Year: 2006
Type: article
Study design: Observational Study
Abstract: In the current educational climate in Australia, there is an imperative on university administrators to maintain student enrolments since funding is explicitly linked to student numbers. The most effective way of achieving this is to retain those students who have already enrolled. Consequently many universities currently seek to identify those students at risk of either failing a course or withdrawing from the university. In this paper we report on an initial study into the use of pre-entry measures to identify at-risk students in the context of a tertiary preparatory course offered entirely in the distance mode. We conclude that such measures are at best rough indicators of at-risk students and that results from such measures should be used in a non-directive manner only. Effective teachers in the school classroom context continually monitor their students using informal tests, discussions and observations to detect students at risk of failing their subject. They are then in a position to assist the student, perhaps directing them to additional resources, encouraging them or even seeking assistance from learning support specialists. Teachers in university settings, where classes may be in the order of several hundred students are often unable to establish the type of student/teacher relationship that
Institution: University of Southern Queensland
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1514670372