Tracking students to identify 'at risk' attitudes and appropriate engagement practices

Abstract

Over recent years university funding has become an issue of primary concern and in many areas demand for courses has been eroding and competition increasing. Consequently, the identification of students “at risk” and the implementation of strategies to enhance student learning experiences as a means of reducing attrition rates has gained greater relevance for teachers, administrators and students. The aim of this study was to identify shortcomings in teaching and learning approaches and practices that may contribute to placing “students at risk” and to identify strategies to minimise or eliminate the impact of risk factors with the view to improving student retention. The study primarily investigates “students at risk” from the subject level perspective and how more engaging teaching and learning approaches and practices may prevent non-completion of courses. The study identifies four components, namely, confident attitudes, at risk attitudes; student centred approaches and stressed attitudes, which may contribute to non-completion. Approaches that engage and build relationships with students early in the semester may assist in raising student confidence levels, reduce drop out risks and student stress levels.