Typical Support Seeking Behaviour of STEM Students, their Outcomes and Successes

Project leader(s):  Paul Collier Fiona Aiken

• Theme:  Access, Participation and Success
• Project faculties:  STEM
• Status:  Archived
• Date:  April 2021 to September 2025

The importance of personal, non-academic support of students especially in a distance learning environment is well documented in the literature. A HEA report (Jacklin et al, 2007) stated that the way that support is provided and organised is crucial and negative experiences result from delays in students receiving a response. Students indicated that it can be difficult to commence their studies and managing students' expectations versus the realities of life in higher education can be a challenge at the start of a module. In the report recommendations it stated the importance of knowing who to contact, where to go and what support is available. This is backed up further by Simpson, (Simpson, O., 2018) in chapter 3 he states that:

’A good adviser will also use his or her experience and skill to help the student clarify and conceptualize the issue or problem, as well as challenging the student's perceptions when appropriate.’

This project investigated student-initiated interactions with the OU in terms of volume, nature and composition to understand the potential links between the successful resolution of these queries and the students’ academic performance on STEM modules. The investigation focused around the crucial 6 weeks from the final enrolment date through to the submission of the 1^st assignment in a module in 2 consecutive academic years 21/22 and 22/23. 

Data from the academic year 21/22 was examined, from our findings several groups were identified as not performing as well in their initial assignment following a slower response to a query. These results were shared with colleagues in the student support team and the personal learning advisors who offered a coaching service to our students. 

The personal learning advisors contacted students in one of our identified groups, Black students, earlier in the 22/23 academic year than they did in 21/22. The data from the 2 academic years has been compared and recommendations made on the effectiveness of this earlier intervention. 

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