Improving Retention and Achievement Through Independent Learning ESCALATE – University of Stirling

1. Improving Retention and Achievement Through Independent LearningESCALATE – University of Stirling Ian Beach Dumfries and Galloway College April 2006

2. Project Goals • Increase levels of adult literacy and numeracy within student population to: • retain more students • increase WSUMs • maintain participation/interest long term • increase student achievement

3. Funding • No extra funding from SFEFC - did ask • Looked to other funds ESF(£176k) and NOF(£140k nc) and SUFI (34k) • Total £350k • New Independent Learning Centres with Basic Skills Facilitators (3 yrs) • Dumfries 40 PCs + Stranraer 30PCs with PLATO software

8. Description • Previously conducted two research projects to determine levels of literacy and numeracy • If low levels was it affecting retention • Not convinced that early leavers were due to “financial” category indicated on early exit statistics

9. Reasons for Withdrawal

10. 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)

11. 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

12. 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%

13. 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%

14. ILC Statistics • Originally more mature learners than school leavers • Average 3 appointments per person (1/3 year) • Average appointment time 1.75 hours • Shortest appointment 15 minutes • Longest appointment 4 hours • Over 250 Learning Plans opened and active

15. 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

16. 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

17. 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

18. 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

19. 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

20. Staff views - positive • PLATO software a very good idea • Of great benefit to students improving spelling and particularly dyslexia • Helps ICT skills as well • Has had noticeable impact of increased skills after attendance • Greatly increases student confidence • Retention figures up for Departments

21. Staff views - negative • Mixed feelings about screening tests • Some results didn’t reflect student’s capabilities • Some tutors could have helped students more

22. 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

23. 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

24. Student withdrawals

26. Basic level

27. Advanced level

28. Type 1998 to 1999 2001 to 2002 2002 to 2003 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% Achievement Performance Indicators 2000/01 to 2002/03 – Update Jan 2003

29. Current operation • Open until 7.30pm two evenings per week • Some tutors book whole groups in, some refer individuals and some students self refer • Moving away from Basic Skills Agency based tests • Intending to use Core Skills profiling for all students

30. 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

31. 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

33. Advanced Courses - communication 139 tests 54% 60% 50% 40% 30% 23% ready for 14% 20% 9% 10% 1% 0% Higher Access 2 Access 3 Intermediate 1 Intermediate 2

40. Improving Retention and Achievement Through Independent LearningESCALATE – University of Stirling Ian Beach Dumfries and Galloway College April 2006