Effects of University Preparation and Engagement on Achievement

<p>This study comprised an investigation of the longitudinal achievement of New Zealand first-year undergraduate students (n=967) who transitioned to their degrees through the Certificate of University Preparation (CUP) programme at Victoria University of Wellington between 2008 and 2012 and the role of preparation and engagement on their achievement. Certain student behaviours, development of study skills, importance of academic challenge, and emphasis on academic support were all correlated with later university achievement. Although engagement is a highly acclaimed concept, its links to achievement were unsubstantiated. Using linear regressions, students' academic perseverance and their achievement in CUP each uniquely predicted first-year university degree programme achievement. CUP students' university achievement was higher than mainstream students with similar secondary school achievement, based on a statistical model of achievement that accounted for the relative difficulty of achieving each result. These findings indicate that the CUP programme was effective in preparing learners to access and achieve in university.</p>

Effects of University Preparation and Engagement on Achievement

<p>This study comprised an investigation of the longitudinal achievement of New Zealand first-year undergraduate students (n=967) who transitioned to their degrees through the Certificate of University Preparation (CUP) programme at Victoria University of Wellington between 2008 and 2012 and the role of preparation and engagement on their achievement. Certain student behaviours, development of study skills, importance of academic challenge, and emphasis on academic support were all correlated with later university achievement. Although engagement is a highly acclaimed concept, its links to achievement were unsubstantiated. Using linear regressions, students' academic perseverance and their achievement in CUP each uniquely predicted first-year university degree programme achievement. CUP students' university achievement was higher than mainstream students with similar secondary school achievement, based on a statistical model of achievement that accounted for the relative difficulty of achieving each result. These findings indicate that the CUP programme was effective in preparing learners to access and achieve in university.</p>

Preparing Chinese Students for the New Zealand Academic Environment: The Foundation Studies Programme

<p>This research project examines the Foundation Studies Programme at Victoria University of Wellington to see if it succeeds in its aim to prepare students for undergraduate study in New Zealand, and to identify what factors contribute to a Chinese international student's success. The research is conducted in two phases -the first phase considers the achievement of 40 Chinese international students - half of whom have been through the Foundation Studies programme and half of whom have not - and finds that there is a significant correlation between completing the Foundation Studies programme and academic achievement in undergraduate courses. Reasons for this are explored in the second phase of study through interviews with twenty Chinese international students, ten who have taken the Foundation Studies programme and ten who have not. Some of the explanations found for the difference in achievement are that the Foundation Studies graduates are more confident in using English, are more adjusted to life in New Zealand, and are more prepared for the New Zealand academic environment, having gained essential essaywriting and study skills during the Foundation Studies programme. The main issue raised is the need for institutions to better prepare Chinese international students who gain admission directly into undergraduate programmes before they commence their studies, so that they are more able to succeed in the New Zealand academic environment.</p>

Preparing Chinese Students for the New Zealand Academic Environment: The Foundation Studies Programme

<p>This research project examines the Foundation Studies Programme at Victoria University of Wellington to see if it succeeds in its aim to prepare students for undergraduate study in New Zealand, and to identify what factors contribute to a Chinese international student's success. The research is conducted in two phases -the first phase considers the achievement of 40 Chinese international students - half of whom have been through the Foundation Studies programme and half of whom have not - and finds that there is a significant correlation between completing the Foundation Studies programme and academic achievement in undergraduate courses. Reasons for this are explored in the second phase of study through interviews with twenty Chinese international students, ten who have taken the Foundation Studies programme and ten who have not. Some of the explanations found for the difference in achievement are that the Foundation Studies graduates are more confident in using English, are more adjusted to life in New Zealand, and are more prepared for the New Zealand academic environment, having gained essential essaywriting and study skills during the Foundation Studies programme. The main issue raised is the need for institutions to better prepare Chinese international students who gain admission directly into undergraduate programmes before they commence their studies, so that they are more able to succeed in the New Zealand academic environment.</p>

Difficulties Encountered by Parents of Students in the Elementary Stage During Distance Learning

This study aimed to identify the difficulties that parents of students in the elementary stage faced during their distance learning and to identify statistical differences according to the study variables. The researcher used the descriptive method and prepared a questionnaire that included 22 items consisting of three subscales. The participants comprised a total of 456 parents of elementary school students in the Eastern Region, Riyadh, and Asir. The results showed the difficulties were at a high level, and the difficulties were in the following order: the organizational difficulties related to the learning environment, the difficulties related to the educational process, and the difficulties associated with technology. The results also showed statistically significant differences due to the gender, region, age, and educational level variable and that there were not statistically significant differences due to the number of children variable. The researcher recommends the necessity of intensifying efforts from educational institutions to prepare for distance education especially for the elementary stage and providing courses at the elementary stage using distance education to develop study skills and self-learning. Keywords: Distance learning, elementary stage, parents of pupils