Relationship between student guidance and academic achievement
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Journal Title
Journal ISSN
Volume Title
A4 Artikkeli konferenssijulkaisussa
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Date
2018
Major/Subject
Mcode
Degree programme
Language
en
Pages
8
1223-1230
1223-1230
Series
4th International Conference on Higher Education Advances (HEAd’18)
Abstract
We assess how different types of guidance offered to first-year students are related to the students’ subsequent academic performance. Using data from a student survey conducted at a Finnish business university, as well as the university’s student database, we build regression models to predict student performance. We find that guidance on choosing a major subject and guidance on study methods are significant predictors of subsequent performance. More tactical types of guidance are not statistically significant, and can be rather considered as enablers. The quantitative findings are supported by verbal feedback collected from students. We conclude that guidance offered to students at the start of their university careers can bear fruit still several years afterwards. The findings have implications for university educators and staff responsible for the orientation of first-year students. Educators and staff can seek to enhance academic achievement by ensuring that students are equipped with sufficient methods and skills necessary for their university studies and by providing students with extensive information on possible study paths beyond the first year.Description
Keywords
Academic achievement, first-year students, student guidance, student onboarding, student performance.
Other note
Citation
Lukkarinen, A & Koivukangas, P 2018, Relationship between student guidance and academic achievement . in J Domenech, P Merello, E de la Poza & D Blazquez (eds), 4th International Conference on Higher Education Advances (HEAd’18) . Editorial de la Universitat Politècnica de València, pp. 1223-1230, International Conference on Higher Education Advances, Valencia, Spain, 20/06/2018 . https://doi.org/10.4995/HEAd18.2018.8180
