A quasi-experiment study investigating the impact of Aimhigher summer school and mentoring programmes on disadvantaged pupils’ HE knowledge, attitudes, expectations, academic confidence, motivations, and HE entry rates

Horton, Matthew Stewart (2023). A quasi-experiment study investigating the impact of Aimhigher summer school and mentoring programmes on disadvantaged pupils’ HE knowledge, attitudes, expectations, academic confidence, motivations, and HE entry rates. University of Birmingham. Ph.D.

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Abstract

Over the past two decades successive governments within England have made concerted efforts to reduce inequalities in higher education (HE) participation. This has been supported by HE widening participation (WP) programmes, targeted at disadvantaged pupils. Despite hundreds of millions of pounds (£) of investment, limited evidence on programme effectiveness has emerged, due to a lack of experimental design. This research aimed to address these limitations through the employment of a quasi-experimental design. The research investigated if Aimhigher mentoring, and summer schools improved disadvantaged pupils’ AABs (HE knowledge, attitudes, expectations, and academic motivations); likelihood of entering HE; and if pupil AABs mediated HE entry behaviours.

The research compared outcomes of pupils (year groups 9-13) allocated to a treatment and non-treatment groups (n 4700). Pupil controls (attainment and SES) and outcomes (HE entry) were accessed via the national pupil database. Surveys were employed to measure changes in pupils’ AABs (n 1,275). Both summer schools and higher levels of engagement in mentoring (above 10 sessions) significantly increased pupils’ likelihood of entering HE by up to 115% and 54% respectively. Many pupils’ benefited from the interventions, although pupils with SEND and those of a Black and Mixed ethnicity did not benefit in terms of their likelihood of entering HE. Higher levels of engagement (above 10 sessions) in mentoring significantly improved pupils’ HE knowledge but had little impact on improving other AABs. Summer schools improved HE knowledge and attitudes for some pupils’, although it is likely this analysis was underpowered. Few significant improvements were observed for HE expectations and none for academic motivations. HE knowledge, expectations, attitudes, and academic motivations were found to be stratified by pupil background and were strong mediators of pupils’ HE entry behaviours. All survey measures were found to have test-retest reliability.

All results are indicative, as there were differences in the comparability of the treatment and non-treatment groups. However, dosage and heterogeneity effects provided more robust evidence of an Aimhigher effect. Findings have important practical and policy implications for the design, delivery, targeting, and evaluation of programmes. Aimhigher programme effectiveness can be supported through; a stronger focus on improving pupils’ HE expectations, attitudes, and academic motivation; increasing engagement levels within mentoring (above 10 sessions), and ensuring all pupils benefit regardless of background. It would be fruitful for future research to investigate dosage effects and heterogeneity, as significant effects are unlikely to be visible without such analysis. Quasi-experiments are more suited (than RCTs) to measure the impact of pupils’ engagement within multi-intervention programmes. WP experimental research could be improved via better access to the NPD (matched comparison groups). This would improve the comparability samples, provide a better understanding of ‘what works’ and support faster progress in reducing inequalities in HE participation.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):