The impact of full-time employment and family commitments on the first year experience of full-time students. Craig Zimitat Griffith University, Brisbane, Australia The first year experiences of full-time students not in paid employment (Group, n=6), fulltime students in full-time paid employment with some family/carer responsibilities (Group, n=), and full-time students in full-time paid employment who are primary income earners and primary carers in their household (Group, n=6) are significantly different in several respects. There were no differences in perceptions of teaching and learning, first semester grades or frequency of use of technologies. Group students (compared with Group and students) spend less time on campus, find less interest and value in lectures, have more difficulty with motivation to study, spend less time preparing for and attending scheduled teaching activities and are significantly more likely to consider leaving study. Group students reported significantly stronger motivation and higher levels of home access to websites that they considered as essential learning resources. Introduction Despite increasing pressure on universities to be accountable and efficient, and on staff to address and resolve the issues associated with retention, low university retention rates continue to impact negatively on funding, enrolments and public perception of higher education institutions in Australia (McInnis, ). The importance of students initial experiences of university for their subsequent academic and social engagement of has been recognised as the key to many students experience of and success in higher education (McInnis, ). A longitudinal study of the Australian first year university experience has shown that during the period to there was a constant proportion of first years (%) considering deferring or leaving study in first semester (McInnis et al, :). The diversity of the Australian first year population, which consists of equal proportions of adolescent school-leavers and older students (McInnis et al, :), may be one factor hindering attempts to improve retention. There is also an increasing number of full-time students engaged in longer hours of part-time work (McInnis et al, :), hence there are more first year students with more roles (e.g. student, employee, parent) each with their own competing responsibilities. The effects of paid employment and family commitments have been under-researched. In this paper we report on the first year experiences of three different groups of full-time students: Group - full-time students not in paid employment (i.e. less than hr/week); Group - full-time students in full-time paid employment (more than hr/wk) with few family responsibilities (less than hr/week); and Group - full-time students in full-time paid employment who are primary income earners and primary carers in their household. Methodology The study derives from an analysis of student responses to the First Year @ Griffith survey (n=, % response rate) conducted by the Griffith Institute for Higher Education in.
The online survey sought answers about first year students readiness for study, their experiences on campus, perceptions of quality of teaching, use of technologies and thoughts about continuing or discontinuing study. The online survey (www.surveymaker.com.au) used a variety of questions: free text responses, multiple choice questions, and -point Likert questions (e.g., with ratings from strongly agree to strongly disagree, with a midpoint of no opinion ). Statistical analyses were performed on unmodified data (scales not collapsed) using SPSS (Ver.). Sample size varied according to the availability of the data: where information such as student gender was not available for a particular case, that case was omitted from tabulations requiring that information. One way ANOVA was used to identify significant differences amongst groups, with Student Newman Kewls or Tukey HSD post hoc multiple comparisons to identify significant differences between specific groups. Statistical significance was recognised when p<.. For the purposes of reporting data in this study the five point scales were collapsed into a three point ordinal scale (e.g. strongly agree/agree, uncertain and strongly disagree/disagree). Results Three different groups of students enrolled full-time were isolated from the full first year data set (n=): Group ; full-time students not in paid employment (n=), Group ; full-time students in full-time paid employment with less than hr/wk family responsibilities (n=) and Group ; full-time students in full-time paid employment (6+ hr/week) who are primary income earners and primary carers in their household (n=6). Females constitute %, 6% and % of Groups, and respectively. Age distribution among the groups is significantly different: Groups and consist of 6-6% 6- yr olds and -% - year olds, whereas Group has roughly equal proportions of 6- yr olds, - yr olds and 6- yr old students. Academic performance of the three groups is also similar (the mean GPA of each group is approximately.6+.6). Entry Characteristics Students were asked to self-report their own level of academic preparation, web and computer literacy and orientation to available services at Griffith (Table ). Only % of each Group reported good web/computer literacy skills and academic preparation for university study. Group students reported significantly lower perceptions of their level of academic preparation for study than Group students. More Group and Group students