higher scores for problem-focused, emotion-focused and avoidant coping strategies/practices compared to other students. Coping strategies included talking to friends and family, practising religion or spirituality, engaging in creative/innovative activities like hobbies, using entertainment as a distraction, waiting to see if things improve and isolating. Students expressed a need for improved or tailored services, additional academic support, and appropriate social support. These included contemporary approaches to support mental health, such as online provisions, regular mentor/personal tutor meetings, lowered academic pressures and opportunities for organised peer support. The findings from this study highlight significant and timely evidence on coping strategies and support needs among a wide range of marginalised student groups in the UK. This study provides important knowledge that is useful to inform personalised culturally appropriate mental health support that can be offered in education settings.

Examining the Early Academic Performance of Doctor of Physical Therapy Students After Holistic Review: A Retrospective Cohort Study.

A diverse health care workforce can help to address systemic health disparities. Holistic review and use of an expanded definition of underrepresented minority (URM) that includes factors beyond race and ethnicity are suggested methods to promote diversity in the physical therapist (PT) workforce and ultimately address societal health disparities. Evidence suggests that holistic review can promote PT student diversity; however, limited evidence exists that describes the academic outcomes of holistic review that consider social determinants of learning (SDOL) factors in the review process. The purpose of this study was to examine the early academic outcomes of students after a holistic review and to examine relationships between SDOL factors and academic performance. A convenience sample of 160 students admitted to a doctor of physical therapy (DPT) program from June 2020 to June 2022 was used. A secondary analysis of students' self-reported responses from their admissions application was used to categorize response data into SDOL groups. An independent-sample t-test was used to test group differences in academic performance, and regression modeling was used to test relationships between SDOL factors and academic performance. The mean 6-month DPT program grade point average (GPA) of the sample was 3.32 ± .43. Nonstatistically significant differences appeared in early DPT GPA between URM and non-URM student groups. However, after controlling for undergraduate GPA, a history of educational disadvantage was the only SDOL factor that contributed to early DPT GPA variance (2.6%), P < .05. The similar academic performance of URM and non-URM students provides support for using an expanded URM definition in holistic review. Most of the educationally disadvantaged group were first-generation college students, which was associated with lower early GPA. These results provide emerging evidence that first-generation students in DPT programs may benefit from additional academic support.

The Role of English Language Support Programs on International Academic Mobility of University Students in Shandong College of Economics and Business, China

This paper explores the pivotal role of English language support programs in shaping the international academic mobility experiences of university students at Shandong College of Economics and Business, China. Conducting a quantitative study involving 150 participants engaged in international academic mobility, the research investigates the impact of language support initiatives, identifies challenges faced by students, and gathers suggestions for program improvement. Results reveal significant improvements in English language proficiency, academic performance, and overall satisfaction among participants. Challenges encountered, including language barriers, cultural adjustment, academic rigor, and social integration, underscore the complexities of global academic experiences. Participants' suggestions for program improvement, emphasizing increased language practice opportunities, enhanced cultural preparation, additional academic support, and more social events, provide actionable insights for program refinement. This study contributes to the broader discourse on the internationalization of higher education, emphasizing the transformative potential of language support programs in fostering successful global academic mobility experiences. The findings hold implications for institutions globally seeking to optimize language support initiatives for an increasingly diverse student body and nurture globally competent citizens.

Impact of Prematriculation Course Withdrawals on First Year Pharmacy School Success

ObjectiveDetermine the impact of prematriculation course withdrawals on first year pharmacy school (P1) success, defined as on-time progression to the second (P2) year without remediation. MethodsA retrospective review of students matriculating to a four-year private institution from 2018 to 2021 was conducted. Potential predictors of P1 year success including age, sex, highest degree achieved, prematriculation grade point average (GPA), and course withdrawals were collected. ResultsBivariate analysis indicates that age, cumulative GPA, science GPA, and prematriculation course withdrawals were significantly different between students who were successful vs unsuccessful in the first year of pharmacy school. Out of 220 students analyzed, 40.9% (n = 90) were unsuccessful in the first year. Of those 90 P1 students, 52% did not progress to the P2 year, and 48% progressed but required course remediation. Multivariate analysis demonstrated that independent predictors of P1 success included cumulative GPA and having less than two prematriculation course withdrawals. In addition, the number of prematriculation course withdrawals, cumulative GPA, and having a bachelor's degree or higher were independent predictors of P1 GPA. ConclusionPrematriculation course withdrawal was an independent predictor of both P1 success and P1 GPA. Students with less than two prematriculation course withdrawals were more likely to be successful during the first year of pharmacy school. College of pharmacy admission committees may consider prematriculation course withdrawal frequency when making admission decisions or to identify students that may need additional academic support during the first year of pharmacy school.

