Constellations 2

Graph 1 shows that 100% of the students felt some degree of anxiety
on Welcome Day as a rating of 1 was not scored. At Level 4, 21%
of students rated their anxiety as the highest (a score of 5), which
decreased at Level 5 to 10%. The level of anxiety at Level 5 showed
that 57% of Level 5 students rated their level as a 3 and 19% of
students rated their level of concern as a 4.
Q2. “Please describe your main concerns”
This question was designed to find out the reasons for the scores in
question 1, add validity, and to capture ‘authenticity, richness, honesty
and candour’ (Cohen, Manion & Morrison, 2000, p. 255), although it
is perhaps difficult to verify honesty. However, as the authors suggest,
these are the ‘gems of information that might not have been caught’
if a questionnaire is limited to closed questions. The main concerns
identified for all participants were time management and achieving
academic success, and in addition, for Level 4 students, making
friends and building relationships mainly because of confidence
issues.
Time Management
Time management was the highest concern. 21 of the 29 level
4 participants (72%) identified this as a main concern. Typical
comments are extracted and presented in Table 2.

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These findings corroborate with the findings in the video where time
management was frequently raised by the filmed students in response
to range of questions. For example, Steve cited it in ‘adverse times’
whilst Hannah cited it as ‘a skill’ she has learnt, commenting; “time
management …I wasn’t great at before; I’ve found it’s had to improve a
lot because of this degree”.
Academic Success/Self-efficacy
Academic success and self-efficacy was the second most significant
finding and it was raised by all students. However, there were
differences in concern between the two levels as presented in Table 3:

The Level 4 students’ answers were directed towards self-efficacy while
the Level 5 students’ answers were directed towards levelness and the
effects of the Level 5 marking criteria on their grades, realising that
critical writing becomes more important. For some students, spelling,
punctuation and grammar were worrying them. However, for Level 5
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students, the most common concern in this theme was carrying out
a presentation on their own (5 from 21 students identified this as a
concern).
However, the video showed how, over time, the filmed students
developed a growth mindset despite them too beginning the course
with low levels of self-efficacy and their worries about doing a
presentation, for example;
Julie, “I wanted to do the degree to prove to myself that I could do
it a first, because I didn’t think I was clever enough... I was always
made to believe I couldn’t do it… Reading and writing essays, I never
thought I’d be able to do that… So, doing the Foundation Degree,
to me, is massive as I didn’t think I could ever do it… I don’t feel
confident getting up and talking in front of people, but I did it [the
presentation] and afterwards I felt good”
Jenny, “I’ve always been told that I’m no good at doing anything so
I wanted to prove to myself that I can…. I know I can do it; it’s just
putting what’s in my head onto paper”
Hannah, “I have learnt academic skills that I didn’t think I could do,
that’s been a nice surprise”
Steve: “…feeling like I’m not good enough to do it or feeling like I
don’t have a certain level of intelligence… finding it getting very tough
closer to the deadline, not feeling that I can do it.”
Steph: “…when I first started, I didn’t think I could do it… but now
I’ve done it, I can’t believe I have… I’m just so much more confident
in myself, I just love that feeling.”
Confidence
Feeling confident in a range of situations such as speaking in a group
was identified as a concern at Level 4 from 5 out of 29 participants.
Confidence was not directly mentioned at Level 5 by any participants.
However, when the filmed students were asked what skills and
attributes they had gained over the course of 2 years, confidence was
raised and deemed as a significant acquired skill which also had a
positive effect on their professional practice:
Steph: “My confidence in myself because when I first started, I didn’t
think I could do it, I’m just so much more confident in myself, I just
love that feeling… now I’m just overwhelmed…”
Hannah: “I think I’ve built my confidence a lot, not just in work but in
other areas as well it has translated.”
Julie: “Building my confidence. The course has built up confidence in
work as well… everything really, a big confidence boost.”
Steve: “…I’m confident to give my opinion about how I think and feel
about what’s right and wrong in my professional life.“
Jenny: “I’ve gained more in confidence, when you’re in a meeting it’s
having that ability to put your hand up and say that now, I believe that
now, whereas before you were unsure so you kept quiet.”
Friendships and building relationships, sense of community
The final significant concern identified in question 2 was made by the
newcomers but not identified as a concern by Level 5 students. The
significant comments are presented in Table 4.