reported a very poor level of academic preparation for university study compared with Group students. In terms of web and computer literacy, more than half of all three groups reported that they had poor web and computer literacy skills. Group students indicated significantly higher levels of orientation and awareness of the services offered by Griffith to support students compared with Group and Group students. Academic Orientation, Application and Engagement This set of questions correlated with students adoption of university academic norms and a consistent approach to study (McInnis & James, ). All three Groups reportrf similar enjoyment of the intellectual challenge of their courses (Table ), however significantly fewer Group students enjoyed the theoretical content of their courses than Group and students. There were significant differences between the three Groups with respect to the value of lectures in their courses (Table ). A significantly greater proportion of Group students (nearly %) did not find lectures stimulating or valuable as learning experiences, compared with their peers in Groups and (-%). This perception of lectures by Group students appeared to be consistent with a slightly lower interest in their course and less satisfaction First Year Experience Conference,
from studying. More than half of students from each Group reported a lot of satisfaction from studying, with Group students reporting the greatest satisfaction. Table. Self report of preparedness for university study. (% of group) Group, n=66; Group, n=; Group, n=6. Skills Group VP/Poor OK Good/VG Academic preparation for University. (* significant difference between Groups & ) Orientation to Uni services (* significant difference between Group v, ). Web and computer literacy 6 Table. Academic orientation and application. (% of students) Group n=6, Group n=, Group n=6. I enjoy the intellectual challenge of my courses. I enjoy the theoretical content of my courses. (* significant difference Group vs ) Lectures and presentations stimulate my interest in the course. (* significant difference Group vs ) Lectures are a valuable learning experience for me. ( * significant difference Group vs, ) I have found most of my courses really interesting. I get a lot of satisfaction from studying. I work consistently throughout the semester. I generally find it difficult to get myself motivated for study. (# significant difference Group vs &, Group vs,) I regularly seek the advice and assistance of teaching staff. I have a strong desire to do well in all of my courses. 6 6 6 6 Group Disagree Agree 6 6 6 Motivation to study was a problem reported by more than half of students in Groups and (Table ) and a significantly lower proportion of Group students. Group students reported that they found it easier to get motivated for study and nearly two thirds of them found the 6 6 6 6 6 6 6 6 First Year Experience Conference,
course very motivating. About % of students in each Group reported strong desires to do well in their course, though % reported difficulties with motivation and less than % of students in each Group worked consistently through the semester or regularly sought assistance of teaching staff. Intellectual Engagement These questions examined the variety of teaching and learning activities used in first year courses to engage students intellectually with the subject matter of their discipline. Approximately % of students from each Group reported that they are often, or very often, asked to memorise, analyse, synthesis, evaluate or apply concepts in their coursework. However it was also interesting to note a consistent pattern in which more than % of students in all Groups indicated that these activities were only occasionally, rarely or never emphasised in their coursework. A significantly higher proportion of Group students reported that they were never (or rarely) asked to analyse data, ideas or theories, to organise and synthesise information, or to apply concepts to practical problems than students in Groups and. Group students also indicated that they were significantly less likely to be engaged in applying theories to practical problems than peers in Group. Table. Intellectual engagement in first year courses. (% of students) Group, n=; Group, n=; Group, n=. Group Never Occas V Often Memorising facts, ideas or procedures from lecture notes, readings etc so that you can repeat them in much the same form. Analysing in depth the basic components of an idea, experience, case or theory. (# significant difference Group vs & ) Organising and developing ideas, information or experiences into more complex interpretations. (* significant difference Group vs ) Making judgements about the value of information, arguments, methods, data or soundness of conclusions. Applying theories or concepts to practical problems and/or new situations. (# significant difference Group vs & ) 6 6 6 Use of Learning Technologies There were no significant differences between the three Groups in their frequency of use of technologies (Table ). Interestingly about one-third of all students rarely or never used email to contact other students or academic staff about study matters. Between two-fifths and half of all students reported regular use of email and discussion forums to communicate with other students and staff, though there was a tendency for Group students to report greater use of email and discussion forums. Accessing course websites and university libraries tended to occur most when students were not on campus. Only one half of all students occasionally, often or very often accessed course websites or the library when on campus, whilst roughly half of all students reported occasional to frequent access of course websites from home. There was a very high percentage of students (more than %) in all Groups that rarely or never accessed online resources provided by the university. First Year Experience Conference,
