The Impact of GRIT scores and Learning Development interventions upon retention and progression – one year on: what have we learnt?

Abstract

This presentation will outline a research project within a UK institution investigating ways to support retention. The project was initiated in 2022 where a measurement of grit was recorded by 424 level 4 students alongside engagement with Learning Development. Learning development is a provision which enhances and fosters independence in academic, study and maths and statistical skills. The project analyses the impact of grit and Learning Development on retention and progression into the second year of study. These findings are important as over the last five years, in the UK, the proportion of students terminating their studies within 12 months continues to be overrepresented by students from low participation areas, mature, black and other ethnic groups and those eligible from free school meals (Hubble et al., 2021). Despite inconsistent use of a term used for this phenomena, Hillman (2021) describes non-retention, non-continuation and non-completion as ‘measures to describe a gap between a learners’ original intention and their situation when they leave their course.’ Reasons for the change in behaviour are complex and first year degree programmes are plagued with the highest rates of drop-out. Although research has been conducted within this area, there is no panacea, and we are no closer to finding a solution to reduce these attrition rates. Duckworth et al. (2007) seminal research relating to retention found that grit was positively correlated with academic success. Grit is described as a non-cognitive trait of passion and perseverance for long term goals (Duckworth et al., 2007). Following on from this research, scholars have examined this concept in different fields including higher education programmes. Christopoulou et al. (2018) systematic review of the role of Grit in education confirmed Grit has an overall score positively associated with various educational outcomes related to academic achievement and retention in education. In addition, grittier students were more satisfied with college, had a greater sense of belonging and engaged in more cocurricular (Bowman et al., 2015). However, Grit divides opinion, Stokas (2015) contention with Grit relates to the solution-based premise that “more grit” will solve societal inequalities. Almeida et al. (2021) research agreed and demonstrated that Grit did not accurately predict first-generation college student academic success, but social capital access to the faculty and staff did. The session will discuss the relationship found between students’ grit scores and retention and how students who attended a Learning Development tutorial are more likely to be retained.

Key take aways

Presenters

• Sheryl Mansfield, University of Northampton, England, UK
• Paul Rice, University of Northampton, England, UK
• Ivelina Cramphorn , University of Northampton, England, UK
• Kate Coulson, BPP, England, UK

Relevant for

Academic teaching staff, Education leaders, Library staff.

Target group

Relevant for all students, but with a specific focus:
Other

Involvement

No specific student involvement.