Factors affecting bioscience students’ academic achievement |
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| Authors: | Henna Rytk?nen Anna Parpala Sari Lindblom-Yl?nne Viivi Virtanen Liisa Postareff |
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| Institution: | (1) Faculty of Behavioural Sciences, University of Helsinki, Siltavuorenpenger 5A, PL 9, 00014 Helsinki, Finland;(2) Faculty of Biological and Environmental Sciences, University of Helsinki, Viikinkaari 9, PL 56, 00014 Helsinki, Finland |
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| Abstract: | The examination of academic progression has become an essential tool for measuring the effectiveness of educational systems.
Research concerning the relationship between student learning and how they progress in their studies, however remains scarce.
The aim of this study is two-fold: Firstly, the study aims to analyse first-year bioscience students’ perceptions of their
teaching–learning environment and their approaches to learning as well as the relationship of these to academic achievement
as measured by students’ progression in studies and how they succeed. Secondly, the present study explores factors students
feel either enhance or impede their studying as well as the relationship of those factors with their approaches to learning
and academic achievement. The data consist of responses from 188 first-year students who began their studies in the fall 2007
and 2008. The data were collected in a Finnish context with a modified and shortened version of the Experiences in Teaching
and Learning Questionnaire (ETLQ). The analyses were carried out using factor analysis, one-way ANOVA and structural equation
modeling. According to the results, organised studying was related to both academic progression and study success. In addition,
academic progression was positively related to peer support. Furthermore, most of the students found that problems in time
management impeded their studies and that pre-set schedules enhanced them. Results indicate that social support and self-regulation
skills are important for academic achievement. |
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