Analyzing the Effects of Learning Competency Enhancement Programs for Diverse Student Groups in Higher Education : Focusing on Academic Probation Students, Low-Achieving Students, and Academic Transition Students

This study aims to analyze the effects of learning competency enhancement programs for diverse university student groups and provide practical implications for the planning and operation of student support programs in university settings. Data were collected from 194 participants, including students on academic probation, low-achieving students, and academic transition students. Paired t-tests and Wilcoxon signed-rank tests were used to analyze changes before and after program participation. The main findings of the study are as follows: First, academic probation students showed an improvement in GPA after participating in the learning competency development workshop, and the program satisfaction was high with an average score of 5.87(7-point scale). Second, after participating in the academic achievement improvement mentoring program, low-achieving students demonstrated significant improvements in GPA and self-directed learning attitude, and the program satisfaction(mentees) was considerably high, with an average score of 6.43. Third, academic transition students who participated in the academic adaptation improvement mentoring program showed significant improvements in self-directed learning attitude, and the program satisfaction(mentees) was very high, with an average score of 6.73. This study empirically demonstrates that learning competency enhancement programs for diverse student groups have positive effects. It is expected to contribute to the development of learning support policies and programs within universities.