A path analysis of first year social science students' engagement with their degree and level one academic outcome

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The expansion of higher education in the UK and attempts to widen participation have changed the context of undergraduate learning. This study examines student engagement with their degree. Quantitative data for 388 UK Level 1 students were used to develop a path analysis model of the relationship between Level 1 academic performance, gender, academic engagement, attendance and prior university entry points. Structural equation modelling allowed a detailed understanding of the direct and indirect effects of key variables that contribute to Level 1 learning outcomes, and findings are discussed within the context of structural changes to Level 1 student engagement imperatives with a view to improving the learning experience for all students.
Original languageEnglish
Pages (from-to)1-19
Number of pages19
JournalEnhancing Learning in the Social Sciences
Volume1
Issue number2
Publication statusPublished - 18 Nov 2008

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path analysis
social science
student
learning
structural change
participation
university
gender
performance
education
experience

Keywords

  • First year experience
  • student engagement

Cite this

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abstract = "The expansion of higher education in the UK and attempts to widen participation have changed the context of undergraduate learning. This study examines student engagement with their degree. Quantitative data for 388 UK Level 1 students were used to develop a path analysis model of the relationship between Level 1 academic performance, gender, academic engagement, attendance and prior university entry points. Structural equation modelling allowed a detailed understanding of the direct and indirect effects of key variables that contribute to Level 1 learning outcomes, and findings are discussed within the context of structural changes to Level 1 student engagement imperatives with a view to improving the learning experience for all students.",
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A path analysis of first year social science students' engagement with their degree and level one academic outcome. / Walker, Carl; Fleischer, Stephanie; Winn, S.

In: Enhancing Learning in the Social Sciences, Vol. 1, No. 2, 18.11.2008, p. 1-19.

Research output: Contribution to journalArticleResearchpeer-review

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AB - The expansion of higher education in the UK and attempts to widen participation have changed the context of undergraduate learning. This study examines student engagement with their degree. Quantitative data for 388 UK Level 1 students were used to develop a path analysis model of the relationship between Level 1 academic performance, gender, academic engagement, attendance and prior university entry points. Structural equation modelling allowed a detailed understanding of the direct and indirect effects of key variables that contribute to Level 1 learning outcomes, and findings are discussed within the context of structural changes to Level 1 student engagement imperatives with a view to improving the learning experience for all students.

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