How first year students perceive the fit between secondary and university education: The effect of teaching approaches

This study focuses on the effect of teaching approach in the first period in the first year of university on the perceived fit between secondary and university education and achievement. Teaching approaches were examined through interviews with 24 university teachers and analysis of prospectus information within seven undergraduate programs. Qualitative analysis resulted in three different categories to teaching: an approach that is mostly student‐centered, an approach that is combination of student‐ and teacher‐centered teaching, and an approach that is mostly teacher‐centered. The perceived fit was examined through a questionnaire, among 688 first‐year students in the seven undergraduate programs. Structural equations modeling showed that as teaching approach is more student‐centered, students are more satisfied with the fit between secondary and university education, which has a positive effect on achievement in the first year. Theoretical and practical implications of the results are discussed.