Legitimation code theory to facilitate transition from high school to first-year biology

2018 ◽  
Vol 53 (1) ◽  
pp. 2-20 ◽  
Author(s):  
Marnel Mouton ◽  
Edward Archer
Keyword(s):  
High School ◽  
First Year ◽  
Code Theory ◽  
Legitimation Code Theory ◽  
Transition From High School

scholarly journals Managing the Transition: The Role of Optimism and Self-Efficacy for First-Year Australian University Students

2013 ◽  
Vol 24 (1) ◽  
pp. 90-108 ◽  
Author(s):  
Stephen Morton ◽  
Amanda Mergler ◽  
Peter Boman
Keyword(s):  
High School ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Life Stress ◽  
First Year ◽  
Full Time ◽  
Depression And Anxiety ◽  
University Of Technology ◽  
Low Levels ◽  
Transition From High School

Students making the transition from high school to university often encounter many stressors and new experiences. Many students adjust successfully to university; however, some students do not, often resulting in attrition from the university and mental health issues. The primary aim of the current study was to examine the effects that optimism, self-efficacy, depression, and anxiety have on an individual's life stress and adaptation to university. Eighty-four first-year, full-time students from the Queensland University of Technology (60 female, 24 male) who had entered university straight from high school completed the study. Participants completed a questionnaire assessing their levels of optimism, self-efficacy, depression, anxiety, perceived level of life stress and adaptation to university. In line with predictions, results showed that optimism, depression, and anxiety each had a significant relationship with students’ perceived level of stress. Furthermore, self-efficacy and depression had a significant relationship with adaptation to university. We conclude that students with high levels of optimism and low levels of depression and anxiety will adapt better when making the transition from high school to university. In addition, students with high levels of self-efficacy and low levels of depression will experience less life stress in their commencement year of university. The implications of this study are outlined.

scholarly journals Conceptual Evolution of the Sequences and its Transition from High School to University in Morocco

2020 ◽  
Vol 9 (6) ◽  
pp. 26
Author(s):  
Elarif Khaoula ◽  
Hassouni Taoufik ◽  
Bouazza El Wahbi
Keyword(s):  
High School ◽  
First Year ◽  
Study Results ◽  
Basic Concepts ◽  
Transition From High School ◽  
Conceptual Evolution

In this article, we present the question of our didactic research on the relative conceptual evolution and transition from high school to university in Morocco. We focused on the difficulties encountered by students in the first year of the Physics Sciences using a questionnaire which aims at evaluating the evolution of the concept of "Sequences” from high school to university, this one covers the basic concepts already taught during the last year of high school and second semester of university. The analysis of the student’s productions revealed several didactic obstacles originating from previous misconceptions taught at high school. The study results show a broad gap between the knowledge to teach and the knowledge taught at university. As a result, considerable efforts must be devoted to minimize this gap and resolve the problems identified in our study.

scholarly journals The Importance of First Semester Seminars for At-Risk First-Year Students: Analysis of Student Skills and Time Spent on Class Preparation

2021 ◽  
Vol 11 (9) ◽  
pp. 510
Author(s):  
David E. Reed ◽  
Guinevere Z. Jones
Keyword(s):  
High School ◽  
At Risk ◽  
First Year ◽  
Social Changes ◽  
Student Survey ◽  
First Year Students ◽  
First Semester ◽  
High School To College ◽  
Transition From High School ◽  
The University

The high-school-to-college transition can be difficult as students are adapting to a multitude of academic and social changes simultaneously. The University of Wyoming has created a first-semester program targeted at development of student skills for at-risk students using paired first-year seminar classes. Using student survey data from both pre- and post-course series, students were asked how important they thought academic and non-academic skills were as well as how much preparation time they were spending outside of class. Results from this work show large changes in the importance of skills and time spent studying during the transition from high school to college. This highlights the need to focus specifically on teaching skills to help students through the transition and suggests that not all skills are equal and data shows that students take longer than one semester to match their expected and actual amounts of time they spend outside of class studying.

Effect of the transition from high school to university on anthropometric and lifestyle variables in malesPresented in part at the Canadian Society for Nutritional Sciences, Canadian Nutrition Congress, held in Winnipeg, Manitoba, from 18–21 June 2007.

2009 ◽  
Vol 34 (2) ◽  
pp. 162-171 ◽  
Author(s):  
Allison W. Pullman ◽  
Rachel C. Masters ◽  
Lindsay C. Zalot ◽  
Lauren E. Carde ◽  
Michelle M. Saraiva ◽  
...  
Keyword(s):  
Physical Activity ◽  
High School ◽  
Weight Gain ◽  
Body Mass ◽  
Male Students ◽  
First Year ◽  
Hip Circumference ◽  
Transition From High School ◽  
First Year University ◽  
Sedentary Activities

