scholarly journals CHANGES IN ANXIETY LEVELS THROUGH THE EDUCATION YEARS IN THE MPHARM PROGRAMME

2019 ◽  
pp. 120-127
Author(s):  
ISHMAIL KHALIL ◽  
HANA MORRISSEY ◽  
PATRICK BALL
Keyword(s):  
Academic Success ◽  
Mental Health Disorder ◽  
First Year ◽  
Education Students ◽  
Academic Achievements ◽  
Research Findings ◽  
Anxiety Levels ◽  
The Uk ◽  
The University ◽  
Student's Perceptions

Objective: Over 8.2 million people were affected by anxiety in the UK in 2013 and it is currently the world has most experienced mental health disorder. Previous research has indicated that a rising level of anxiety in higher education students is resulting in decreased academic success and progress. This research explores student’s perceptions of whether anxiety levels change throughout their course, whether it improves or worsens from the first year to the final year in the course and its effect on academic achievements. Methods: A survey-based approach was taken with questionnaires handed out to students in their 4th year of the MPharm programme at the University of Wolverhampton. Results: Fifty completed questionnaires were analysed by age, gender and ethnicity in order to identify patterns and trends. The results were in conformity with previous research findings that anxiety severity increases through education years and it is affecting educational performance and progress. There were68% of all students who participated stated they were currently experiencing anxiety and 86% of those stating their anxiety was now worse than it was in their sixth form years. On average, participants chose a minimum of four factors that triggered anxious episodes; 36% of participants stated that anxiety affected their grades all of the time and 44% were affected during written exams only. Conclusion: This study suggests further research into anxiety is needed to address this growing phenomenon and mechanisms are needed in order to accommodate the needs of students who are affected.

scholarly journals Selective Planning of the First Year Experience in Higher Education: A Sweden-Australia Comparative Study of Support

2018 ◽  
Vol 7 (2) ◽  
pp. 128
Author(s):  
Michael Christie ◽  
Sorrel Penn-Edwards ◽  
Sharn Donnison ◽  
Ruth Greenaway
Keyword(s):  
Higher Education ◽  
First Year Experience ◽  
Fourth Generation ◽  
First Year ◽  
Policy And Practice ◽  
First Year Students ◽  
Satellite Campus ◽  
First Case ◽  
Research Findings ◽  
The University

Literature on the support of the First Year Experience (FYE) in institutions of Higher Education provides a range of modelled approaches. However, we argue that institutions still need to selectively plan which approach/es and attendant strategies are best suited to their particular contexts and institutional policy and practice frameworks and how their FYE is to be presented for their particular student cohort. This paper compares different ways of supporting students in their first year in two contrasting universities. The first case study focuses on a first year course at Stockholm University (SU), Sweden, a large, metropolitan, single campus institution, while the second investigates a strategy for supporting first year students using a community of practice at a satellite campus of the University of the Sunshine Coast (USC), a small regional university in South-East Queensland, Australia. The research contrasts a formal, first generation support approach versus a fourth generation support approach which seeks to involve a wider range of stakeholders in supporting first year students. The research findings draw conclusions about how effective the interventions were for the students and provide clear illustrations that selective planning in considering the institution’s strategic priorities and human, physical, and resource contexts was instrumental in providing a distinctive experience which complemented the institute and the student cohort. (212 words)

scholarly journals Service Learning Through Mission and Ministry

2012 ◽  
Vol 4 (2) ◽  
pp. 127 ◽  
Author(s):  
Clarissa Lopez ◽  
Kuan Chen Tsai
Keyword(s):  
Service Learning ◽  
Positive Relationships ◽  
Learning Opportunity ◽  
Service Projects ◽  
Research Findings ◽  
Service Learning Projects ◽  
The University ◽  
Student's Perceptions ◽  
Learning Projects

The purpose of this study was to determine if student’s perceptions of service learning projects lead to an understanding the mission of the University of the Incarnate Word. It is through the service learning opportunity that a window opens to determine if students gain a prospective of service learning and the meaning of the mission of the institution. The research findings revealed moderate positive relationships among students’ perceptions of learning service projects and the students’ understanding of the mission of the institution. The implications and limitations of this study are discussed.

scholarly journals Assessment in First Year University: A Model to Manage Transition

2008 ◽  
Vol 5 (1) ◽  
pp. 23-38
Author(s):  
J. A. Taylor ◽  
Keyword(s):  
Distance Education ◽  
Undergraduate Students ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Specific Content ◽  
The University ◽  
First Year University ◽  
Engineering Computing

