Students’ experiences of the factors affecting their study progress : Differences in study profiles

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Hailikari , T , Tuononen , T & Parpala , A 2018 , ' Students’ experiences of the factors affecting their study progress : Differences in study profiles ' , Journal of Further and Higher Education , vol. 42 , no. 1 , pp. 1-12 . https://doi.org/10.1080/0309877X.2016.1188898

Titel: Students’ experiences of the factors affecting their study progress : Differences in study profiles
Författare: Hailikari, Telle; Tuononen, Tarja; Parpala, Anna
Upphovmannens organisation: Department of Education
The Centre for University Teaching and Learning (HYPE)
Sari Lindblom-Ylänne
Education of Education
Datum: 2018
Språk: eng
Sidantal: 12
Tillhör serie: Journal of Further and Higher Education
ISSN: 0309-877X
DOI: https://doi.org/10.1080/0309877X.2016.1188898
Permanenta länken (URI): http://hdl.handle.net/10138/308970
Abstrakt: Many factors influence students’ progress in higher education. However, the students’ own voices are seldom heard. Using a qualitative approach, the study explored students’ own experiences of the factors that have influenced their studying. Research has indicated that students’ experiences are often related to their approaches to learning. Therefore, experiences of enhancing and impeding factors were explored here in relation to different study profiles. Altogether 736 open-ended answers were analysed by qualitative context analysis. After establishing the categories of enhancing and impeding factors and creating the student profiles, the differences between the profiles were examined using chi-square tests. The results revealed that the students had experienced a broad variety of factors that influenced their studying. These experiences varied widely with regard to the students’ study profiles. In particular, those in the Students applying a surface approach and Unorganised students applying a deep approach profiles appeared to experience more obstacles in their studies than the students in other profiles. Characteristic of these two profiles was the students’ low ability to organise their studies, that is, manage their time and effort. The study suggests that at least part of the variation in students’ experiences of the factors influencing their progress is explainable by the students’ learning profiles. Whether it would be useful to identify different student profiles rather than concentrate on asking the students directly about their experiences of enhancing and impeding factors is discussed.Many factors influence students’ progress in higher education. However, the students’ own voices are seldom heard. Using a qualitative approach, the study explored students’ own experiences of the factors that have influenced their studying. Research has indicated that students’ experiences are often related to their approaches to learning. Therefore, experiences of enhancing and impeding factors were explored here in relation to different study profiles. Altogether 736 open-ended answers were analysed by qualitative context analysis. After establishing the categories of enhancing and impeding factors and creating the student profiles, the differences between the profiles were examined using chi-square tests. The results revealed that the students had experienced a broad variety of factors that influenced their studying. These experiences varied widely with regard to the students’ study profiles. In particular, those in the Students applying a surface approach and Unorganised students applying a deep approach profiles appeared to experience more obstacles in their studies than the students in other profiles. Characteristic of these two profiles was the students’ low ability to organise their studies, that is, manage their time and effort. The study suggests that at least part of the variation in students’ experiences of the factors influencing their progress is explainable by the students’ learning profiles. Whether it would be useful to identify different student profiles rather than concentrate on asking the students directly about their experiences of enhancing and impeding factors is discussed.
Subject: Higher education
study progress
approaches to learning
mixed method research
TEACHING-LEARNING ENVIRONMENT
UNIVERSITY-STUDENTS
PERCEPTIONS
OUTCOMES
SUCCESS
516 Educational sciences
Referentgranskad: Ja
Licens: unspecified
Användningsbegränsning: openAccess
Parallelpublicerad version: acceptedVersion


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