Intended and Actual Involvement of Commencing First-Year Undergraduate Students in University Activities

Abstract

Students’ involvement in both curricular and extracurricular activities at university can foster a sense of belonging, and support academic persistence and achievement, particularly during the first year. For over a decade, universities have observed diminishing student engagement patterns. These include declining attendance at face-to-face classes and reduced participation in extracurricular activities. We examined first-year undergraduate students’ perceptions of university expectations, their initial intentions for involvement, and their engagement after one semester of study at a campus-based university. A questionnaire was administered to 720 students in their first semester and readministered to 180 of these students in their second semester. While most respondents initially expressed strong intentions to attend classes and utilise campus facilities, actual attendance and involvement levels had declined by the second semester. Class scheduling, peer relationships, and the relative convenience of campus accessibility significantly influenced student involvement. This study provides insights for institutions to develop targeted strategies to enhance first-year student involvement.