Predicting first-year achievement by pedagogy and skill development in the first weeks at university

• Published in: Teaching in higher education Vol. 16; no. 6; pp. 655 - 668
• Main Authors: Torenbeek, M., Jansen, E.P.W.A., Hofman, W.H.A.
• Format: Journal Article
• Language: English
• Published: Taylor & Francis Group 01.12.2011; Routledge
• Subjects: Academic Achievement; achievement; Administrators; Basic Skills; College Administration; Correlation; Data Analysis; fit between secondary and university education; Foreign Countries; Netherlands; pedagogy; Skill Development; Structural Equation Models; Student Attitudes; Teaching Methods; Universities; Netherlands
• ISSN: 1356-2517; 1470-1294
• DOI: 10.1080/13562517.2011.560378

Central in this study is the relationship between the pedagogical approach and generic skill development in the first 10 weeks at university, students' perception of the fit between secondary and university education and first-year achievement. Information regarding the pedagogical approach and generic skill development was gathered through questionnaires, interviews and analyses of syllabus information. Students' perception of the fit was examined with a questionnaire, and their achievement scores were obtained from the university administration. A conceptual model was tested by means of structural equations modelling, and showed a good fit with the data. Results showed that the pedagogical approach affects first-year achievement directly and indirectly, through skill development and the perceived fit. Attention for basic skills and collaboration skills showed positive effects on achievement, whereas the effects of higher-order skills were adverse.