4: Analysis of Responses to Non-subjective Items
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Ethnicity
Mode of Study
Full-time/Part-time Status
Place of Residence
Place of Birth
Course of Study
Time of Withdrawal from University
First Member of Family to Attend
University
Course of First Choice
Gender
Language Spoken at Home
Age at Admission to University
Level of Education Prior to University
Entry
Family Situation
Present Occupation
Occupation Prior to University Entry
This study dealt with both non-subjective items such as age, gender and ethnicity and subjective items such as the individual's reason for study at university, opinions on the provision of supporting services, and reasons for students dropping out.
Appendix 4 contains the full detailed statistical analysis of the responses to the non-subjective items. The responses were collated, tabulated and subjected to analysis. Statistically significant results were obtained for some factors.
Ethnicity was one important variable affecting the outcome of the study. Table A4.1 (see Appendix 4) shows that overall non-indigenous students in this sample had a significantly higher 'success' rate than indigenous students (83.3% compared with 59.3%; x2 = 4.70, p < .05). The success rate for both indigenous and non-indigenous students in the sample broadly equated with the university as a whole.
The finding concerning outcome of study and ethnicity, however, is not as clear cut as it at first appears and outcomes need to be viewed in conjunction with mode of study.
In the sample surveyed there was a significantly greater
number of indigenous students studying 'on-campus' than
non-indigenous students (61.3% compared with 33.3%; x2 = 5.81, p < .05), a distribution which
reflected the enrolment pattern of the faculty in the early
1990's. For those indigenous students studying 'on-campus', the
attrition rate was significantly higher than for indigenous
students studying in external mode (49% compared with 25.9%; x2 = 4.25,
p < .05). This outcome for indigenous students is the reverse
of that found for non-indigenous students in the sample, among
whom 'on-campus' students achieved a higher success rate than
those studying in external mode (100% compared with 75%) (see
Tables A4.2, A4.3a and A4.3b).
However, when a comparison is made between indigenous and non-indigenous students studying in external mode (see Tables A4.3a and A4.3b), it is apparent that the two groups of students achieved almost identical success rates (74.2% compared with 75% respectively). This outcome was not apparent when overall success/failure rates of the two groups of students were compared.
While overall, non-indigenous students in the sample had a significantly higher success rate than indigenous students, the virtually identical success rates for indigenous and non-indigenous students studying externally (74.2% and 75% respectively) indicate that, in this sample, the disparity in outcome between the two groups can be attributed to 'on-campus' students.
While it is of considerable concern that 'on-campus' indigenous students perform so poorly by comparison with non-indigenous 'on-campus' students (51% success rate compared with 100% success rate), the almost identical success rates for indigenous and non-indigenous students studying externally, suggests that some factor(s) is operating in relation to 'on-campus' mode of study for indigenous students which needs to be explained. These findings suggest that it is not a lack of ability or persistence among indigenous students per se. Rather, the comparatively unsatisfactory performance among indigenous students in the sample appears to be unique to the 'on-campus' situation.
Although the proportion of indigenous 'on-campus' students in the Faculty of Aboriginal and Islander Studies is now considerably less than it was in the early 1990's (following the offering of Aboriginal Administration in external mode-see Tables 3.18 and 3.20), the problems associated with 'on-campus' study must be understood and addressed as there will always be a proportion of indigenous students who wish to study in this mode. Indeed, it is highly desirable that the faculty strives to maintain a viable on-campus program for Aboriginal and Torres Strait Islander students.
Recommendation 1
In interpreting the findings relating to full-time/part-time enrolment and outcome of study (see Tables A4.4a to A4.5b), the data need to be considered in conjunction with mode of study in the same way as with ethnicity and outcome of study. From Table A4.4a, it can be seen that there was a significant difference in the sample between indigenous and non-indigenous students with respect to full-time/part-time enrolments, with 77.5 per cent of indigenous students studying full-time compared to 54.2 per cent of non-indigenous students (x2 = 5.01, p < .05). However, as already discussed in relation to Table A4.2, the majority of indigenous students in the sample were studying 'on-campus' (61.3%), while the majority of non-indigenous students were enrolled in external mode (66.7%).
Figures from Table A4.4b and A4.4c show that for both indigenous and non-indigenous students, those studying 'on-campus' were almost exclusively full-time enrolments (95.9% and 100% respectively) while part-time study was almost entirely confined to study in external mode (see Tables A4.5c and A4.5d). There were, in fact, only two students in the sample (both indigenous) who studied part-time 'on-campus'.
From this it can be seen that the difference found between the two groups of students with respect to full-time/part-time status reflects, in very large part, the different modes of study of the two groups.