For most students assessment guides their study and learning practice. Yet in the literature associated with the first year of study at university, few have mobilised the power of assessment to develop and engage first year undergraduate students. This paper presents a model of assessment for first year students which separates the semester into three overlapping assessment phases: assessment for transition, assessment for development and assessment for achievement. The implementation and usefulness of the model is supported by examples from mathematics, engineering, computing, communication and nursing studies at the University of Southern Queensland (USQ). Particular attention is paid to assessments for transition which occur early in the semester and are linked more closely with processes than specific content. Evidence is collated on the success of assessments in improving the participation of students, especially distance education students.

scholarly journals Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop

10.28945/4297 ◽  
2019 ◽  
Vol 16 ◽  
pp. 197-210
Author(s):  
Jyothi Thalluri ◽  
Joy Penman
Keyword(s):  
Academic Success ◽  
Allied Health ◽  
Dropout Rate ◽  
Health Sciences ◽  
Health Science ◽  
Health Programs ◽  
Future Research ◽  
First Year ◽  
Laboratory Activities ◽  
The University

Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study.   Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students.   The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning.   Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants.   Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.

scholarly journals Investigating health factors as predictor of early drop-out of first year accounting students at the University of the Free State, South Africa

Afrika Focus ◽  
2016 ◽  
Vol 29 (2) ◽  
pp. 9-20
Author(s):  
Christa Beyers ◽  
Hanli Joubert
Keyword(s):  
South Africa ◽  
Academic Success ◽  
Emotional Health ◽  
Hiv And Aids ◽  
Drop Out ◽  
Free State ◽  
First Year ◽  
First Year Students ◽  
Health Factors ◽  
The University

Introduction: The future of the South African workforce looks bleak given the challenges posed, not only by health factors, including HIV and AIDS, but also the success and throughput rate of first year university students. Methodology: The research in this study was conducted in 2013 using a post-positivist approach and applying an interpretive stance using a mixed method approach, which included a quantitative non-experimental predictive multivariate design as well as focus group interviews to triangulate the findings. Results: We present findings that psychosocial background factors, physical health and emotional health influence success and non-completion rates among first year students at the University of the Free State, South Africa. Conclusion: We argue that early identification of poor psychosocial background, including health factors, can assist in empowering youths helping them to make healthy decisions and deal with stressful situations in a way that will not compromise their academic success.

scholarly journals Maria's story - the narrative of a mature international student

2015 ◽  
Author(s):  
Claire Hamshire ◽  
Kirsten Jack ◽  
Alicia Prowse ◽  
Christopher Wibberley
Keyword(s):  
International Student ◽  
Academic Community ◽  
Personal History ◽  
First Year ◽  
Academic Challenges ◽  
University Life ◽  
Different Dimensions ◽  
The Uk ◽  
The University

This study examines in-depth the experiences of a mature, international student during her first year at university in the UK, to explore the different dimensions of her learning transitions.  The aim was to gain an in-depth understanding into the factors that influenced a student's on-going development and transformation over their first year; therefore we adopted a narrative exploration / inquiry as a means of collecting data.Maria's narrative is complex and atypical of the majority of the students in the cohort, yet it details the personal, social and academic challenges that can constitute the first year at HE; as personal history and expectations have a varying degree of influence on an individual's transition.In line with other research, this case study shows that students integration into the academic community, combined with peer support is crucial if they are going to settle into university life. The transition to HE is an on-going process and lasts longer than the initial weeks of the formal induction offered by the university.

Predicting Academic Success for Business and Computing Students

2018 ◽  
pp. 1098-1109
Author(s):  
Kawtar Tani ◽  
Andrew Gilbey
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
New Zealand ◽  
Success Rate ◽  
Tertiary Education ◽  
Educational Institutions ◽  
First Year ◽  
Education Students ◽  
Additional Support

Various means to predict the success rate of students have been introduced by a number of educational institutions worldwide. The aim of this research was to identify predictors of success for tertiary education students. Participants were 353 students enrolled on Business and Computing programmes between 2009 and 2014, at a tertiary education provider in New Zealand. Enrolment data were used to determine the relationships between completion of the programme and prior academic achievement, age, ethnicity, gender, type of enrolment, and programme of study. These variables, as well as the overall GPA of the programme, were used to examine their relationship with the first year GPA. Results showed that pre- and post-enrolment data can be used for prediction of academic performance in ICT programmes. Based on the significance of some variables, tertiary education institutions can identify students who are likely to fail, these students can therefore be considered for additional support in the early stages of their study, in order to increase their chances of succeeding academically.

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