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Report on Semester 1, 2012 PASS Trial and Proposal for 2013

Report on Semester 1, 2012 PASS Trial and Proposal for 2013. Prepared by Chris Ma’auga, PASS Coordinator. Assistance from Caitriona Cameron and Alison Lister is gratefully acknowledged. PASS Programme Objectives. Increase student success in first year courses Improve retention

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Report on Semester 1, 2012 PASS Trial and Proposal for 2013

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  1. Report on Semester 1, 2012 PASS Trial and Proposal for 2013 Prepared by Chris Ma’auga, PASS Coordinator. Assistance from Caitriona Cameron and Alison Lister is gratefully acknowledged.

  2. PASS Programme Objectives • Increase student success in first year courses • Improve retention • Improve outcomes for Maori, Pasifika and international students

  3. Background: • A substantial body of research shows Supplemental Instruction has a positive effect on learning, including: • higher pass rates • higher individual grades • lower withdrawal rates • higher graduation rates • Therefore, PASS can address retention challenges at Lincoln University.

  4. Semester 1, 2012 • PASS was offered to support 3 courses: • ACCT 103 • BIOS 109 • LASC 101 • 124 sessions were run • 108 students participated

  5. Funding • Funding was provided from: • AVC SheelaghMatear • TeManutaki • Library, Teaching & Learning • Commerce Faculty

  6. Outcomes:1. Does PASS attendance improve grades? Legend: No = did not attend PASS, Mid = attended 1-4 sessions, Hi = attended 5+ sessions Note: y-axis shown from 50

  7. 2. Has PASS assisted student learning? • Questionnaire responses indicated aspects students liked most were: • Going through the lecture material with other people and hearing how they interpret it; • It’s easier to ask questions than in lectures, able to go more in depth; • Being able to work together and alongside my peers.

  8. Most respondents agreed or strongly agreed that PASS had: • helped them to understand course content; • increased their motivation to complete the course; • helped them to develop their learning skills; • helped them to form friendships.

  9. Research perspective: • Van der Meer and Scott (2009) strongly suppport the use of a broader perspective when evaluating the PASS programme. In their view, it is important that students “perceive the development of study skills [in the PASS programme] to be helpful and effective”, and that students should feel PASS helps them to “make connections with other students” and to “feel more connected to the university” (p. 5). Bearing this advice in mind, we can conclude that PASS has been relatively successful in its first semester. • Van der Meer, J., & Scott, C. (2009). Students’ experiences and perceptions of peer assisted study sessions: Towards ongoing improvement. Australasian Journal of Peer Learning, 2(1), 3-22. Available at: http://ro.uow.edu.au/ajpl/vol2/iss1/2

  10. 3. Did PASS attract Maori, Pasifika and international students? • Numbers of Maori, Pasifika and international students were very low in the PASS classes. • Possible reasons (international students) – • Speed of speech or style of presentation did not suit speakers of English as an alternative language (EAL). • A goal for S2 is to better meet needs of international students. • Further investigation is needed into how PASS can attract more Maori and Pasifika students.

  11. Peer Leaders: • Skills enhanced by the Peer Leader role: • time management • organisational skills • group facilitation • leadership • communication skills • creativity • sensitivity to others • understanding how people work in groups (As identified by Peer Leaders in essays.)

  12. Research perspective: • Couchman (2009) reports: • The leaders “are engaged in facilitating communities of practice in their sessions” and that they are reflective practitioners, “continually monitoring their performance and adjusting it to meet student needs”. • Skalicky and Caney (2010) identify a leadership pathway for peer leaders: • As the peer leaders gain more expertise in their role, they are able to move into mentoring roles, supporting new leaders, and to take on administrative roles within the programme.

  13. The regular communication between lecturers and peer leaders focused on student learning further assists leaders themselves to identify as members of a community of practice.

  14. Lecturers: • General comments: • “I was happy to be involved with the Pass programme and if the results are anything to go by, feel it made a useful contribution to the course. I certainly found it reassuring to know that there was another layer of backup supporting the course.” • “those students that attended PASS sessions found them very helpful.” • “I would strongly recommend that PASS be continued and extended into other courses in the future”.

  15. Suggestions for improvement: • “I would have liked better communication between me and the PASS leaders, so I was more aware of the issues and opportunities with a view to making any necessary changes.”

  16. Challenges: • Getting enough students turning up to PASS to run an effective group session; • Finding times when both a sufficient number of students and a peer leader are free; • Establishing PASS as something different from a tutorial, and as a valid learning tool.

  17. Conclusion: • A great team effort; • A further step towards student-led learning assistance; • Challenges in establishment phase are consistent with those faced by other institutions; • Potentially important factor in socialising students into their discipline and giving them the skills to succeed at university.

  18. Goals for semester 2: • to run the programme more efficiently, • to have higher attendance, • to be more inclusive of EAL students, and • to provide enhanced, ongoing leader training and reflection.

  19. Proposal for PASS 2013 • Offer PASS in 2 core courses per faculty • Offer 1 session/week initially (increasing as demand increases) • Aim for at least 10 students per session • Train one more coordinator • Establish a course in reflective practice to support peer leader development

  20. Funding: • Recommend that faculties provide funding to cover peer leader training and wages. • Recommend that overheads, coordination and administration be covered from central funding.

  21. Appendix 1: Outcomes Descriptive Statistics: • ACCT 103: • Att N Mean StDev SE Mean 95% CI Hi 13 74.85 10.20 2.83 (68.69, 81.01) Mod 37 66.08 11.12 1.83 (62.37, 69.79) No 124 65.35 11.14 1.00 (63.37, 67.33)

  22. Legend: Hi = attended 5+ sessions Mod = attended 1-4 sessions No = did not attend PASS

  23. BIOS 109: Att N Mean StDev SE Mean 95% CI Hi 8 80.75 5.82 2.06 (75.88, 85.62) Mod 19 81.58 10.47 2.40 (76.53, 86.63) No 54 73.98 14.91 2.03 (69.91, 78.05)

  24. Note: An outlier who attended one session and received a mark of 20% has been eliminated from this dotplot and calculation.

  25. LASC 101: Att N Mean StDev SE Mean 95% CI Hi 11 73.91 9.53 2.87 (67.51, 80.31) Mod 18 73.56 7.16 1.69 (70.00, 77.12) No 38 68.97 8.78 1.42 (66.08, 71.86)

  26. Legend: Hi = attended 5+ sessionsMod = attended 1-4 sessions No = did not attend PASS

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