Traditional higher education provision has never served all groups in society. The ambitions of becoming a knowledge-intensive society and economy hinge on the availability of a highly-skilled, flexible workforce (Vassiliou & McAleese, 2014). STEM education is identified as a priority in Latvia. More students are choosing natural science study programs in the universities of Latvia. Data compiled by the Central Statistical Bureau (CSB) show that, in academic year 2015/2016, enrolment in higher education institutions of Latvia accounts for 84.3 thousand. Similarly as in previous years, social sciences and humanities are dominating among the study programmes – they are chosen by 65.4 % of students. In academic year 2015/2016, enrolment to social sciences and humanities has dropped by 4.0 %, whereas enrolment to sciences and technology has grown by 9.5 %. Although there has been growth in student numbers, but it still is not enough in order to ensure economic needs of Latvia.
An understanding of science and technology is central to a young person’s preparedness for life in modern society, not least because it empowers individuals to participate in determining public policy where issues of science and technology affect their lives (OECD, 2007). As noted in the “Report Researchers’ Report 2014 Country Profile: Latvia” (p.4) the aim is providing high-quality education for all, attracting more young people into graduate – level and postgraduate science and technology studies, and promoting the country’s R&D (Research and Development) and innovation system are part of a key national strategy to shift the economy to more hi-tech industrial sectors. It means there is a general challenge in improving the quality at all levels of education, increasing participation in lifelong learning and improve the currently very low number of mathematics, technology, computing and science graduates (Ibid., p. 7).
In order to achieve the set goals, it should start with bachelor-level studies. There are problems with adaptation to studies and many of the students interrupted their studies in the first year. According M. Clark and M. Lovric (2008) the transition from secondary to tertiary education represents a ‘modern day rite of passage’.
It remains an open question that poses the greatest problems in the adaptation of university students. Are these the level of students' prior knowledge or their ability to adapt to university learning, or teaching methods used by university lecturer? Or among the obstacles that stand in the way of learning for many students are poor study habits, time management, and study skills (Tennen and Hagar 2011)? There is no better way to find out than to ask the students directly if something has helped them to learn and to succeed or has held them back and discouraged them from learning (Bain, 2004).
Research aim: to explore first year students' perceptions of their previous learning experiences at school in the context of their studies at the universities.
Research question: how do the first-year student's previous learning experience at school affects his/her studies at the university.