Student Success Factors: Identifying Key Predictors

Abstract The current research explores links between university productivity and student success in Australia. Interviews were conducted with 15 stakeholders and experts on the topic of higher education productivity. The research uses qualitative methods to identify instances when participants discussed institutional productivity in conjunction with student success factors. Four common themes emerged that linked institutional productivity to student success: “Student experience and engagement,” “attrition, retention and progression,” “cross-subsidies,” and “teaching-research effort.” Findings reveal two feasible options for improving productivity estimation for the education function of universities. Findings also reveal leverage points for intervention to improve student success and productivity. The research highlights where mutual interests lie for managing resources and facilitating better student outcomes.

Download Full-text

Exploring student success factors in a remedial mathematics course

10.17760/d20315070 ◽

2018 ◽

Author(s):

Carl David Gilmore

Keyword(s):

Student Success ◽

Success Factors ◽

Remedial Mathematics ◽

Student Success Factors ◽

Mathematics Course

Download Full-text

Modeling of student academic achievement in engineering education using cognitive and non-cognitive factors

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-10-2017-0120 ◽

2019 ◽

Vol 11 (2) ◽

pp. 178-198 ◽

Cited By ~ 6

Author(s):

Bothaina A. Al-Sheeb ◽

A.M. Hamouda ◽

Galal M. Abdella

Keyword(s):

Student Success ◽

Student Performance ◽

Success Factors ◽

Comprehensive Approach ◽

First Year ◽

Valuable Insight ◽

Data Set ◽

Grade Point ◽

Content Type ◽

Second Year

Purpose The retention and success of engineering undergraduates are increasing concern for higher-education institutions. The study of success determinants are initial steps in any remedial initiative targeted to enhance student success and prevent any immature withdrawals. This study provides a comprehensive approach toward the prediction of student academic performance through the lens of the knowledge, attitudes and behavioral skills (KAB) model. The purpose of this paper is to aim to improve the modeling accuracy of students’ performance by introducing two methodologies based on variable selection and dimensionality reduction. Design/methodology/approach The performance of the proposed methodologies was evaluated using a real data set of ten critical-to-success factors on both attitude and skill-related behaviors of 320 first-year students. The study used two models. In the first model, exploratory factor analysis is used. The second model uses regression model selection. Ridge regression is used as a second step in each model. The efficiency of each model is discussed in the Results section of this paper. Findings The two methods were powerful in providing small mean-squared errors and hence, in improving the prediction of student performance. The results show that the quality of both methods is sensitive to the size of the reduced model and to the magnitude of the penalization parameter. Research limitations/implications First, the survey could have been conducted in two parts; students needed more time than expected to complete it. Second, if the study is to be carried out for second-year students, grades of general engineering courses can be included in the model for better estimation of students’ grade point averages. Third, the study only applies to first-year and second-year students because factors covered are those that are essential for students’ survival through the first few years of study. Practical implications The study proposes that vulnerable students could be identified as early as possible in the academic year. These students could be encouraged to engage more in their learning process. Carrying out such measurement at the beginning of the college year can provide professional and college administration with valuable insight on students perception of their own skills and attitudes toward engineering. Originality/value This study employs the KAB model as a comprehensive approach to the study of success predictors. The implementation of two new methodologies to improve the prediction accuracy of student success.

Download Full-text

School Effectiveness in Multilingual Education: A Review of Success Factors

Education Sciences ◽

10.3390/educsci11050193 ◽

2021 ◽

Vol 11 (5) ◽

pp. 193

Author(s):

Laura Kirss ◽

Ülle Säälik ◽

Äli Leijen ◽

Margus Pedaste

Keyword(s):

Education Research ◽

Student Success ◽

Success Factors ◽

School Effectiveness ◽

Critical Role ◽

School Level ◽

Current Evidence ◽

Individual Level ◽

Multilingual Education ◽

School Effectiveness Research

School effectiveness research (SER) and bi/multilingual education research have been largely developed as separate research paradigms. Hence, SER research does not facilitate clear conclusions on bi/multilingual (the term ‘multilingual’ is used henceforth) education and its effectiveness. Despite the intensification of multilingual education research over the last four decades, only a few authors and studies have focused on offering a compact overview of what factors need to be in place for the programs to be effective. These works are neither recent nor systematic. In this article, we aim to contribute to this research gap by systematically reviewing the research evidence on specific factors explaining multilingual student success in multilingual education programs. The findings of this systematic literature review integrate the current evidence regarding the critical factors conducive to student success in multilingual education. The results reveal that the reviewed studies mostly discussed school level factors and only occasionally talked about state/regional or individual level factors. We also underscore the critical role of leadership in making multilingual education successful. The implications of this review are twofold: by using a conceptual framework to discuss the success factors, the interdependence of the variables shaping multilingual education is highlighted, while the results collect the latest evidence for decision makers in multilingual education.