Table. Frequency of use of technologies for learning (% of students) Group, n=6; Group, n=; Group, n=6. Use email to communicate with other students. Use email to communicate with other students about study matters. Use email to communicate with teaching staff about study matters. Use discussion groups (or forums) on course websites to communicate with other students about study matters. Access course websites, library or university information from on-campus. Work from home (or work) and accessed course websites, library or university information. Group Never <-> V Often Students reported on the usefulness of various technologies to support their learning (Table ). There were no significant differences between the three Groups regarding preferences for printed materials over on-screen materials for studying: the overwhelming majority preferred printed over on-screen materials for careful reading. There was also a tendency amongst all Groups to prefer using online information rather than textbooks for studying, though two fifths of all Groups preferred books. Email contact with staff and students was reported by all Groups as an important aid for their study, though discussion forums were seen as less effective. The majority of students in each Group reported that accessing course websites was easy, and that regardless of the point of access (on campus or at home) it was useful for their learning. A significantly greater proportion of Group students than others reported higher levels of home access to websites and also that the course websites were essential for their learning. The availability of online course materials was motivational to many students, though there were no differences between Groups regarding the extent to which they motivated interest in study and learning. Experiences on Campus A range of survey questions sought to evaluate students sense of connection with the university and its campus. First year students spent an average of.+. days per week on campus (n=), though Group students spent significantly more time on campus than students in Groups and. About % of Group students visitede their campus - days/week, whilst % and 6% of Group and Group students, respectively, visited their campus - days/wk. Group students spent significantly less time on campus than their peers in Groups and. The average time that first year students (n=) invested in academic study was - hr/wk, with an average of - course contact hours/wk. About % of students in Groups, and spent -hr/week in academic studies with nearly % spending 6-hr/week (Table 6). About / of students in each Group also reported less than hr contact per week, with -% indicated 6- contact hours/wk. The majority of all students (at least two thirds) in Groups, and reported no regular time commitments to on-campus social or 6 6 6 First Year Experience Conference,
sporting activities (Table ). Group students spent significantly less time involved with oncampus social activities than those in Group. Table. Usefulness of technologies for learning. (% of students ) Group, n=6; Group, n=; Group n=6. NA=Not applicable. Email communication with other students was important for my study and learning. Email contact with teaching staff was important for my study and learning. Participation in online discussion forums with staff and students was important for my study and learning. I prefer using printed materials rather than on-screen materials when I have to think carefully about what I am reading. I learn better using computer-based materials (Internet, CD-ROM, simulations) rather than printed materials. I prefer to learn from information on the Internet rather than textbooks or library books. The course web sites play an essential role in helping me learn. (* significant difference between Groups vs & ) Accessing web-based resources and information was easy for me. Accessing web-based resources and course information from home was useful for my study and learning. (# significant difference between Groups & ) Accessing web-resources and course information on campus was useful for my study and learning. The use of web-based resources increased my motivation to study and learn. Group Disagree Agree NA Questions about social interaction on-campus revealed significant differences between students in Groups and in respect of making new friends and mixing with other students on campus (Table ). There appeared to be significant social isolation of students in all three groups: about one fifth of students reported not making new friends at university and being uncomfortable in class discussions, about one third agreed that they generally kept to themselves when on campus. More than half of the students (-6%) in all three Groups agreed that in-class discussions and informal study sessions with other students were valuable learning opportunities, with fewer than % in each Group disagreed with these statements. Despite the value of informal study sessions, Group students were less likely to seek assistance from fellow students than students in Groups and. 6 6 6 6 6 6 6 6 6 First Year Experience Conference, 6
