Factors Contributing to Low Academic Performance Among First-Generation Students in OT

PURPOSE: To explore how first-generation students in occupational therapy perceive their academic self-efficacy, academic engagement, and social integration. Research on the factors contributing to low academic performance among first-gen students studying OT is limited and how these factors impact the students’ academic performance is insufficiently described. Finding ways to improve the academic & social experience for first-gen students in OT will positively influence social change by widening the network of diverse healthcare professionals to meet the diverse needs of an ever-evolving healthcare system.

DESIGN: Explanatory sequential mixed methods design. The total sample included 18 first-gen students in OT through purposeful sampling.

METHOD: Demographic questionnaire, Self-Efficacy for Learning Form, Survey of Student Engagement, and Social Integration Scale, semi-structured interviews. Descriptive statistics were calculated for the participants’ responses to the surveys. Deductive, or a priori, analysis was used to interpret the interview questions.

RESULTS: The participants reported low levels of academic self-efficacy. Many of them frequently crammed for exams and lacked confidence in their ability to use effective study strategies, self-regulate, and adequately prepare for exams. They also demonstrated low academic engagement, particularly in collaborative learning and cognitive development. For social integration, while participants reported positive interactions with their classmates, their experiences with faculty were generally negative.

CONCLUSIONS/IMPACT: This study addresses the research gap regarding factors contributing to low academic performance among first-generation students in OT and explores how barriers related to academic self-efficacy, academic engagement, and social integration can be addressed. By understanding these factors, OT programs can enhance the support and services they offer to better assist first-gen students.

References

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