This paper presents a study called “Academic outcome and tutoring”, carried out by means of a web survey on a cohort of 743 students enrolled in the academic year 2012-2013 in three firstlevel degree courses of the University of Padua. Aim of the study is to measure a set of indicators related to the personal and contextual factors that the literature identifies as determinants of university drop-out and academic performance, and to analyze such indicators within specific scientific-didactic contexts. The study has the objective of identifying the profile of students that could participate in a Formative Tutoring programme (Da Re, 2016), which offers a plan of action to address problems that students face in the transition from high school to university. The study shows significant differences among the three contexts, proving that, in order to be successful, the programme shall adapt to the various needs of the attendees.
EL PRIMER AÑO DE UNIVERSIDAD: UNA ENCUESTA PARA CONOCER LOS ESTUDIANTES Y LOS CONTEXTOS
Da Re Lorenza
2017
Abstract
This paper presents a study called “Academic outcome and tutoring”, carried out by means of a web survey on a cohort of 743 students enrolled in the academic year 2012-2013 in three firstlevel degree courses of the University of Padua. Aim of the study is to measure a set of indicators related to the personal and contextual factors that the literature identifies as determinants of university drop-out and academic performance, and to analyze such indicators within specific scientific-didactic contexts. The study has the objective of identifying the profile of students that could participate in a Formative Tutoring programme (Da Re, 2016), which offers a plan of action to address problems that students face in the transition from high school to university. The study shows significant differences among the three contexts, proving that, in order to be successful, the programme shall adapt to the various needs of the attendees.
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