Download Full-text

The Effective Use of Blended Learning Tools that Promote Success among Low Performing South African Undergraduate Students

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/0256-8853/2010 ◽

2018 ◽

Vol 39 (1) ◽

pp. 67-88

Author(s):

Mari Van Wyk ◽

Sarique Du Preez ◽

Janine Christian ◽

Audrey Legodi ◽

Minky Seromo ◽

...

Keyword(s):

Student Success ◽

Blended Learning ◽

Undergraduate Students ◽

Success Factors ◽

Dropout Rate ◽

Learning Tools ◽

Practical Applications ◽

Key Success Factors ◽

High Dropout Rate ◽

Effective Use

A major problem in higher education in South Africa is the low success rate and high dropout rate of undergraduate students. The high dropout rate could be the result of socio-economic factors, academic shortcomings or merely the fact that the current way of teaching does not meet the needs of the 21st century student. In this literature review paper, the aim was twofold. First, existing literature was reviewed to identify research conducted on blended learning tools that can promote student success and the relationship between the research conducted and practical applications of these blended learning tools were indicated. Second, five key success factors were selected and the role of blended learning, as well as its tools, were discussed in relation to the key success factors. The result and contribution is a list of proposed blended learning tools, with suggestions on its use, to address the factors that influence students’ success by enhancing the learning process. It is recommended that further research be conducted to determine by means of a pilot approach, the extent to which the use of these blended learning tools is successful in enhancing student success.

Download Full-text

Successful Learners of Distance Education: A case study of IGNOU

10.31235/osf.io/tp85y ◽

2020 ◽

Author(s):

PRAVAT KUMAR JENA

Keyword(s):

Student Success ◽

Online Survey ◽

Success Factors ◽

Learning Opportunities ◽

Employability Skills ◽

Success Rates ◽

Number Of Factors ◽

Open And Distance Learning ◽

Self Learning

Education is the basic requirement for human development. With education, employment opportunities are broadened and income levels are increased. The development of an individual and the progress of a nation depend on education. Open and Distance Learning (ODL) is one of the most rapidly growing fields of education which facilitates open entry and access to learning opportunities, enhances the employability skills of the learner and makes them to achieve their goals in life. Though the student’s enrollment in Higher Education through ODL system has increased, but the ODL institutions need to emphasize on student success rates. There are a number of factors that contribute toward better success rate. In this article one online survey was undertaken among successful learners of Indira Gandhi National Open University (IGNOU) through Google form with questionnaires on their success factors. Their views are analyzed and found some important factors which are required to enhance the success rates of ODL institutions. It is very interesting to note that majority of learners (44%) developed their skills to do self-learning and 27% of learners developed an attitude of lifelong learning. 98% of successful learners acknowledged that the study material of IGNOU helped them greatly in earning their degrees. 95% learners viewed in favour of assignment components which are very helpful for Term-End-Examinations.

Download Full-text

The Impact of an Online Orientation Program on Student Success at a Community College

Journal of College Orientation, Transition, and Retention ◽

10.24926/jcotr.v27i1.2251 ◽

2020 ◽

Vol 27 (1) ◽

Author(s):

Rachel Lerner Colucci

Keyword(s):

Community College ◽

Student Success ◽

Success Factors ◽

Future Research ◽

Orientation Program ◽

Grade Point ◽

First Semester ◽

Online Orientation ◽

Significant Difference ◽

The Impact

This study examined the effectiveness of an online orientation program on participation and student success for a defined cohort of students at a mid-size community college in the mid-Atlantic region. Specifically, a quantitative analysis focused on differences in grade point average (GPA) and retention as success factors among students who completed the online orientation versus students who only started but did not finish and students who did not attempt the program at all. The findings indicate a statistically significant difference in fall to spring retention and cumulative GPA earned after the first semester for students who complete the online orientation module over students who access but do not complete and students who do not access the program. Further, follow-up survey data indicate students felt more prepared to attend the college and utilize programs and services after completing the program. The study contributes to the research and literature on online orientation programs, specifically in the community college setting, and the researchers offers a discussion of results and recommendations for policy, practice, and future research.

Download Full-text