Factors affecting student progression and achievement: prediction and intervention. A two‐year study

Abstract

First‐year student dropout in the university sector can reach 20% or higher. Over a two‐year period, a simple instrument was developed to identify potential student low performance and withdrawal. It was based on a measure of students’ early expectation of higher education, matched subsequently with their actual experience. The instrument design was based both on the concept of a psychological contract, taken from the field of employment relations, and Seven Principles of good undergraduate teaching. An intervention programme of interviews was instituted with low‐scoring students. Findings, both statistical and qualitative, indicated a potentially useful role for the instrument, and an improvement in student progression and achievement for those receiving remedial intervention.

Keywords:

• student achievement
• progression
• experience
• retention
• higher education
• assessment
• prediction