High-Revenue Athletics Institutional Policies and Practices Aligned with Key Resources for STEM Career Development

This study sought to explore the ways in which athletics departments within high-revenue National Collegiate Athletic Association Division I universities established institutional policies and practices aligned with providing key science, technology, engineering, and mathematics career development resources. These resources were derived from an earlier study focused on Black male student-athletes in high-revenue Division I athletics. The athletics department websites of a sample of high-revenue Atlantic Coast Conference institutions were reviewed seeking evidence of such policy and practice alignment with STEM career development. The resources identified from this review included explicit programming and student-athlete experiences for career, personal, and cultural identity development; designated institutional support personnel, including academic advisers, career counselors, and learning specialists, with the potential to provide personalized social support and academic support; and tutoring and study hall as additional academic support practices. The need for equity and student-centeredness is discussed in light of the implementation of each of these resources, as well as considerations of the impact of athletics departments demonstrating leadership and accountability in administering these resources, as compared to university-wide departments of academic and student affairs.

Backtalk: For many students, there’s nothing elective about electives

Bay Collyns, a former teacher, explains that her daughter’s experiences taught her how critically important elective activities can be for children with special needs. Because Collyns’s daughter was on the autistic spectrum and needed additional academic support, there was no time in her school schedule for elective courses. Collyns was fortunate to be able to provide her with opportunities outside school, such as therapeutic riding and art classes, where her daughter could strengthen her social skills, develop her talents, and take pride in her accomplishments. When educators debate the value of extracurricular activities, Collyns argues, they should keep in mind that for many students, such opportunities are just as essential as the academic core.

Impacts of peer tutoring on academic performance of first-year baccalaureate nursing students: A quasi-experimental study

BackgroundPeer tutoring has multiple benefits for students and the nursing program. However, little is known about the impacts of a peer tutoring on students' academic success. ObjectivesThis study aimed to examine the impacts of a peer tutoring program on the course failure rates and exam scores among first-year baccalaureate nursing students. DesignA quasi-experimental study was conducted at a public university in the USA. A formal peer tutoring program was offered to the Class of 2020 over their first three semesters (n = 317), and the Class of 2018 without peer tutoring served as a historical comparison group (n = 285). The peer tutoring program provided free, one-on-one assistance to any students who needed additional academic support. ResultsThe overall course failure rate was 3.47% for the class with peer tutoring compared to 7.02% without peer tutoring (χ2 = 3.87; p = 0.049). For the class with peer tutoring, about one half attended the sessions. The attendees had lower first exam scores compared to the non-attendees, but the final exam scores of attendees improved by 4 points out of 100 possible (p < 0.001). For the non-attendees, the exam scores did not change significantly. Students who attended two or more sessions per semester improved their scores by about 5 points. There was a positive association between the improvements in exam scores and the frequency of tutoring sessions attended per semester (p = 0.002). ConclusionsIt appears that the peer tutoring was effective in reducing course failure rates as well as improving exam scores among first-year baccalaureate-nursing students. Peer tutoring may be a useful and cost-effective strategy to help at-risk nursing students as they adjust to the challenges of academic demands in nursing programs.

#DavidsonTrue: Transitioning to Remote Teaching while Maintaining Our Values as a Liberal Arts College during the COVID-19 Pandemic

The coronavirus 2019 (COVID-19) outbreak in March led Davidson College to move from face-to-face classes and laboratories to mostly synchronous Zoom meetings. Prior to COVID-19, the majority of our faculty and students had little experience with remote instruction. With only 5 days to develop a plan, we revisited our individual and department learning goals and worked collectively to help each other redesign and redeploy our courses. In this reflective piece, we provide examples of how each member of our department collaborated with our students to ensure a relatively smooth transition to remote teaching across our entire curriculum while maintaining inclusive excellence. Specific strategies for adapting class meetings, assignments, assessments, additional support, and labs are provided along with select examples. Common themes across the curriculum included increased flexibility, the desire to maintain community, and the need for additional academic, technical, and emotional support. We hope our reflections will be helpful to our chemistry colleagues as we move into the uncertainty of the fall semester.

