Promoting New Student Success

  • Uncategorized

Promoting New Student Success

&ltCourse&gt

&ltDate&gt

Promoting New Student Success

Academic development of studentsheavily depends on the performance during the first year of studiesbecause they need to develop appropriate learning-friendly lifestyle.Also, the success relies on how students’ intelligence and personalskills are shaped by the college experience, which prompts the ideaof adjusting the purposes of higher education as an essential part ofthe great academic achievement. To investigate the significance offirst-year college experience, the article PromotingNew-Student Success: Assessing Academic Development and AchievementAmong First-Year Studentswas selected.

The article under considerationis a study by Jennifer Keup conducted to illustrate the presumed aimsof higher education and the importance of college activity for thesuccess of first-year students. To achieve this purpose, the authorbegan with a thorough review of the relevant scholar literatureconcerned with the factors and forces contributing to academicperformance. For example, Keup (2006) made an observation about thelack of studies regarding the first year students but nonethelessstated that student development theory and intellectual and ethicaltheory by Perry are applicable in this case. Both of the theoriesconsidered first-year college performance as crucial in “identifyingthe path of intellectual development” (Keup, 2006, p. 28), whichmade them relevant for the purpose of the study. Additional reviewgreatly expands the readers’ knowledge of the subject, thuspreparing them for the main investigation.

Keup (2006) usedmulti-institutional sample from the nationwide group of 19,995first-time students of higher educational establishments. Also, theirdemographic information, high school achievement and distance fromthe institution to home were also collected. Undoubtedly, this samplewas appropriate for the research purpose because it allowedinvestigating multiple perspectives of students’ progress duringtheir freshman year. The I-E-O model was utilized to control theresearch by studying formed, stepwise inquiries to determine theprimary aspects of the learners’ success. Cognitive growth, familyincome, race, distance to the university, and social commitment wereused as variables. Thus, design of the study was suitable for thepurpose and allowed to generate results in terms of regressionanalyses and descriptive statistics.

The study has generated a numberof significant findings that explain the academic performance offirst-time students. First, willingness to collaborate with peers wasidentified as a significant factor because it allowed empowerment andengagement. Second, 40 percent of the participants reported afrequent feeling of boredom in the class, and third, balancingmultiple commitments proved to negatively affect the studies (Keup,2006). The main points in the discussion of the results are thatsatisfaction with the academic experiences, cognitive development,and most importantly, the drive-to-achieveattitude at university admission. Despite the study was limited withstudents’ statements about their experience, it contributes to theeducational scholar knowledge by identifying certain fields forfuture investigation and having connections for higher educationpreparation and management. The study under review had strengths andweaknesses. On one hand, it used an unprecedented samples size andidentified distinct points for improvement. On the other hand, thestudy heavily relies on the opinion of the students themselves, whichlimits the analysis. If it contained the experiences of otherparties, such as tutors and educators, the results might have beendifferent in several indicators.

First year at higher educationalestablishment has a profoundly important impact on the students’academic success in the future, and as the study by Keup showed,there are numerous influencing factors. Overall, Keup’s articlecould be used as a relevant scholar source of the information on thesubject and help to identify the supporting structures for students,thus serving the genuine purpose of education in higher school.

References

Keup, J. R. (2006). Promotingnew‐studentsuccess: Assessing academic development and achievement amongfirst‐yearstudents. Newdirections for student services,2006(114),27-46. Retrieved January 10, 2016 fromonlinelibrary.wiley.com/doi/10.1002/ss.205/pdf

Close Menu