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Level 4: Friendships concerns
“Not knowing anyone on the course”
“Being in a social environment; I struggle with confidence”
“Meeting new people”
“Worrying I won’t make friends”
“Anxious to meet new people”
“Was anxious about meeting everyone”
However, evidence from the video showed that students can and do
make friendships and develop a strong peer support network. This
was discussed in relation to their best moments of the course and in
relation to adverse times:
Ellie: “Meeting new people.”
Julie: “Making new friends and meeting new people.”
Hannah: “It’s been nice to have the opportunity to meet different
people.”
Chloe: “Definitely making all the friends. We’ve got especially close
with two of the other girls who we’re really, really close but everyone.
We’re all so different but because we’re going through the same process
it’s just brought us closer.”
Steve: “Up there is the people I’ve met because looking back there’s
been quite a supportive team, so that’s been good to meet people.
There’s definitely a sense of camaraderie and feeling like we’re all in it
together.“
Steph: “We said to each other, we can get through this, we need to do
it.”
Jenny: “Making friends with everybody, that’s the main thing. If you’ve
got a lot of people around you who can support you. Without the girls,
I wouldn’t be here now.”
Q3. Did the film clips address any of these concerns?
As Graph 2 shows, the video was successful in addressing these
four areas of concern as 47 out of 50 participants agreed that it did
addressed their concerns.

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Graph 3 Count of motivated
As presented in Graph 3, 46 out of 50 students agreed that the film
motivated them as they embarked on their next level of study. It can
be concluded therefore, that the video was successful in meeting its
aim of acting as a motivational tool.
Q5. What did you feel was the most helpful part of the film?
100% of students responded to this question.

As Table 5 shows, time management was the most commented on,
it featured 20 times in the data. This correlates with data which
has identified that time management is the biggest concern for all
students. The second most helpful part of the film was how relatable
the film was to their own situation, as the narratives showed that they
once felt the same concerns as their peers, and the advice given to the
newcomers was notable. One Level 5 student commented that the film
was a “reminder to set time aside each day, wider read, turn off social
media/any distractions. I came home and got a weekly planner the

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next day and started a plan.”
For Level 4 students the second most helpful feature of the film
concerned making friendships and having peer support and this was
an important finding, as using the film to provide an example of a
community of practice was the second aim of the study. Tips and
advice and to wider read scored higher with the Level 4 students than
the Level 5 students and this is to be expected, since the Level 5’s have
a year’s experience.
As the graph shows, the statement ‘The film helped to motivate me’
was scored the highest with all students at both levels, however to
strengthen the results the qualitative data has been extracted from the
questionnaires which provides a more definitive answer. These finding
are presented in Table 6:
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Q7. Describe any information you would have liked the students to
have discussed which was not in the film
The response was significant to the study and the success of the video
as 50% of the students said that they felt it covered their concerns.
Some of the suggestions are displayed in Table 7 which resonate with
time management and achieving academic success. Two of the Level
5 students seem to be offering some advice themselves, for example,
suggesting the video participants could have said when the best time
is to visit the library and advised to make Shadow Visits count. The
latter would have helped the one Level 4 student who wanted to know
how helpful Shadow Visit week was, as highlighted in Table 7.
Q7. Describe any information you would have liked the students to
have discussed which was not in the film
The response was significant to the study and the success of the video
as 50% of the students said that they felt it covered their concerns.
Some of the suggestions are displayed in Table 7 which resonate with
time management and achieving academic success. Two of the Level
5 students seem to be offering some advice themselves, for example,
suggesting the video participants could have said when the best time
is to visit the library and advised to make Shadow Visits count. The
latter would have helped the one Level 4 student who wanted to know
how helpful Shadow Visit week was, as highlighted in Table 7.
The final question in the questionnaire invited the audience to give
the film review a title. 45 students gave a suggestion. All suggestions
were interpreted as that the video imbued its intention: to alleviate the
fears and generate hope and motivation on Welcome Day. Some of the
ideas are highlighted in Table 8.

