Upload
sophie-ellis
View
219
Download
1
Tags:
Embed Size (px)
Citation preview
Improving Retention and Achievement Through Independent Learning
ESCALATE – University of Stirling
Ian Beach
Dumfries and Galloway College
April 2006
Project Goals
Increase levels of adult literacy and numeracy within student population to:
retain more students increase WSUMsmaintain participation/interest long
termincrease student achievement
Funding
No extra funding from SFEFC - did askLooked to other funds ESF(£176k) and
NOF(£140k nc) and SUFI (34k)Total £350kNew Independent Learning Centres
with Basic Skills Facilitators (3 yrs)Dumfries 40 PCs + Stranraer 30PCs
with PLATO software
Description
Previously conducted two research projects to determine levels of literacy and numeracy
If low levels was it affecting retentionNot convinced that early leavers were
due to “financial” category indicated on early exit statistics
Reasons for Withdrawal
Screening
Started with full time students - anonymous, accepting couldn’t help anyone if found to be deficient as no resources available
Interested in all levels of literacy/numeracy not “basic skills”Tested at two levels BASIC (up to NC) and ADVANCED (up to
HND)
Project
Tested all Full Time students June 2000 and repeated March 2001 (mix of previous year and new) to check correlation.
Showed good correlation and results therefore valid
Results
Across both levels 60%-70% of all students need some form of support
Numeracy essential support - Basic 34% Advanced 20%Communication essential support - Basic 11% Advanced 14%
Outcomes
When checking results against retention, strong correlation between support required and retention of groups
NC Theatre group retention 54%Section average 89%Healthcare/Care group retention 50% Section average 92%
ILC StatisticsOriginally more mature learners than school leaversAverage 3 appointments per person (1/3 year)Average appointment time 1.75 hoursShortest appointment 15 minutesLongest appointment 4 hoursOver 250 Learning Plans opened and active
Student views - positive
Almost 1-1 attention don’t feel foolish in front of others
Ask questions freely without being judged by others
Would have dropped out - passed two modules felt would have failed
Never used a computer - would have left without help
Student views - positive
Never used a computer - terrified - now buying one and using it
Help has been “brilliant” were lost with classwork
Couldn’t do parts of course without extra help
Student views - positive
Student introduced to BBC Skillwise site, father had poor communication but too self-conscious to seek assistance - he now accesses site finding it incredibly helpful and enjoyable
Student views - negative
Some feel nervous about coming to ILC first time, embarrassed but 2nd /3rd visit feelings disappear
Some dislike/nerves about the “test” particularly first week
Seems to have significantly reduced stigma
Student views - negative
Some “frightened”Lot of information in induction week -
message/idea and test/support may have got missed
Use of “difficulties” and “problems” sound like Learning Support
Staff views - positive
PLATO software a very good ideaOf great benefit to students improving
spelling and particularly dyslexiaHelps ICT skills as wellHas had noticeable impact of increased skills
after attendanceGreatly increases student confidenceRetention figures up for Departments
Staff views - negative
Mixed feelings about screening testsSome results didn’t reflect student’s
capabilitiesSome tutors could have helped
students more
Staff views - negative
Some tutors focussed on immediate course and didn’t see relevance of students improving these skills to pass their course
Only applied to full-time students part-time would have benefited too
Need to strengthen influence on ensuring attendance, prompted not compulsory
Staff views - negative
Time delay between completion and results too long
No feedback as to whether students attend or not - confidentiality
Comments in letter were too cold and could impact negatively on those with low self esteem
Student withdrawals
% withdrawn
0.02.04.06.08.0
10.012.0
1997 1998 1999 2000 2001
year
%
860.00
880.00
900.00
920.00
940.00
960.00
980.00
1000.00
1020.00
1999
2000
2001
2002
2003
Basic level
essential
limited
none
Advanced level
essential
limited
none
Achievement
Performance Indicators 2000/01 to 2002/03 – Update Jan 2003
Type1998 to1999
2001 to2002
2002 to2003
Target Sector Average
SPAR FE FT 55% 70% 65% 62%
FE PT 93% 81% 95% 65%
HE FT
72% 77% 80% 68%
HE PT
77% 82% 85% 70%
Current operation
Open until 7.30pm two evenings per weekSome tutors book whole groups in, some refer
individuals and some students self referMoving away from Basic Skills Agency based testsIntending to use Core Skills profiling for all students
Current operation
Screen as early as possible, offering screening on application, pre-induction, at induction
Experiencing some behavioural problems as these seem to accompany younger students with lower skills
PLATO excellent for remote access at any time and for tracking students
Partnership
Using the facilities to achieve adult literacy partnership targets
Also rolling out PLATO access to remote partners for further target achievement
Used facilities and staffing resource to match fund partnership money and European funds
Withdrawal Analysis
0
50
100
150
200
250
300
350
400
FEFT FEPT HEFT HEPT
Attendance Mode
Stu
den
t N
um
bers
2003
2004
2005
Advanced Courses - communication
139 tests
1%
9%14%
54%
23%
0%
10%
20%
30%
40%
50%
60%
Acces
s 2
Acces
s 3
Inte
rmed
iate
1
Inte
rmed
iate
2High
er
ready for
Advanced Courses - numeracy138 tests
0%4%
30%
43%
22%
0%
10%
20%
30%
40%
50%
ready for
Basic Courses - communication542 tests
12%
24% 26%33%
4%
0%
10%
20%
30%
40%
ready for
Basic Courses - numeracy538 tests
2%
15%
50%
28%
5%
0%
10%
20%
30%
40%
50%
60%
ready for
Withdrawal Totals
0
100
200
300
400
500
600
700
800
900
2003 2004 2005
year
Stu
den
t n
um
bers
total
adjusted
SARU
0
20
40
60
80
100
120
FEFT FEPT HEFT HEPT
attendance mode
% s
uccess
2001
2002
2003
2004
0
5
10
15
20
25
30
35
% improvement
FEFT FEPT HEFT HEPT
attendance mode
SARU Improvement 2001/2-2004/5
difference
Improving Retention and Achievement Through Independent Learning
ESCALATE – University of Stirling
Ian Beach
Dumfries and Galloway College
April 2006