Effective learning depends not only on the effort of the student, but also on the environment created by the lecturer and the university. Supporting effective learning is a shared responsibility to which everyone - student, teacher, and university - must contribute.
Student drop-out has been a serious challenge at university level for many years, especially in engineering and computer science, where mathematics play a central role. Despite a range of support measures - from tuition fees to personal counselling - statistics show that the problem is ongoing. A survey was carried out in autumn 2024 to understand why some students do not complete their studies. The goal was to map the factors that support and hinder learning in mathematics and at university in general.
Key findings
The results of the survey painted a complex picture of the learning experience.
1. The learning environment and the role of lecturers
Students' perceptions of the learning environment varied considerably across subjects and lecturers. It appeared that students with other language than Estonian perceived lecturers as less supportive. Emotional and academic support - such as accessibility, understanding and clear instructions - is strongly related to students' motivation and ability to concentrate. Conversely, perceptions of indifference or neglect increase isolation and reduce motivation to learn.
2. Inclusion and learning
Learners are often passive listeners, which is not conducive to effective learning. Many students do not dare to ask the lecturer for help and are not able to explain what they are learning in their own words. Although students' interest in the subject was generally high, they need to be taught and given tasks where they can explain the material in their own words.
3. Anxiety and learning strategies
Female students experienced significantly higher levels of subject-related anxiety. Female learners are also less self-effacing than male learners, who are perceived to be more able to cope with setbacks and less at risk of burnout than female students.
The study also found that students use both effective (e.g. discussing with peers) and ineffective (e.g. dumbing down) learning strategies in a mixed way. This suggests a need to raise students' awareness of effective learning styles and to provide support for their implementation.
4. Motivation and beliefs
Student motivation is a mix of autonomous (motivated by interest and values) and controlled (motivated by fear or guilt) factors. Younger students are more influenced by external factors, suggesting that they need help to make sense of their learning. It was also found that many students believe that anxiety or communication skills are immutable characteristics - such rigid beliefs can hinder help-seeking and progress.
5. Postponing learning and its outcomes
Procrastination, or postponing learning, was common among all students, regardless of gender, age or home language. Procrastination behaviour is associated with lower satisfaction and higher intention to drop out. 19% of students surveyed had thought about dropping out. These students were characterised by higher burnout, lower engagement, more negative beliefs and a low perception of support from their teachers.
What can be put into practice?
The results of the study offer a number of practical guidelines for learners, universities and lecturers.
Lecturers
- Create an emotionally safe learning environment.
- Use active learning methods and model effective ways of learning.
- Provide feedback and normalise mistakes as part of learning.
- Encourage co-learning and discussion.
Students
- Awareness of which learning strategies are effective.
- Develop self-regulation and prevent procrastination behaviour.
- Do not leave yourself alone with your concerns, seek support and use counselling services.
University
- Continue mapping learning support factors on a regular basis.
- Offer support services (e.g. counselling, stress management workshops).
- Make curricula more coherent and support the creation of learning groups.
- Raise awareness of effective learning strategies and emotion regulation.
About the survey
The survey focused on the psychosocial and learning environment factors that affect the learning of first-year students and which of these may predict drop-out. It focused on four subjects, three in mathematics and one in programming, and explored students' experiences both subject by subject and in the context of university studies more generally.
The survey was answered by 492 first-year students, most of whom had just finished upper secondary school and were starting their first university studies. The sample was diverse: 66.5% of respondents were male, 33.5% female and 24% of students spoke a language other than Estonian at home. The questionnaire covered motivational, socio-emotional and behavioural aspects of learning. After completing the questionnaire, learners were given feedback on how their performance compared to the average and recommendations for further action.
The survey was called the STEM - Factors that Prevent and Support Effective Learning. Read more about the survey in Estonian language here.
The activities will be carried out under the European Social Fund programme "Development of the Engineering Academy and IT Academy in Higher Education" within the framework of the Engineering Academy.
The aim is to ensure that higher education and the number of graduates in the fields of engineering and ICT meet the needs of the labour market.
As a result of the activities, the supported areas will increase student enrolment, reduce drop-out rates, increase the number of graduates and match the professional knowledge and skills of graduates with the needs of the labour market.
The period of the activities is from 01.05.2023 to 31.08.2029 for a total cost of EUR 34 048 900.