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Discussion
The pressure and new demands when starting university can evoke a
range of emotions ‘which in turn could have an effect on [students’]
learning processes, identity development and wellbeing’ (Postareff
et. al (2016, p. 442). The authors note that anxiety is classed as a
negative emotion which impacts student performance. As noted in
the Literature Review, feelings of insecurities can re-emerge at Level 5,
therefore seeking to find a way to support such feelings can be viewed
as important and this was the main intention of the video.
The data gathered from the questionnaires showed that 100% of the
participants felt some level of anxiety on the day. At Level 4, the Likert
Scale averaged a score of 4, and at Level 5 a score of 3. At Level 4, the
higher score of 4 is unsurprising since Level 4 students were venturing
into the unknown, often referred to as alienation. Jones (n.d) suggests
that feelings of alienation in HE can be a potential barrier to student
engagement. At Level 5 the lower score of 3 is still a significant one,
since these students already had a year of experience, therefore it
proved useful to find out the reasons for these feelings.
Time management was the main concern of Level 4 students and
as the nature of foundation degrees is to balance study with work
life, this result was not a surprise, particularly as in the Hopes, Fears
and Offers activity, time management is consistently raised as the
biggest fear when beginning the course. Although less significantly,
time management was also raised as a concern by those students
making the transition to Level 5 showing that it is a difficult aspect to
overcome for Foundation Degree students. It seems that there is no
magic formula to solve time management issues, but the data showed
that the narratives helped, for instance one student articulated that she
went out to buy a planner the following day.
The other significant findings were anxieties concerning achieving
academic success and low levels of self-efficacy; in addition, at Level
4, the confidence to make friends. This concurs with the Literature
Review which highlighted that ‘in addition to academic workload
and intellectual challenge, pressure can also be felt to achieve socially’
(Braithwaite and Hirst 2018, p.15).
The findings also showed that 100% of the students found the filmed
narratives helped to address their concerns. One of the main reasons
was because it was relatable and it imbued a sense of achievement and
positivity, which can be viewed as offering students hope in terms of
success both academically and socially. Generating hope is a wanted
result, because as the Literature Review stated, hope helps to develop
a positive self-concept and ‘gradually form personal career goals, goal
achievement skills and belief in achieving the goal’ (Jiang, Tu & Fan,
2016 cited in Lou, Yang, Gong & Lu, 2019, p. 1). Therefore, it can
be concluded that the students connected with the narratives in the
video, which helped to ease their anxieties thus meeting the first aim
of the study successfully.
The second aim of the study was to provide an example of a
community of practice, as peer support within a community is

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important in feelings of motivation (Cox, 2005). The findings suggest
that this aim was met successfully, as the stories showed that there
was a sense of camaraderie in the group; a sense of ‘we’re all in it
together’ as they strived for the same academic outcome. They related
stories which showed resilience and a growth in confidence in a
social, professional and academic context, and over time developed
higher levels of self-efficacy, thus showing an unambiguous example
of personal, professional and academic growth and the events that led
up to it.
The Literature Review highlighted the responsibility of the tutor
in relation to motivation and success, yet the students’ stories
only reflected upon the support of their peers. Similarly, in the
questionnaire, tutor support was only mentioned once, making the
result too insignificant to categorise in the findings. The rationale
noted the concern regarding the disruption of the communities of
practice for EYP and CYP Level 5 groups because of the merging of
their groups. However, this was not identified in the data by any of the
participants. Therefore, the concern noted in the rationale regarding
this situation on Welcome Day was an unfounded one.
Conclusion
Concurring with Haw and Hadfield (2011) discussed in the
methodology, the video represented the modalities of extraction,
reflection, participation and articulation as the filmed students talked
honestly to reflect upon their experiences on the Foundation Degree,
including what they had hoped to achieve at the beginning of their
course, what they had achieved during their two years including the
friendships they had made, and finally what they proposed to do next.
Haw and Hadfield (2011, p.114) use a root metaphor for ‘thinking
about the role of video and the articulation of voice [as] that of
a good pop song.’ They suggest that this metaphor is not used in
a flippant way, highlighting that ‘popular music has been a long-
preferred means of cultural expression for many excluded groups and
a means of protest ranging from highly political to very personal.’ As
the authors suggest, once the song has been produced, it should be
disseminated and used by as many different audiences as possible.
Applying this metaphor to this research project, it is suggested that
the video will have an enduring quality which can be used by a wide a
range of audiences.
References
Armitage, A., Robin, B., Dunhill, R, Flanagan, K., Hayes, D., Hudson,
A., Kent, J., Lawes S., & Renwick, M. (2007) Teaching and Training in
Post-Compulsory Education: Maidenhead, Open University Press
Braithwaite, J. & Hirst, N. (2018) The journey to Graduateness:
Educating Rita In S. Aitken (ed) Using Film to understand childhood
and practice, London: Bloomsbury
Brophy, J. (2010) Motivating Students to Learn 3rd Edition, Oxon:

