Victoria University’s (VU) Block Model structure has improved student retention and pass rates, especially for those from disadvantaged backgrounds, a new study from VU has found.
The Equity through complexity: Inside the “black box” of the Block Model study was led by Dr Jen Jackson and funded by the National Centre for Student Equity in Higher Education (NCSEHE).
The study investigated the experience of the VU Block Model for first year students studying science, technology, engineering and mathematics (STEM) subjects at the university.
It found that the new model of teaching led to a 41 per cent reduction in first-year students who failed STEM subjects. The improvements were even higher for students from non-English speaking and low socioeconomic backgrounds, with fail grades reducing by 45.6 per cent and 46.4 per cent respectively.
The Block Model style of delivery involves students studying one subject at a time in intensive four week blocks and learning in small highly interactive classes.
Victoria University is the first Australian university to implement the learning model. Two other Australian universities have since introduced a variation of the model.
Dr Jackson said the Block Model offers more opportunities for diverse students to participate and succeed at university.
“Students and academics agreed that focusing on one subject at a time makes learning more manageable and reduces students’ anxiety about study,” she said.
“Many students reported receiving better grades than they had believed was possible for them.”
Victoria University Vice-Chancellor Professor Adam Shoemaker said since the first Block Model students graduated at the end of 2020, employers have ranked VU students as having the most employable skills in Australia for 2020 and 2021.
“This research shows that the VU Block Model provides an opportunity for students to be supported and nurtured, leading to improved academic performance, with those from diverse backgrounds having the greatest benefit,” he said.
