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Supporting Student Learning Needs in Tertiary Education: Institutional Support Structures Based on the Institutional

Lyndon Lim1, Yan Yin Ho1

  • 1Teaching & Learning Centre, Singapore University of Social Sciences, Singapore 599494, Singapore.

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Summary
This summary is machine-generated.

The Institutional Support Questionnaire (ISQ) and Learning Needs Questionnaire (LNQ) help tertiary institutions optimize resources by assessing student learning needs and perceived institutional support. Findings show institutional support encompasses academic, teaching, and technological factors, aligning with student needs.

Keywords:
higher educationlearning supportquestionnaire validationtertiary education

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Area of Science:

  • Educational Psychology
  • Higher Education Studies

Background:

  • Student support is crucial for academic success in tertiary institutions.
  • Existing tools like the Learning Needs Questionnaire (LNQ) assess student needs, but a complementary measure for institutional support was lacking.

Purpose of the Study:

  • To develop and validate the Institutional Support Questionnaire (ISQ).
  • To assess students' psychological perspectives on institutional support for learning.
  • To complement the LNQ for resource optimization in tertiary education.

Main Methods:

  • Development and validation of the 42-item Institutional Support Questionnaire (ISQ).
  • Psychometric analysis to determine the questionnaire's reliability and validity.
  • Comparative analysis with the Learning Needs Questionnaire (LNQ).

Main Results:

  • The ISQ demonstrated adequate psychometric properties.
  • Four key factors of institutional support were identified: academic competency support, teaching practices, tutors' characteristics, and use of technology.
  • These factors largely mirrored the factors identified by the LNQ.

Conclusions:

  • The ISQ is a valid tool to assess students' perceptions of institutional support.
  • Combined use of ISQ and LNQ enables targeted academic support structures in teaching-focused tertiary institutions.
  • The study highlights the importance of aligning institutional support with identified student learning needs.