This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Goldfinch, J. Articles by Hughes, M. Search for Related Content Social Bookmarking                         What's this?

Skills, learning styles and success of first-year undergraduates

Napier University, Edinburgh, j.goldfinch{at}napier.ac.uk

Moira Hughes

Napier University, Edinburgh, m.hughes{at}napier.ac.uk

This study investigates the relationships between students' confidence in their generic skills on entry to university, their learning styles and their academic performance in first year. Research based on a large cohort of Scottish undergraduates found that students generally entered university feeling very confident that they already possessed good skills, and there was a suggestion of over-confidence in that those who failed the year entered with slightly higher confidence than other students. However, those students who withdrew during the year had significantly less confidence. The most significant combination of factors in explaining success in first year were a low score on the activist learning style scale and high initial confidence in the skills of self-reliance, time management and teamwork, together with lower initial confidence in written communication skills. The implications of this research are discussed and some suggestions made for improving educational practice.

Key Words: academic performance • business undergraduates • generic skills • learning styles • retention

References

• CAMPAIGN FOR LEARNING (1998—2007) http://www.campaign-for-learning.org.uk/aboutyourlearning/whatlearning.htm [accessed 30 November 2006].
• Coffield, F., Moseley, D., Hall, E. & Ecclestone, K. (2004) Learning Styles and Pedagogy in Post-16 Learning. A Systematic and Critical Review. London: Learning and Skills Research Centre: [http://www.lsda.org.uk/files/PDF/1543.pdf].
• Cook, A. & Leckey, J. (1999) `Do Expectations Meet Reality? A Survey of Changes in First Year Student Opinion', Journal of Further and Higher Education 23(2): 157—71.[CrossRef]
• Davies, L. (2000) `Why Kick the "L" Out of Learning? The Development of Students' Employability Skills Through Part-time Working ', Education + Training 42(8): 436—44.[CrossRef]
• Davies, R. & Elias, P. (2003) `Dropping Out: A Study of Early Leavers from Higher Education', Research Report RR386, Department for Education and Skills, London.
• Fitzgibbon, K. & Prior, J. (2003) `Student Expectations and University Interventions — A Timeline to Aid Undergraduate Student Retention', paper presented at LTSN BEST Conference, April.
• Floud, R. (2003) `Policy Implications of Student Non-completion: Government, Funding Councils and Universities', in Moira Peelo and Terry Wareham (eds) Failing Students in Higher Education, pp. 56—69. Buckingham: OUP/SRHE.
• Gardner,C.T.,Milne,M.J.,Stringer,C.P.&Whiting,R.H.( 2005)`Oraland Written Communication Apprehension in Accounting Students: Curriculum Impacts and Impacts on Academic Performance', Accounting Education 14(3): 313—36.[CrossRef]
• Graham, J. & Westwood, J. (2005) `Personal and Professional Development Planning ': www.enhancementthemes.ac.uk/documents/employability/191004CaseStudy1.pdf [accessed 30 November 2006].
• Hall, J.C. (2001) `Retention and Wastage in FE and HE, Scottish Council for Research in Education': www.scre.ac.uk/scot-research/wastage/wastage.pdf [accessed 27 January 2006].
• Higher Education Academy Pdp Resources (2006 ) http://www.heacademy.ac.uk/963.htm [accessed 30 November 2006].
• Honey, P. & Mumford, A. (1992) The Manual of Learning Styles. Maidenhead: Peter Honey.
• Honey, P. & Mumford, A. (2006) Learning Style Helper's Guide. Maidenhead: Peter Honey.
• Johnston, V. (1997) `Why Do First Year Students Fail to Progress to their Second Year? An Academic Staff Perspective', paper presented at BERA Annual Conference, September. Available from http://www.leeds.ac.uk/educol/ [accessed 27 January 2006].
• Lowe, H. & Cook, A. (2003) `Mind the Gap: Are Students Prepared for Higher Education?', Journal of Further and Higher Education 27(1): 53—76.[CrossRef]
• Mcgivney, V. (1996) Staying or Leaving the Course. Leicester: NIACE.
• Mcguire, B. (2000) `Investigating Student Retention', Broadcast 49: 26—7.
• Mcguire, B. (2001) `Student Retention', paper presented at Research — Making a Difference (SFEU Research Conference), Edinburgh, January.
• Marriott, N. & Marriott, P. (2003) `Student Learning Style Preferences and Undergraduate Academic Performance at Two UK Universities', International Journal of Management Education 3(1): 4—13.
• Murphy,R.,Burke,P.,Gillespie,J.,Rainbow,R.&Wilmut,J.( 1997)`The Skillsof Students entering Higher Education', University of Nottingham Report of a DfEE funded research project, University of Nottingham, Nottingham.
• NAPIER'S EMPLOYABILITY SKILLS & ATTRIBUTES MODEL (2005) http://www.ed.napier.ac.uk/staffconference/feb2005/employfig.htm [accessed 27 January 2006].
• Raab, G. (1998) `Participation in Higher Education in Scotland ', Scottish Higher Education Funding Council, Edinburgh.
• Richardson, D. (2003) `The Transition to Degree Level Study', Higher Education Academy Resource pages: http://www.heacademy.ac.uk/resources.asp?process=full_record&section=generic&id=506 [accessed 27 January 2006].
• Sangster, A. (1996) `Objective Tests, Learning to Learn and Learning Styles', Accounting Education 5(1): 131—46.
• Scee (Select Committee On Education And Employment) (2001) `Higher Education: Student Retention' Sixth Report, HC 124: http://www.parliament.the-stationery-office.co.uk/pa/cm200001/cmselect/cmeduemp/124/12402.htm [accessed 27 January 2006].
• Trueman, M. & Hartley, J. (1996) `A Comparison Between the Time-Management Skills and Academic Performance of Mature and Traditional-entry University Students ', Higher Education 32(2): 199—215.[CrossRef]
• Yorke, M. (1999) Leaving Early: Undergraduate Non-completion in Higher Education. London: Falmer Press.
• Yorke, M. (2002) `Formative Assessment — The Key to a Richer Learning Experience in Semester 1', Exchange 1: 12—13.
• Yorke,M. (2004) `Employability in Higher Education: What It Is — What It's Not', Learning and Employability. York, Learning and Teaching Support Network Generic Centre and ESECT.

Active Learning in Higher Education, Vol. 8, No. 3, 259-273 (2007)
DOI: 10.1177/1469787407081881


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				Y. Turner "Knowing Me, Knowing You," Is There Nothing We Can Do?: Pedagogic Challenges in Using Group Work to Create an Intercultural Learning Space Journal of Studies in International Education, June 1, 2009; 13(2): 240 - 255. [Abstract] [PDF]

This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Goldfinch, J. Articles by Hughes, M. Search for Related Content Social Bookmarking                         What's this?