The obesity epidemic in North America has focused attention on the health risks of excess weight gain. The transition from high school to university is a critical period for weight gain, commonly referred to as the Freshman 15. The purpose of this study was to investigate the effect of the transition from high school to university on anthropometrics and physical and sedentary activities in males. A total of 108 males completed 3 study visits: the summer prior to first year university, and the ends of the first and second semesters. Outcome measures were body mass, height, body mass index (BMI), body fat, waist circumference, hip circumference, waist:hip ratio, dietary intake, and participation in physical and sedentary activities. Between the summer prior to and the end of first year university, male students experienced a significant weight gain, of 3.0 kg, with significant increases in BMI, body fat, waist circumference, hip circumference, and waist:hip ratio. Energy and nutrient intake did not change. Final body mass was significantly predicted by intention for body mass to stay the same, relative to weight loss intention. Fast aerobic physical activity significantly decreased between the summer prior to and the end of first year university, while slow aerobic physical activity, strength training, and flexibility training did not change. Computer and studying time significantly increased, while television time and hours of nightly sleep significantly decreased between the summer prior to and the end of first year university. Weekly alcoholic drinks and binge drinking frequency significantly increased over this time period. In conclusion, between the summer prior to and the end of first year university, male students gained an average of 3.0 kg, with increases in related anthropometrics. These changes may be due to body mass change intention and (or) the observed decreased physical and increased sedentary activities, but appear to be unrelated to dietary intake.

scholarly journals College 101: Strategies for First Year Success – A Program for High School Seniors

2007 ◽  
Vol 2 (1) ◽  
pp. 133-141
Author(s):  
Brian Raison
Keyword(s):  
High School ◽  
Decision Making ◽  
Time Management ◽  
High School Seniors ◽  
Dropout Rate ◽  
First Year ◽  
Negative Consequences ◽  
High School To College ◽  
Social Scene ◽  
Transition From High School

Making the transition from high school to college can be one of the biggest challenges in life. The first year dropout rate stands at 26% nationally. Adolescent decision-making literature suggests that youths can achieve greater success and reduce negative consequences during their first year of college if they 1) increase knowledge of new social scene and academic protocols, and 2) work through a conjectural decision-making process prior to actual encounters. This program presents key points high school seniors “must know” in advance of their arrival on campus. It is research-based with first-hand advice from real college students including on-the-street video interviews. Topics cover: Choosing Classes, Test Strategies, Social Scene Changes, Budgeting, Roommates, Safety, Talking with Professors, Time Management, and more. The program is designed for any student planning to attend any 2 or 4-year college. Youth professionals can teach this loosely-scripted 1 or 2-hour PowerPoint-based seminar “out of the box.” The $159 curriculum package is free to the first 250 responders.

scholarly journals Revealing shifts from mastery of knowledge to problem solving in assessments of a tertiary physics programme

2021 ◽  
pp. 1-16
Author(s):  
Alan Cornell ◽  
Kershree Padayachee
Keyword(s):  
Undergraduate Students ◽  
Theoretical Physics ◽  
First Year ◽  
Science Students ◽  
Code Theory ◽  
Doctoral Level ◽  
Assessment Tasks ◽  
Good Grasp ◽  
Legitimation Code Theory

There is an increasing pressure on lecturers to work with two goals. First, they need to ensure that their undergraduate students have a good grasp of the knowledge and skills of the intellectual field. In addition, they need to prepare graduates and postgraduates for careers both within and outside of academia. The problem we address in this paper is the way in which assessments may reveal a shift of focus from a mastery of knowledge to a work-focused orientation. We examine this shift through a case study of physics and the sub-discipline of theoretical physics as intellectual fields. The evidence is comprised of assessment tasks given to students at different points of their studies from first year to doctoral level. By examining and analysing the assessment tasks using concepts from Legitimation Code Theory (LCT), we demonstrate how the shifts in the assessments lead students incrementally from a pure disciplinary focus to one that enables them to pursue employment potentially both within and outside of academia. In doing so, we also highlight the usefulness of LCT as a framework for evaluating the preparation of science students for diverse workplaces.

Mathematics Bridging Education Using an Online, Adaptive E-Tutorial

2012 ◽  
pp. 167-186
Author(s):  
Dirk T. Tempelaar ◽  
Bart Rienties ◽  
Wolter Kaper ◽  
Bas Giesbers ◽  
Sybrand Schim van der Loeff ◽  
...  
Keyword(s):  
High School ◽  
Treatment Effect ◽  
Selection Effect ◽  
First Year ◽  
Success Rates ◽  
Propensity Score Method ◽  
Effect Analysis ◽  
Quasi Experimental ◽  
Transition From High School ◽  
Postsecondary Remediation

This contribution describes and evaluates a postsecondary remediation program in mathematics, aiming to ease the transition from high school to university and to improve the success rates in the first year of bachelor studies. The remediation program consists of the administration of an entry test and the organisation of voluntary bridging education in the format of an online summer course, using the adaptive e-tutorial ALEKS. Participants are prospective students of the university programs business and economics of Maastricht University, and are mostly students with an international background. Effect analysis suggests a strong treatment effect of successful participation in the summer course. However, given the quasi-experimental setup of this study, with non-equivalent groups, selection effects may be responsible for part of that effect. Correction of the treatment effect by applying the propensity score method indicates that indeed a selection effect is present, but that a substantial treatment effect remains, of about 50% the size of the effect of being educated in advanced math versus basic math, in high school.

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