Improving quality of teaching is part of improving retention: A study of first year students in an Australian university.

Abstract

This study validates Tinto's theory of student departure in a population of continuing first year university students attending an Australian university. Academic and social integration were strongly related to institutional goal commitment in these students who persisted with their university studies. Good Teaching (as measured by the CEQ) showed strong correlations with academic and social integration and satisfaction. Academic and social integration and satisfaction, all contributed to intentions to remain in study. This study indicates that improving the quality of teaching should be one element of approaches to improving first year student retention. The relationships between these dimensions of the student experience warrant further attention, particularly in cross institutional studies and in relation to those who leave study.