Profiling first-year university students in an academic transition course.
Date of Award
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First-year student characteristics relating to demographics (age, gender, major, etc.) were examined. Specifically, characteristics were examined relating to students' desire to attend university, their academic preparedness, perceived level of skills, use of campus resources, perception about social support, time spent on various activities and use of time management strategies. Age differences, interaction effects and responses at Time 1 (T1) and Time 2 (T2) were examined. Responses to key questions with regard to expectations of university and actual experiences were examined along with students' end of first-year grade point average (GPA). Key findings included differences in responses by Age with regard to note taking skills, end of first year GPA, and the likelihood of seeking academic counselling. Differences in responses between Time 1 and Time 2 were noted with regard to expected GPA, expected time spent on preparatory work, use of campus resources and activities, achievement, involvement and confidence levels. Based on the findings of this research, implications and recommendations include the need for universities to conduct ongoing research to obtain an accurate profile of first-year students, especially with regard to the potential for different levels of maturity. Furthermore, universities require a better understanding about the support programs that would most benefit first-year students and the need to provide transition programming throughout their entire first year of university. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2005 .O25. Source: Masters Abstracts International, Volume: 44-01, page: 0057. Thesis (M.Ed.)--University of Windsor (Canada), 2005.
Oakley, Elizabeth A., "Profiling first-year university students in an academic transition course." (2005). Electronic Theses and Dissertations. 3205.