This factor needs to be borne in mind when the outcome of study is analysed in relation to enrolment status. While it is the case that part-time indigenous students in the sample achieved a greater success rate than their full-time counterparts, it is apparent from Table A4.5c that it is not so much a case of outcome being linked to either full-time or part-time status per se, but rather the case that indigenous students studying externally achieved a higher success rate than those studying 'on-campus'. More specifically, indigenous external students-regardless of whether they were full-time or part-time enrolments-achieved success rates in excess of 70 per cent while their 'on-campus' counterparts achieved success rates in the lower 50 per cent range.
For indigenous students in the sample, full-time/part-time status appears to be less important in relation to study outcome than mode of study, with indigenous external students out-performing their on-campus counterparts.
From Table A4.6 it can be seen that there was a significant difference in the proportion of indigenous and non-indigenous students with respect to 'place of residence' at time of enrolment, with 69.1 per cent of indigenous students being from 'out of town' (South Australia country and interstate), compared with 41.7 per cent of non-indigenous students (x2 = 5.98, p < .05).
Overall, the success rate for these 'out of town' students was remarkably similar, with 60.7 per cent of 'out of town' indigenous students achieving a successful outcome compared to 60 per cent of non-indigenous 'out of town' students (see Tables A4.7a and A4.7b).
When 'place of residence' and mode of study were analysed conjointly (Tables A4.8a and A4.8b), a significant difference was found between the two groups, with 100 per cent of non-indigenous 'out of town' students studying externally, compared with only 41.8 per cent of 'out of town' indigenous students (x2 = 11.48, p < .001). While the 'out of town' indigenous students studying externally achieved a 78.3 per cent success rate, the remaining 58.2 per cent of 'out of town' indigenous students who studied 'on-campus' had a significantly lower 50 per cent success rate (x2 = 4.53, p < .05) (see Table A4.9). This compares with 'out of town' non-indigenous students, all of whom studied externally and who achieved a 60 per cent success rate (see Table A4.7b).
While 'out of town' indigenous and non-indigenous respondents in the sample achieved very similar success rates (60.7% and 60% respectively), when mode of study was considered in conjunction with place of residence, it was found that 'out of town' indigenous students studying in external mode achieved a better success rate than their non-indigenous counterparts (78.3% compared to 60.0%). This supports the earlier suggestion that indigenous students may achieve at the same or better levels than non-indigenous students if appropriate modes of study and facilities are available to them.
The success rate for indigenous local South Australia students (metropolitan Adelaide) studying 'on-campus' is very similar to that of the 'out of town' indigenous students who study 'on-campus' (52.9% compared with 50% respectively) and noticeably lower than the success rate of those local South Australia indigenous students studying in external mode, who achieved a 62.5 per cent success rate (see Table A4.10).
For indigenous students in the sample, the mode of study appears to be a more important determinant of outcome than whether a student is from 'out of town' or 'local South Australia'. While 'out of town' and 'local South Australia' students studying in external mode achieved a success rate of 78.3 per cent and 62.5 per cent respectively, the 'on-campus' students (regardless of whether they were from 'out of town' or were 'local SA') achieved success rates in the low 50 per cent range.
A relocation factor (including accommodation difficulties, extra expense and social and family upheaval) has been advanced as being one of the underlying causes for the unacceptable attrition rate among indigenous students studying on-campus. Certainly 65.3 per cent of the 'on-campus' indigenous students are from 'out of town'. However, as the success rate of the 'local SA' indigenous students studying on-campus is only marginally higher than that of the 'out of town' 'on-campus' indigenous students (52.9% compared with 50%), such an explanation appears to have little substance.
Recommendation 2
It would appear to be the case that for indigenous students, particularly those from 'out of town', external study offers a greater opportunity for success than studying 'on-campus'. However, this needs to be qualified as the majority of 'out of town' indigenous students studying in external mode who were included in this study were located in regional centres where study centre facilities are available (Port Lincoln, Whyalla, Port Augusta and Alice Springs).
In the light of what has been said in Chapter 1, it would seem that in the past education institutions such as universities have been unable to recognise the need to meet cultural differences in respect to learning by indigenous students. It is apparent that other more culturally appropriate approaches for indigenous students need to be investigated. Indigenous respondents frequently expressed their concern and resentment that in conforming to the expectations of the university system they were in danger of losing their cultural identity. Many expressed the view that while they want the knowledge and skills that are provided through tertiary education, they are uncomfortable with the sense of alienation they experience within the university setting. As one respondent commented, 'the uni is an assimilation process and so the clash of cultural values etc plays an important part'.