Table 6. Time spent on study, in class and on university social matters (% of students) hr and -hrs combined for reporting. Group, n=; Group, n=; Group, n=6. Item Group -hr 6-hr -hr 6-hr -hr 6+ Hours of preparation. (* Significant difference Group vs ) Hours attending. (* Significant difference Group vs ) Hours in university social or sporting activities. 6+ + + 6 6 6 6 6 Table. Study habits and social interaction. (% of students) Group, n=; Group, n=; Group, n=6. Group Disagree Agree I would like to make more use of university facilities if I could. I have not made any new, close friends at university. (* significant difference between Group vs.) I generally keep to myself whilst on the university campus. (* significant difference between Group vs.) Participating in class discussions doesn t seem worthwhile. I feel very uncomfortable participating in group discussions in lectures or tutorials. Informal (out of class) study with other students in the course focusing on issues, information or problems was useful for my learning. I regularly seek the advice and assistance of fellow students. 6 6 6 6 6 6 6 6 6 6 6 6 Satisfaction with Teaching and Learning Experiences Students perceptions of their teaching and learning experiences were on the whole positive and there were no significant differences amongst perceptions of students in the three Groups. More than half of the students in each Group agreed that staff tried to make courses interesting, were good at explaining things, enthusiastic, approachable and available to discuss their work (Table ). On the other hand, - % of students in each Group disagreed that teaching staff usually gave helpful feedback on their work or took an interest in their progress through the course. Nearly % of students in each Group disagreed that teaching staff were able to anticipate difficulties they may have had with their studies, though they were more positive about the responsiveness of staff to their problems once they were aware of them. A higher proportion of Group students, than Group and students, agreed that interactions with teaching staff were an important part of their learning in the course. Overall, only two-thirds of students in each Group were satisfied with the quality of their course. First Year Experience Conference,
Table. Students perceptions of the quality of university teaching. (% of students) Group, n=; Group, n=; Group, n=6. Group Disagree Agree Staff try hard to make the courses interesting. The teaching staff are good at explaining things. Teaching staff are enthusiastic about the courses they teach. Most of the teaching staff are approachable. Staff are usually available to discuss my work. Teaching staff make a real effort to anticipate difficulties that I may be having with my studies. Teaching staff make a real effort to respond to difficulties that I may be having with my studies. Teaching staff usually give helpful feedback on my progress through the course. Interaction with the teaching staff is an important part of my learning in this course. Assessment in my courses seems to test my level of understanding or skills. Assessment of group tasks, projects, assignments etc, was fair. Most teaching staff in my courses take an interest in my progress during the semester. Overall the quality of teaching in my course is generally good. 6 6 6 6 66 6 6 6 6 6 6 6 Study Effort and Grade Expectations Students were asked about the amount of effort that had made with their studies and their expected results (Table ). The majority of students in each Group (-6%) indicated that they made the minimum effort necessary to pass their courses. About one third of students made sufficient effort for a strong pass, whilst fewer than % of students in each Group indicated that they had done their best to achieve good grades in the course. A significantly greater proportion of Group students invested more effort in study than their peers in Groups and. Roughly half of the students in each Group achieved their expected grades, whilst nearly % of student s grades did not meet their expectations. 6 6 6 6 First Year Experience Conference,
Students were asked if they would be prepared to spend more time and effort on studying if it led to higher grades. Approximately % of each group indicated that they would be willing to invest more effort into study for improvement in academic results. There were differences between the Groups when they were asked how they would manage their time to enable more effort on study. Group students indicated that they would spend less time on sport and recreation (%) and unpaid work (6%). Group students indicated that they would spend less time with family (%), on sport and recreation (%) and on unpaid work (%). Group students indicated that they would decrease time spent with family members (6%), on recreation (%) and voluntary activities (6%). Interestingly all groups indicated that time spent socialising and hanging out with friends and relaxing were unlikely to be affected. Group and students did not indicate any strong desire to work fewer hours. Adjusting to University Life Students were asked to identify factors that impacted negatively upon their capacity to study throughout the year. More than % of students reported difficulties, with a significantly greater proportion of Group students (%) reporting difficulties compared with peers in Groups (%) and (6%). Of those reporting difficulties, the availability of academic resources (%) and personal problems (relationships, health etc %) were cited