Relationship between student guidance and academic achievement

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.