Relationship between student guidance and academic achievement

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

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Abstract

We assess how different types of guidance offered to first-year students are
related to the students’ subsequent academic performance. Using data from a
student survey conducted at a Finnish business university, as well as the
university’s student database, we build regression models to predict student
performance. We find that guidance on choosing a major subject and
guidance on study methods are significant predictors of subsequent
performance. More tactical types of guidance are not statistically significant,
and can be rather considered as enablers. The quantitative findings are
supported by verbal feedback collected from students. We conclude that
guidance offered to students at the start of their university careers can bear
fruit still several years afterwards. The findings have implications for
university educators and staff responsible for the orientation of first-year
students. Educators and staff can seek to enhance academic achievement by
ensuring that students are equipped with sufficient methods and skills
necessary for their university studies and by providing students with
extensive information on possible study paths beyond the first year.

Details

Original languageEnglish
Title of host publication4th International Conference on Higher Education Advances (HEAd’18)
EditorsJosep Domenech, Paloma Merello, Elena de la Poza, Desamparados Blazquez
Publication statusPublished - 2018
MoE publication typeA4 Article in a conference publication
EventInternational Conference on Higher Education Advances - Valencia, Spain
Duration: 20 Jun 201822 Jun 2018
Conference number: 4

Conference

ConferenceInternational Conference on Higher Education Advances
Abbreviated titleHEAd'18
CountrySpain
CityValencia
Period20/06/201822/06/2018

    Research areas

  • Academic achievement, first-year students, student guidance, student onboarding, student performance.

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