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

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dc.contributor.author Hailikari, Telle
dc.contributor.author Tuononen, Tarja
dc.contributor.author Parpala, Anna
dc.date.accessioned 2020-01-03T12:53:02Z
dc.date.available 2020-01-03T12:53:02Z
dc.date.issued 2018
dc.identifier.citation 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
dc.identifier.other PURE: 59534326
dc.identifier.other PURE UUID: 13107918-4c07-4704-aa18-d9351d11077e
dc.identifier.other Scopus: 85035220373
dc.identifier.other WOS: 000428717700001
dc.identifier.other ORCID: /0000-0001-5822-6983/work/44717627
dc.identifier.other ORCID: /0000-0001-9168-4185/work/44717887
dc.identifier.other ORCID: /0000-0002-1355-2985/work/44717857
dc.identifier.uri http://hdl.handle.net/10138/308970
dc.description.abstract 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. fi
dc.description.abstract 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. en
dc.format.extent 12
dc.language.iso eng
dc.relation.ispartof Journal of Further and Higher Education
dc.rights unspecified
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject Higher education
dc.subject study progress
dc.subject approaches to learning
dc.subject mixed method research
dc.subject TEACHING-LEARNING ENVIRONMENT
dc.subject UNIVERSITY-STUDENTS
dc.subject PERCEPTIONS
dc.subject OUTCOMES
dc.subject SUCCESS
dc.subject 516 Educational sciences
dc.title Students’ experiences of the factors affecting their study progress : Differences in study profiles en
dc.type Article
dc.contributor.organization Department of Education
dc.contributor.organization The Centre for University Teaching and Learning (HYPE)
dc.contributor.organization Sari Lindblom-Ylänne
dc.contributor.organization Education of Education
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1080/0309877X.2016.1188898
dc.relation.issn 0309-877X
dc.rights.accesslevel openAccess
dc.type.version acceptedVersion

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