Recommendation 3
The greater success rate among 'out of town' indigenous students studying in external mode, as well as 'local SA' indigenous external students, suggests that study in external mode, where there is adequate back up support through faculty study centres may well be a more culturally appropriate mode of study for many indigenous students.
If they study at home, they are able to study at their own pace, and at times suitable to them. This flexibility means that the pressure of getting to lectures and tutorials at set times, no matter what the circumstances, is removed. A more leisurely, self-directed time frame is able to develop, allowing the students to maintain a sense of greater control and autonomy over their lives. Not only do they remain within their own community and familiar surroundings, but are able to call upon their established support systems when needed. They are able to choose when to attend the study centre for advice and clarification and, very often, these sessions can occur on a one to one basis. The need for this greater interpersonal interaction was stressed by many indigenous respondents in response to later sections of the questionnaire.
Recommendation 4
Recommendation 5
With respect to place of birth indigenous and non-indigenous students did not differ significantly, with 30.4 per cent of indigenous students being born in South Australia compared with 37.5 per cent of non-indigenous students (x2 = 1.98, p > .05). Birth place was not significantly related to outcome for either group of students (x2 = 6.73, p > .05 and Fisher's Exact Test p = 0.61 respectively) (see Tables A4.11a to A4.11c).
When the indigenous sample was examined, according to the courses in which the students were enrolled, the highest success rate was found among students enrolled in bachelors degrees in other faculties (75%) compared to FAIS (62.9%). Non-indigenous students in FAIS Bachelor of Arts achieved a 92.3 per cent success rate (Tables A4.12a to A4.12c). These findings reflect the fact that entry for indigenous students to courses in faculties other than FAIS is more dependent on year 12 results than the special entry programs offered through FAIS. Most non-indigenous students are not admitted through special entry.
Recommendation 6
Time of Withdrawal from University
The Aboriginal and Torres Strait Islander students who had dropped out of their course tended to drop out in the first year. Some 30.3 per cent left the university in the first semester, while another 45.5 per cent left before the end of the first year. Having 75 per cent of the attrition rate in the first year means that the Aboriginal and Islander Support Unit must quickly identify those students at risk and establish positive programs to redress the situation (see Table A4.14).
Recommendation 7
Recommendation 8
First Member of Family to Attend University
There was no significant difference between the indigenous and non-indigenous groups in the proportion of students who were the first member of their family to attend university. Similarly, there was no significant relationship between outcome and whether a student was the first in their family to attend university or not for either the indigenous or non-indigenous group of students (see Tables A4.15a to A4.15c).
Whether the student was successful in gaining entry to the course of their first choice made no significant difference in relation to outcome for either indigenous or non-indigenous students (see Tables A4.16a and A4.16b).
The gender of students was not statistically significant, using chi square analysis, when related to outcome (see Tables A4.17a to A4.17c), although among indigenous students, females out performed their male counterparts (success rates were female 67.5% and male 51.2% respectively). Within the non-indigenous group, males had a marginally higher success rate than female students (87.5% and 81.3% respectively).
For indigenous students in the sample, gender was not significantly related to outcome. However, it was nevertheless the case that female indigenous students out performed their male counterparts.
The language spoken at home was not a significant factor in relation to outcome for either indigenous or non-indigenous students although, not surprisingly among indigenous students, those for whom English was their first language performed better than the English as a second language speakers. Conversely, those indigenous students who reported that they spoke non-Standard English at home had a higher success rate (75.%) than those who spoke standard English (61%) (see Tables A4.18a to A4.18d).
Age at Admission to University
Maturity and life experience are generally thought to increase motivation and persistence. While the results of this study tends to support this proposition among the indigenous students in the sample, age at admission was not found to be a statistically significant factor affecting outcomes (see Tables A4.19a to A4.19c).
The age distribution for indigenous and non-indigenous students within the sample was very similar, with over 50 per cent of both groups of students falling within the 30+ age bracket. Of the indigenous students within this age group, 60 per cent achieved a successful outcome while those who were 40 years of age or older at admission achieved an 80 per cent success rate. The lowest success rate (46.7%) was found among those indigenous students who were less than 20 years of age at admission. When the under 20 and over 40 age groups of indigenous students were compared the difference in outcome approached statistical significance (x2 = 3.60, p < .1). The above finding contrasts with the success rate among the non-indigenous students in the under 20 age group who achieved a 100 per cent success rate.
For indigenous students in the sample, age was not significantly related to outcome. However, it was nevertheless the case that older indigenous students out performed their younger counterparts.