An Online, Self-directed Pharmacy Bridging Course for Incoming First-Year Students

Objective. To evaluate the short-term effectiveness of an online bridging course to increase the knowledge of struggling incoming students' in crucial content areas within the Doctor of Pharmacy (PharmD) curriculum. Methods. An assessment was administered to all incoming first-year pharmacy students (N=180) during orientation to determine their foundational knowledge in key areas. Students who scored <70% on the assessment (N=137) were instructed to complete a 10-module, online, self-directed bridging course focusing on physiology, biochemistry, math, and medical terminology during the first two weeks of the quarter to prepare them for first-quarter coursework. After completing the bridging course, participants completed the same assessment to determine content knowledge acquisition and retention. At the end of the quarter, the assessment was again administered to all first-year students, regardless of whether they had completed the bridging course. Results. The average assessment score of students who completed the bridging course modules improved significantly (53% vs 76%). All students demonstrated significant improvement in assessment scores between orientation and the end of the quarter; however, bridging course participants achieved a greater increase in assessment scores (53% vs 73%) than nonparticipants (76% vs 81%). Significant relationships were found between assessment scores following completion of the bridging course and pass rates in first-quarter courses. Conclusion. The online, self-directed bridging course offered at Midwestern University, Chicago College of Pharmacy proved successful as a method of knowledge acquisition and as a system for early identification (within the first two weeks of the quarter) of students in need of additional academic support.

Increasing Academic Rigor in a General Physiology Course and its Effect on Student Mastery of Course Objectives

Thoughtfully designed and well‐written exam questions can serve as a place to collect useful data on student mastery of course objectives. Low academic rigor/challenge has been a recurring issue at a small private (~1200 students), Midwestern, liberal arts college as indicated by National Survey of Student Engagement institutional data and course teaching evaluation data for several years. Data presented here was collected over 4 years from exam questions designed to assess student mastery of course objectives following an increase in course academic rigor starting at year 3 of the 4 years of data collection. A scoring rubric was used assess student mastery of course objectives with 4‐basic levels: Advanced, Proficient, Partially Proficient, and Not Proficient. Following an increase in course academic rigor from year 2 to year 3 the percent of students performing at the Advanced level decreased significantly (p&lt;0.05) for Exam2 (−11%) and Exam3 (−19%) course objective assessment questions. Mean exam scores also decreased significantly (p&lt;0.05) from year 2 to year 3 for Exam2 (−11%) and Exam3 (−14%). Whole class discussions with students during year 3 revealed that the course objective assessment questions for Exam2 and Exam3 were not clearly written to mirror the course changes in academic rigor. Moreover, additional academic support for the increase in academic rigor was not provided for the students. Prior to year 4, exam questions were revised to better reflect changes in course academic rigor, more forms of academic support were added, and two new formative assessment strategies were created. From year 3 to 4 the percent of students performing at the Advanced level increased significantly (p&lt;0.05) for Exam2 (+23%) and Exam3 (+42%) course objective assessment questions. Mean scores also increased significantly for Exam2 (+10%) and Exam3 (+11%) (p&lt;0.05). This data highlights the important role that exam questions play as indicators in changes of student mastery of course objectives following increases in course academic rigor. However, instructors must provide additional academic support for the students that parallels any alterations made in course academic rigor.

Does spatial awareness training affect anatomy learning in medical students?

Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first- and second-year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n=29) received training and their pre- and post-training scores for the SA tests were compared to a control group (n=75). Both groups improved their mean scores in the follow-up SA test (P<0.010). There was no significant difference in SA scores between the groups for either SA test (P=0.31, P=0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow-up (P<0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post-intervention (P=0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P<0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support.

What do first-year students need? Digital badges for academic support to enhance student retention

PurposeThe purpose of this paper is to analyse data on first-year students’ needs regarding academic support services and reasons for their intention to leave the institution prior to degree completion. On the basis of the findings, a digital badge outline is proposed which could contribute to improved communication of academic requirements in order to help students to better adapt to higher education demands. Digital badges might also serve as an indicator for students’ needing additional academic support services.Design/methodology/approachAn online-questionnaire was conducted with 730 first-year students at a German university. Participants’ responses to open-ended questions were coded and categorised. On the basis on these findings, an outline for a digital badge programme is proposed.FindingsParticipants seek the most institutional support regarding research skills and organisational aspects. Main reasons for participants’ intention to withdraw from the institution include difficulties with their programme choice.Practical implicationsThese findings may enable higher education institutions to provide targeted support services that meet first-year students’ needs. On the basis of the findings, higher education institutions can create digital badge programmes, which may improve communication of academic requirements and may also serve as a platform for a staff-student conversation about expectations and demands for a successful first-year experience. Besides, further research and discussion may address using digital badges for learning analytics algorithms to even better identify students’ strengths and needs for targeted academic support services and enhanced student success in higher education.Originality/valueLittle is known about first-year students’ needs for institutional support and reasons for thinking about dropout in Germany. Understanding the student perspective is crucial for enhancing student retention. Digital badges are an emerging educational technology in higher education and they have the potential to target academic requirements, which may guide first-year students and help them to better adjust to universities’ demands.