by a significantly greater proportion of Group students than peers in Groups (%, 66%) and (6%, %). Over % of students in each Group reported that financial issues and their level of academic preparation for study affected their academic performance. Web and computer literacy was reported as a problem by the majority of students in each Group. Leaving Study Nearly half of Group students (%, n=) had seriously considered leaving their university studies, compared with % of Group (n=) and % of Group (n=) students. Students were asked to offer reasons why they had persisted at university, despite their thoughts of leaving. The five most frequently cited reasons were common to Group and Group students: appropriate location of campus or campus environment, career prospects, support/influence of family and friends, wanting the degree and satisfaction with the course despite other problems. Group students most frequently mentioned personal motivation for success (n=) and career prospects (n=). Discussion This study was prompted by early reports that students working longer hours in employment are increasingly disengaged from university life and at increased risk of leaving study (McInnis et al, ; McInnis & Hartley, ). We report some significant differences in the first year experiences of full-time students who are not employed (Group), full-time students in full-time employment (largely -hr/week) with some family/caring commitments (- hr/week)(group ), and full-time students who are primary income earners and primary carers in their households (Group ). Females were more likely to be employed than males and students aged + were more likely to be in part-time employment consistent with the findings of McInnis et al (). First, there were no significant differences amongst these three Groups regarding their involvement in campus sporting/social groups, perceptions of teaching and learning, first semester grades, or frequency of use of email, discussion forums or course websites. The vast majority of students (6-%) were not involved at all in campus-based sporting or social activities which might be a reflection on their busy lives or the various campus environments. Despite use of technology to improve access to staff and course information % of students First Year Experience Conference,
in each Group rarely or never use email and % of students in each Group rarely or never access online course materials from on-campus or off-campus. Importantly there was no significant correlation between the level of connectedness and intention to stay or leave study. Since provision of more flexible ways of learning (e.g. online courses) has been promoted as one response to greater student diversity, it would appear that this strategy should be reconsidered. There were significant differences in the experiences and behaviours of Group students compared with their Group and peers. Group students constitute approximately % of the commencing student population at Griffith. They spend less time on campus, find less stimulation and value in lectures, have more difficulty with motivation to study, and spend less time preparing for and attending scheduled teaching activities. These students were significantly more likely to consider leaving study (especially - year olds). These findings are consistent with those of McInnis et al () and McInnis & Hartley (). The support of family and university friends appear to be critical factors in their persistence at university. It may be the irregularity of their commitments to work and family that characterises the lifestyle of these students. Group students experiences and behaviour vary significantly from their peers in Groups and. A greater proportion of these students consider interactions with academic staff and informal study groups as important for their learning. Whilst reporting lower levels of cognitive engagement in teaching and learning activities, they indicate fewer difficulties motivating themselves to study and derive greater satisfaction from studying. A greater proportion of this group consider access course websites from home important for their study and essential for their learning. They are more likely to be socially isolated on campus making fewer friends and more often keeping to themselves. Members of this Group reported the greatest difficulties in joining and adjusting to university life, but they were also less likely to consider leaving university, often citing personal motivation for success as their reason for staying. These data illustrate the diversity and complexity of the university experiences of our fulltime commencing students. They identify full-time students with part-time jobs and some family commitments as less motivated and at great risk of leaving study. Enhancing the university experience of these students and improving retention rates will require further institutional research over time to identify trends. Moreover, institutions need to define the type of experiences they wish their students to have, and then design teaching and learning strategies to achieve those goals. References McInnis C., James, R. & R. Hartley. (). Trends in the First Year Experience in Australian Universities. Canberra: Department of Education, Training and Youth Affairs. McInnis, C. (). Researching the first year experience: Where to from here? Higher Education Research & Development,, -. McInnis, C. & R. Hartley. (). Managing work and study. Canberra: Department of Education Science & Training. First Year Experience Conference,