Level of Education Prior to University Entry
When the sample was tested in respect to the highest level of education prior to entry into the university (see Table A4.20a), a significant difference was found between indigenous and non-indigenous students (x2 = 11.98, p < .05). The greatest difference occurred with those students who stated they had less than year 12 level of schooling (40.5% indigenous and 8.3% non-indigenous) and those who stated they had reached year 12 at school (29.7% indigenous and 62.5% non-indigenous). These differences may have been further accentuated if the question had ascertained those who had actually been successful at year 12. Automatic promotion policies in schools may inflate indigenous year 12 figures.
When level of education prior to university entry was related to outcome 68.2 per cent of indigenous students with year 12 level of schooling were found to be successful, compared with 93.3 per cent of non-indigenous students with year 12 schooling. For those students who had reached either year 11 or 12 in secondary school, a 60 per cent success rate was achieved by indigenous students, while their non-indigenous counterparts achieved an 88.2 per cent success rate.
This disparity in outcomes between indigenous and non-indigenous students suggests that steps need to be taken to ensure that indigenous students gain the maximum benefit from their final years of secondary schooling.
As discussed earlier in this report (p. 4), of the small percentage of indigenous students who remain at school to year 12, a high proportion fail to complete this final year of schooling. It is of concern that automatic promotion policies may be inflating indigenous year 12 figures, but may also be placing indigenous students at a disadvantage in relation to post secondary education by indicating an unwarranted level of achievement.
Recommendation 9
When categories were collapsed to allow statistical analysis of the indigenous figures (see Table 4.20e), no significant relationship was found between the highest level of education prior to university and outcome (x2 = 2.44, p > .05).
The 68.2 per cent success rate of year 12 indigenous students in the sample, was not markedly higher than the 56 per cent success rate of those indigenous students with a lower level of prior education, despite the fact that 53.3 per cent of respondents in the latter category had not progressed beyond year 10 at school. Indeed, among indigenous students the most successful group of all (100% success rate) were those with less than year 10 schooling (see Table 4.20c).
The success of these students appears to be due in part to their high level of motivation which saw them access the support services, in particular, the Aboriginal Tutorial Assistance Scheme (ATAS) which gave them the academic support to improve their study skills and gain early academic success in their university studies.
Clearly the non-indigenous students in this sample entered university with a significantly higher level of prior education than indigenous students. However, among the indigenous students, level of education was not found to be significantly related to study outcome when the full range of educational backgrounds was considered. Analysis suggests that indigenous students entering university with a relatively severe educational deficit can succeed in their study if they have sufficient motivation, and make full use of the academic support services provided through the faculty.
The family situation of students at entry to university was not statistically analysed due to small numbers in most categories. However, from Table A4.21a it can be seen that of the indigenous students over half (55.1%) came 'alone'. Respondents in this category indicated that they had neither partner nor children. Other respondents had either partner and/or children with them while studying at university or, as with 5.1 per cent of the respondents, had come on their own to university, leaving their partners and/or children at their permanent home. The most successful of the indigenous students were those who came with partner and children (78.6%), just ahead of those who left their partner and/or children at home and came on their own to university (75%). The lowest success rate was found among those where both partners studied and there were dependent children (40%). The single parents who had sole responsibility for their children had only a marginally lower success rate than those who came on their own to university (50% compared to 51.2%) (see Tables A4.21a and A4.21b).
Among the indigenous students the higher success rates were found among those students who were in a family situation with a partner and so did not have sole responsibility for their children. The relatively poor performance of the indigenous students in the 'alone' category contrasts with the 100 per cent success rate of the 'alone' non-indigenous category.
Recommendation 10
The question relating present occupation to successful outcome (see Table A4.22a) shows that 79.2 per cent of successful indigenous students are presently engaged in some form of study compared to only 27.3 per cent of the incompletes. The figures, however, did not permit statistical analysis.
Occupation Prior to University Entry
When occupation immediately prior to university entry was analysed in terms of outcome (see Table A4.23a), the highest success rate for indigenous students was found among those who had been engaged in some form of post secondary education immediately before entry to university (100% success rate). This contrasts with those indigenous students who came from a work background and who achieved a 53.1 per cent success rate. The finding that indigenous school leavers performed relatively poorly, achieving only a 50 per cent success rate compared to the 100 per cent success rate of their non-indigenous counterparts, is of great concern. However, as discussed earlier in this report, even those indigenous students who had reached year 12 had not necessarily completed this final year of schooling successfully.
The above findings suggest that academic and support staff must recognise that those students who have not studied for some years before entry to university may need to be advised to enter their university studies at a lower level than their special entry test scores indicate.