The Effect of Previous Qualifications on Students’ Study Behaviours and Outcomes

Abstract

This study explores how highest qualification on university entry and factors like ethnicity, gender, and socio-economic class influence academic performance at Aston University over two academic years (2021/22 and 2022/23). Using data from Aston University, we found that Black students’ diagnostic scores varied across the years, and students with A/AS-level qualifications generally did better than others. Socio-economic factors played a role, especially in the 2022/23 year, and gender differences were evident in 2022/23. We also studied the role of Peer-Assisted Learning (PAL) sessions. We found that more PAL attendance is linked to better final scores. Some modules benefited more from PAL sessions than others, showing the complex links between PAL, ethnicity, and highest qualification on entry. The findings highlight the need for ongoing evaluation and tailored support, especially for underrepresented students.