Where freshmen aspirations meet reality: factors influencing the learning outcomes of a living-and-learning program in an Asian university

Mukhopadhyay, Kankana; Tambyah, Siok Kuan

doi:10.1080/07294360.2019.1598337

Cited by 3 publications

(6 citation statements)

References 18 publications

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“…This expands the discussion from an instrumental consideration of grades and grading, and indeed of any measure of academic success, to one of the roles of education in supporting the development of the student's identity as an integral member of the learning community. Regarding student perceptions and practices as predictors of performance, while pre-university perceived self-confidence may have no impact on learning outcomes, competence in personal and intellectual growth positively influences involvement (Mukhopadhyay and Tambyah, 2019). In turn, student confidence positively impacts on intellectual growth.…”

Section: Discussionmentioning

confidence: 99%

Mismatch between student and university expectations of academic achievement

Lake

Luke

Boyd

2020

JPAAP

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Student perceptions of their studies and learning are important influencers of academic performance and outcome. Here we find that the grades students anticipate obtaining may differ significantly from grades awarded: students’ perceptions of their studies appear to be at odds with the university’s assessment of their academic worth. A previous study introduced students to the concept of self-efficacy and its effects on academic performance and outcome; we demonstrate that students’ self-efficacy can be raised. Importantly, the focus is not on the validity of the concept of self-efficacy as the guiding or defining principle in this research, but rather a means to potentially identify important student perceptions that may influence academic performance. Moreover, the effect, emphasises a mismatch between student and university expectations of the measure of achievement: students overestimate their anticipated grades against grades awarded. By encouraging improved self-efficacy are we emphasising differences between anticipated and awarded grades? Are we diminishing the student’s sense of achievement and therefore negatively impacting on student performance? To resolve this, in this study we shift the focus from the purely analytical analysis of the impact of self-efficacy and highlight assumptions of the primacy of grades as signifier of academic success. Academic success is motivated by a desire for learning as much as for good grades. Furthermore, a student’s academic success reflects a complex of socio-personal influences. These perspectives allow the effects of improved self-efficacy to be formative in the student’s maturing sense of belonging within education. The survey and concept of self-efficacy is now better understood as the vehicle for improved experiences of learning, becoming potent drivers of student success.

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Section: Discussionmentioning

confidence: 99%

Mismatch between student and university expectations of academic achievement

Lake

Luke

Boyd

2020

JPAAP

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“…Leadership positions were also more likely to reap additional benefits for students: students who participated in community-centric programmes in a community college were more likely to achieve benefits that primed them to be community leaders and good citizens. Leadership positions in LLP activities in a residential college in Singapore were also found to be positively related to the learning outcomes of the residential college (Mukhopadhyay & Tambyah, 2019); however, the authors also found that minimal levels of involvement 2 may be sufficient to induce achievement of learning outcomes. These benefits were also unique to LLPs and residential colleges -students in ISSN 2523-1154…”

Section: Introductionmentioning

confidence: 93%

“…A residential setting in which students live closely together, enrol in the same formal curriculum and form social networks, could in turn create a "supportive and collaborative environment" (Mach et al, 2018: 13) which contributes to academic achievement. Research has also documented a myriad of learning outcomes for students enrolled in LLPs in terms of personal and intellectual growth and self-confidence (Mukhopadhyay & Tambyah, 2019), as well as competency in critical thinking skills, knowledge application, enjoying intellectual pursuits, academic self-confidence and appreciation of diversity (Inkelas et al, 2006). Enrolment in LLPs also facilitates the development of a stronger sense of community and belonging amongst students and fosters the growth of leadership (Spanierman, Soble, Mayfield, Neville, Aber, Khuri & De La Rosa, 2013).…”

Section: Introductionmentioning

confidence: 99%

Regardless of Role: A Community Engagement Festival as a Unique Space for Differentiated Learning Outcomes for Student Leaders and Participants

Selvarajan

Chang-Koh

Balachandran

2022

Sotls

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Living-Learning Programmes (LLPs) in Residential Colleges (RCs) foster leadership, learning and sense of belonging amongst students. Any community engagement or service-learning initiative that takes place in such a context would benefit from the unique outcomes of LLPs. Building on this principle, we argue that the Community Engagement Festival (CE Fest), a unique, student-led, flagship event of a RC in an Asian university, functions as a platform to develop a diverse range of benefits amongst students involved in the programme – both student leaders, who design and execute CE Fest, and students who are participants in the event. This assertion is tested through: (1) analysis of the types of learning outcomes achieved by both groups of students; and (2) analysis of the features of CE Fest that enable the development of these learning outcomes. We employ the validated SErvice LEarning Benefit (SELEB) scale to capture the range of benefits experienced by both groups of students. A factor analysis of all 20 benefits in the SELEB scale found three categories of benefits: (i) civic consciousness, (ii) skills, and (iii) interpersonal relationships. A means comparison found that civic consciousness was the most successfully achieved learning outcome by both student leaders and participants alike, which aligns with the ethos of the RC. Additionally, student leaders were more likely than participants to have achieved outcomes related to skills and interpersonal relationships. Triangulation of the findings from the survey with qualitative data collected from student leaders and participants indicates that various structures and processes of CE Fest facilitated the development of specific outcomes, such as empathy and civic consciousness. As such, CE Fest is a unique learning space within LLPs that offers differentiated learning opportunities for students across various roles, while ensuring civic consciousness remains a central benefit to all students regardless of the nature of their participation.

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“…Therefore, all these three variables have effects on each other. I-E-O model has been applied in studies to discern the relationship between learners' input, environmental factors, and students' outcome (see, for example, Astin and Sax, 1998;House, 1999;Pusztai, 2014;Espinoza-Parra and Collins, 2018;Hoh et al, 2018;Mukhopadhyay and Tambyah, 2019). This theory has been used to analyze learners' general academic experience, but it has not been used in the context of graduates' perceived employability and work readiness.…”

Section: Astin's Input-environment-output (I-e-o) Theorymentioning

confidence: 99%

“…With the adoption of Astin's model, scholars found that the perception of skills in personal and academic development before and after the university was a significant contributor to self-confidence acquired after university ( Mukhopadhyay and Tambyah, 2019 ). Gó mez and Su á rez, 2020 demonstrated that a supportive school environment enhances students' success and the quality of teaching practices predicts learners' educational outcomes.…”

Section: Astin's Input-environment-output (I-e-o) Theorymentioning

confidence: 99%