Twenty-fifth International Conference on Learning

Abstract

Considerable research has been undertaken to identify issues that impact on successful student transitions from high school to university, because these issues are significant to the student experience, student retention and student outcome. However, high achieving students in their final two years of high school also have opportunities to study towards a university degree while continuing to complete their high school studies through accelerated transition programs. This research involved a preliminary study of final year high school students enrolled in an Integrated Learning Pathway (ILP) at a regional university in Queensland. Data on the students’ reasons for enrolling in the ILP, and their self-perceptions of personal literacy and numeracy capabilities was obtained through before and after questionnaires provided to students prior to and at the end of their ILP course work. Results from the study indicated students enrolled in the ILP program because the area of study interested them, and half of the students also felt the program would support their employment opportunities. Students scored themselves highly in the prior to course work literacy and numeracy capabilities questionnaire. However, data from the end of course work questionnaire indicated students’ confidence about their personal capabilities was not as high in a number of areas. Findings of the study suggest ILP students could benefit from academic skills support during the program to maintain and continue important levels of personal confidence, and literacy and numeracy capabilities when they leave high school and transition to university.