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Routledge
Burgess, J. & Green, J. (2018) YOUTUBE, Digital Media and Society
Series (2nd edition), Cambridge: Polity Press
Burgess, J. & Green, J. (2009) YOUTUBE, Digital Media and Society
Series, Cambridge: Polity Press
Cohen, L., Manion, L. & Morrison, K. (2000) research methods in
education (5th ed), London: Routledge
Cox, A. M. (2005) What are communities of practice? A comparative
review of four seminal works. Journal of Information Science, 31 (6).
pp. 527-540
Crosling, G., Heageny, M. & Thomas, L. (2009) Improving student
retention in higher education, Australian Universities Review, Vol 51,
no. 2
Fowler, C.J.H. & Mayes, J.T. (1999) Learning relationships from theory
to design, ALT-J 7:3, 6-16, DOI 10.1080/0968776990070302
Gabi, C. & Gabi J. (2018) The Dissertation, a guide for social sciences,
Manchester: Confluence Information Services.
Gravells, A. (2008) Preparing to Teach in the Lifelong Learning Sector,
3rd Edition, Exeter: Learning Matters
Hartley, J. (2009) “Uses of YouTube: Digital Literacy and Growth of
Knowledge,” in J. Burgess and J. Green (Eds), YOUTUBE, Digital
Media and Society Series, Cambridge: Polity Press
Haw, K. & Hadfield, M. (2011) Video in Social Science Research,
London: Routledge
Jones, C.S. (n.d.) Barriers to student engagement in HE: Revisiting
Concepts of Alienation https://www.celt.mmu.ac.uk/ltia/Vol12Iss2/2_
Jones_barriers_to_student_engagement_in_HE_revisiting_concepts_
of_alienation.pdf accessed June 14th 2019
Lave, J. & Wenger, E. (1991) Situated Learning, Legitimate peripheral
participation. Cambridge: Cambridge University Press
Luo, Y., Yang, S., Gong, R., & Lu, C. (2019) Learning performance of
university students from the perspective of positive psychology. Social
Behavior and Personality: an international journal, 47 (3), e7595
Postareff, L., Mattsson, M., Lindblom-Ylanne & Hailikari, T. (2016)
The complex relationship between emotions, approaches to learning,
study success and study progress during the transition to university,
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Roberts-Holmes, G. (2005) Doing your early years research project,
London: Paul Chapman

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Sharp, J. (2010) Success with your Education Research Project, Exeter:
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Peer APsasiuslteAdllLeenarning

Commissioned Project Title:
Implementing peer-assisted
learning (pal) and peer assisted
study skills (pass) schemes in a
college based HE setting
-

Lines of Enquiry - The Trafford College Group’ University Centre is
proud of the diversity of its higher education students. Applicants
are often from non-traditional backgrounds, with alternative entry
qualifications such as BTEC, Access, and Foundation Courses. Many
students are the first person in their house hold to study at university
level, referred to as first-gen students. With decreasing numbers
of traditional A-level applicants and increasing numbers of BTEC,
mature and first-gen students progressing onto our higher education
programmes UC TCG (and other He in FE) institutions are under
pressure to ensure the institution has mechanisms for supporting the
transition to higher education whilst also offering more academic skills
support to prepare students for their studies (Smith 2015).
PAL – Peer-Assisted Learning is an established method of student-
to-student learning and support that offers many benefits to students,
including in the areas of employability, transition, retention, and
attainment (Keenan, 2014). PAL is a safe place where L4 students can
ask difficult questions whilst building friendships, enhancing study
skills and developing studentship. Students delivering PAL are often
referred to as PAL leaders, normally L5 and 6 students. Research
suggests PAL Leader feedback is positive, with many saying it is an
enjoyable way to support students on the same course and to further
their own development
Proposed Methadology

Research and consider PAL case studies and highlight good practice.
Create a PAL strategy that considers research findings and supports the
following SE strategy aims;
-To establish Students as partners in learning to ensure to build their
confidence, independence and resilience.
-To enhance students’ self-belief and encourage learning agency.
-To enable students to work autonomously, enjoy learning relationships
with others, and feel they are competent to achieve their own objectives.

