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Using data from completion of a custom questionnaire and prior evidence from the first five weeks, the study characterizes first-semester failure risk as younger age, higher scheduled-class absence, and lower final assessment achievement, alongside reduced quality academic staff relationships.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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factors were used to identify students at risk of failure in the first semester?","Question",{"text":63,"@type":64},"Risk was characterized by younger age, a high incidence of absence from scheduled classes, low academic achievement in the bridging program’s final assessment tasks, and reporting lower quality relationships with academic staff.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What did the first phase of the project find?",{"text":68,"@type":64},"The first phase, based on data collected up to week 5, identified age, academic achievement on initial assessment tasks, quality of peer support, and number of absences as predictors of attrition from the bridging program.",{"name":70,"@type":61,"acceptedAnswer":71},"What research question guided the transition study into undergraduate study?",{"text":72,"@type":64},"The study asked what factors, measurable at the end of a tertiary bridging program, identify bridging students at risk of failure in the first undergraduate 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bridging students at risk of failure in the first semester of undergraduate study  \nRobert Whannell Patricia Whannell  \nUniversity of New England  \nThis study presents the findings ofthe second phase of a project examining the attrition and progression of two cohorts of students ina tertiary bridging program at a regional university in Australia. The first phase of the study (Whannell, 2013) based on data collected up to week 5 of the bridging program identified age, academic achievement on the initial assessment tasks, the level of peer support and the number of absences from scheduled classes as being the factors which predicted attrition from the bridging program. This phase of the study examined a sample of 92 students who subsequently completed a custom questionnaire in week 12 of the tertiary bridging program and then continued into the first semester of undergraduate study. Participants at risk offailure in the first semester of undergraduate study were characterised by being younger in age, demonstrating a high incidence of absence from scheduled classes and low levels of academic achievement in the final assessment tasks in the bridging program and reporting lower quality relationships with academic  \n102 Robert Whannell & Patricia Whannell  \nstaff. The need to initiate interventions to target at-risk students prior to commencement of their undergraduate study is discussed.  \nKeywords: tertiary bridging program, attrition, educational transition.  \nIntroduction  \nA longitudinal research project was conducted at a regional university in Australia examining the attrition and progression of two cohorts of tertiary bridging students for the period from their initial enrolment in the bridging program to the end of the first semester of undergraduate study. The findings ofthe first stage of the study relating to the factors associated with attrition from the bridging program have been previously reported (Whannell, 2013). The principal finding of that report, based on data collected in the first five weeks of the bridging program, were that the primary predictors of attrition were age, academic achievement in the initial assessment tasks, the quality of peer support and the number of absences from scheduled classes. The quality of academic staff support was found to be strongly positively associated with the emotional commitment and academic identity of the participant and negatively associated with scheduled class absence for those participants who dropped out.  \nThe research question that guided the component of the research project targeting the transition from the bridging program into undergraduate study was: What factors, measureable at the end of a tertiary bridging program, identify tertiary bridging students at risk offailure in the first semester of undergraduate study. A focus for the study was to investigate whether the factors relevant to attrition in the tertiary bridging phase are also applicable to the quality of academic achievement during the transition into undergraduate study. A profile of a tertiary bridging student who may be at risk of poor academic performance will be developed.  \nThe tertiary bridging program  \nThe tertiary bridging program in which the participants involved in this  \nIdentifying tertiary bridging students at risk of failure in the first semester of undergraduate study 103  \nstudy were enrolled is conducted at a regional Australian university. It is available for on-campus study only and is completed by the majority of students in one full-time semester. It requires the completion of four courses, including one compulsory course targeting academic skills appropriate for study at the tertiary level. The only restriction on access to the program is that students must not be enrolled in secondary school and be at least 17 years of age at the time of enrolment. No academic restrictions are applied","cbCaivBXBnxEPDbQ","https://ap.wps.com/l/cbCaivBXBnxEPDbQ","pdf",579628,"English","# Introduction\n## The tertiary bridging program\n## Theoretical background informing the study","[{\"question\":\"What factors were used to identify students at risk of failure in the first semester?\",\"answer\":\"Risk was characterized by younger age, a high incidence of absence from scheduled classes, low academic achievement in the bridging program’s final assessment tasks, and reporting lower quality relationships with academic staff.\"},{\"question\":\"What did the first phase of the project find?\",\"answer\":\"The first phase, based on data collected up to week 5, identified age, academic achievement on initial assessment tasks, quality of peer support, and number of absences as predictors of attrition from the bridging program.\"},{\"question\":\"What research question guided the transition study into undergraduate study?\",\"answer\":\"The study asked what factors, measurable at the end of a tertiary bridging program, identify bridging students at risk of failure in the first undergraduate semester.\"}]","Identifying tertiary bridging students at risk of failure in the first semester of undergraduate study | PDF",1792077496]