Corequisite Mathematics Remediation: Results Over Time and in Different Contexts

Traditional mathematics remediation is based on the theory that traditional mathematics remedial courses increase students’ subsequent academic performance. However, most students assigned to these courses do not pass them and thus cannot graduate. An alternative approach, corequisite remediation, assigns students instead to college-level quantitative courses with additional academic support, often aligned to a student’s major. Here, we report the longer-term results of a randomized controlled trial comparing corequisite remediation (with statistics) and traditional algebra remediation (297 students per group). The corequisite group not only demonstrated significantly higher quantitative course pass rates but also success in many other disciplines, as well as significantly higher graduation rates. We also report the results of two quasi-experimental analyses (propensity score matching) demonstrating higher pass rates for corequisite mathematics remediation with 347 additional students in different settings. Policies requiring corequisite mathematics remediation can result in greater student success than is obtained with traditional remediation.

Early intervention in college classes and improved student outcomes

This research investigates the effectiveness of an early academic intervention in Principles of Economics courses at a large public university. After the end of the fourth week of classes, students who fell below a 70% threshold on a performance measure, or had an attendance rate below 75%, were referred to the university's Student Success Center for additional academic support. A referral consisted of students being informed of their status and being given optional assistance in course specific skills through tutoring, as well as training in general skills like time management and study skills. Using a regression discontinuity framework at the referral threshold, we find that the performance intervention improved student scores on common questions on the final exam by 6.5 to 7.5 percentage points for students at or near the performance threshold. The gains are particularly large for students who entered college with below average math placement scores. These results indicate that low-cost light-touch interventions may significantly affect student academic performance.

Prefrontal and temporal cortical thickness in adolescents with traumatic brain injury

To investigate the impact of traumatic injury on the developing prefrontal-temporal adolescent cortex, and correlated brain structural measures with neurocognitive functioning. Nineteen adolescents (12 males, 7 females, age range: 11-17y, mean 15y 8mo, standard deviation 1y 7mo, median 15y 11mo) with traumatic brain injury (TBI) were included. Cortical thickness of frontal and temporal lobes was assessed using magnetic resonance imaging. We correlated cortical thickness of prefrontal-temporal regions with age, time since injury, and neurocognitive functioning, and compared these results with a matched control cohort without TBI. We found thinner prefrontal (p=0.039) and temporal cortices (p=0.002) in adolescents with TBI compared to typically developing children. Furthermore, significant age effect was observed on the prefrontal (r=-0.75, p=0.003) and temporal (r=-0.66, p=0.013) cortical thickness in typically developing adolescents, but not in adolescents with TBI. Executive function (measured using the Behaviour Rating Inventory of Executive Function questionnaire, with lower scores meaning higher functioning) was correlated with prefrontal cortical thickness in typically developing adolescents (r=0.72, p=0.009). Opposite trends were found for correlations between cortical thickness and executive function in the TBI and control cohort. Structural maturation in typically developing adolescents correlates with functional development: the older the adolescent, the thinner the prefrontal cortex, the better executive function. In adolescents with TBI we observed an opposite trend, that appeared significantly different from the control group: the thinner the prefrontal and temporal cortex, the worse executive functioning. Cortical thickness is negatively correlated with age in typically developing adolescents. Prefrontal cortex thickness correlates negatively with executive function in typically developing adolescents. Correlations between cortical thickness and executive functioning rise for adolescents without traumatic brain injury (TBI). Correlations between cortical thickness and executive functioning fall for adolescents with TBI. Adolescents with TBI have a long-term impairment of adaptive functioning in daily living.

The Effect of Undergraduate Coursework on Students' Performance in the First Year at a U.S. Dental School.

The aim of this study was to determine if there was a relationship between students' academic history and their performance in the first year of dental school, with a focus on academic load in undergraduate education. A total of 174 student records from the Rutgers School of Dental Medicine Classes of 2011 to 2018 were analyzed. These records included students at the top and bottom of each class at the end of their first term of study. Outcomes were broad measures of student success: student continued in curriculum, student withdrew/was dismissed, or student remediated at least one course. In the comparison of the top and bottom ten students across the classes, the following variables were found to be significant: Barron's score of undergraduate institution, undergraduate science GPA, number of failures or withdrawals from science courses during undergraduate education, DAT scores, and underrepresented minority status. The results of this study are not meant to inform the admissions process, but to highlight opportunities for enhancing student services via early identification of students who may benefit from additional academic support while in dental school.