62

Proposed Outcomes
-Develop a PAL programme for UC TCG including CPD programme for
PAL Leaders.
-Trial in HE Arts (diverse L4 cohorts will test the programme).
-Develop scheme of work and activities for PAL Leaders to develop,
ensuring they are supportive, creative in nature and encourage a
collaborative approach to learning and problem solving.
– Develop and deliver PAL Leader training including on-going CPD.
What will be the impact of the research?
The implementation of the PAL programme should support students in
their transition to undergraduate study. In addition attrition should be
improved via increased sense of belonging, improved support network.
Peer assisted learning (PAL) is the term that encompasses a wide range
of concepts and strategies to facilitate learning through planned, active
interaction among peers. Amongst others, Keith Topping, Professor of
Educational and Social Research at the University of Dundee, has written
prolifically on the subject. Topping suggests the equal status of matched
companions offers both students and PAL leaders an opportunity to
develop new transformational skills which are unlikely to develop in
the traditional educational setting. PAL Leaders play a crucial role and
it is important they are appropriately trained to deliver such activities,
if the helper and helped are to gain in achievement. The opportunity to
bring together students from the same or different cultural backgrounds,
achievements levels or social groups is highly beneficial. Studies show
students who develop a higher level of academic development and a
greater level of effort are those who have high levels of social integration
(Bitzer, 2009). Students on the margins of grade bandings as well as those
making little effort to integrate are likely to benefit the most from PAL.
Topping suggests PAL is guaranteed to improve student success.
Positive educational change through dialogue, reflection and interaction
requires planning. To embed such activities they must be embedded in the
undergraduate curriculum. Compulsory activities timetabled in schemes
of work are likely to be well attended. When students are provided with
a choice to attend, attendance is guaranteed to be lower. Research into

63

L4 students commencing their studies at HE institutions confirms that
both social and academic integration are important conditions for
success (Borglum and Kubala, 2000; Tinto and Pusser, 2006). Tinto
(2006) refers to the ‘importance of feelings of belonging in institutional
culture’ as a crucial component in academic attainment.
PAL at the University Centre at TCG
Key features of the implementation of PAL at TCK:
1) PAL Leaders are L6 students, recruited in the final semester of level 5
and trained during induction week in L6.
2) Follow up training sessions and progress reviews with a nominated
member of each teaching team (Course PAL Contact) to check the
health of the initiative and offer PAL leaders opportunity to feedback.
3) PAL leaders are recruited ideally from the same programme or at
minimum the same school.
4) Extensive material to PAL Leaders including planned activities and
schemes of work.
5) PAL Leaders are assigned a group with whom they can build a
relationship with.
6) The PAL Co-ordinator aims to undertake an ungraded, informal
observation of each PAL leader once per semester.
7) PAL sessions are timetabled, academic staff encourage the process
and offer suggestions of guided activities.
The Plan
Given the timing of this commissioned research project, it was not
possible to implement PAL at the TCG University Centre in September
2018. However, considering the key features and benefits, it is possible
to pilot a PAL programme across the three UC Schools. Starting in
Semester two the aims are as follows
1) Recruit two L6 students from 1 programme in each of the three
Schools.
2) Prepare PAL leaders to deliver a short PAL initiative focused on
content deemed beneficial by the Course Leader.
3) Review the pilot, gathering feedback from students who attended the
PAL sessions.
4) Examine the results of student and PAL Leader feedback. Use this
data to inform a PAL strategy for academic year 2019/20.

Annis, L. F. (1983). The processes and effects of peer tutoring Human
Learning, 2(1),39-47. Bargh, J. A., & Schul, Y. (1980)
Ehly, S. and Topping, K. (2009). Peer-assisted learning. New York:
Routledge.
Fuchs, D. (2013). Peer assisted learning strategies. Nashville, TN:
Vanderbilt University.
Breuch, L. (2004). Virtual peer review. Albany: State University of New
York Press.

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