Abstract:

This project, which is supported by the Higher Education Academy seeks to make use of a range of evidence to ascertain the reasons for relatively low performance in assessment outcomes in the Institute of Sport and Exercise Science (ISES) at University of Worcester, UK and to inform the development of improvement strategies. The key stages of the project are: a) Analysis of student attainment data, external examiner reports, student feedback data for specific courses and modules, including benchmarking with other HEI data b) Staff/student Course based tutorials (one to one), c) Student focus groups
This statement is set in the context that ISES currently experiences lower levels of student achievement (as measured by the percentage of 1st and 2:1 degrees) than most other Institutes in the University and are proactively seeking interventions to improve this situation. In both cases these interventions have been built on a belief in the benefits of empowering students to judge the quality of their learning with the explicit intention of developing: greater levels of motivation to learn and improve grades, increased levels of self-esteem, a self awareness of how they can create a learning environment [for themselves] in which they can flourish, a meaningful relationship with tutors which provides a foundation for personal and academic development and a platform for tutors to identify what students’ value in learning, teaching and assessment.

In 2010 the course leader for physical education introduced a series of personal tutorials, termed Physical Education Achievement and Progress (PEAP) meetings for all 1st year PE students. The objective was to provide additional support to students when considering their progression on to the second year of the course, encouraging them to aim for higher levels of achievement via target setting. The expectation was that this intervention would increase student motivation leading ultimately to improvement in retention rates and achievement levels. 95% of the cohort attended a PEAP meeting and progression from 1st to 2nd year was 100% for those following a ‘Major’ PE pathway, all of whom had attended a PEAP meeting. This was considerably higher than the overall completion rate of 84% for all 1st year students within ISES.
A focus group interview was carried out with PE students who had experienced a PEAP meeting. The key themes to emerge from the qualitative data included the feeling that the intervention increased motivation and raised levels of student confidence. Students also stressed that the person conducting the meeting needed to be someone from the academic programme.
Interventions for 2011.
All students (1st, 2nd and 3rd years) were invited to attend a tutorial with their personal tutor. The focus for which was a consideration of semester 1 module results, a reflection on the student’s approach to learning and the identification of personal targets. In addition two focus groups made up of students who did and who did not attend these tutorials will be conducted. The intention here is to determine the extent to which students felt these tutorials supported their learning and helped them identify appropriate targets/goals. Finally undergraduate students will complete an end of course questionnaire, which has been designed from an Appreciative Inquiry perspective.

Keywords:

Evidence informed Quality Improvement Programme (EQUIP), Student Progression and Achievement, Personal tutor, learning environment.