Academic performance & student engagement in level 1 physics undergraduates

TL;DR

This study examines the impact of new support strategies on improving academic performance and engagement among first-year physics undergraduates, showing notable increases in pass and progression rates.

Contribution

The paper reports on the implementation of a comprehensive support system that improved student engagement and academic outcomes in a university physics course.

Findings

Pass rate increased by approximately 8%.

Progression rate increased by approximately 10%.

Low engagement negatively affected high-achieving students.

Abstract

At the beginning of academic year 2007-08, staff in the Department of Physics & Astronomy at the University of Glasgow started to implement a number of substantial changes to the administration of the level 1 physics undergraduate class. The main aims were to improve the academic performance and progression statistics. With this in mind, a comprehensive system of learning support was introduced, the main remit being the provision of an improved personal contact and academic monitoring and support strategy for all students at level 1. The effects of low engagement with compulsory continuous assessment components had already been observed to have a significant effect for students sitting in the middle of the grade curve. Analysis of data from the 2007-08 class showed that even some nominally high-achieving students achieved lowered grades due to the effects of low engagement. Nonetheless, academic and other support measures put in place during 2007-08 played a part in raising the passrate for the level 1 physics class by approximately 8% as well as raising the progression rate by approximately 10%.