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Part of your holistic support ecosystem

Our education partners offer rich student support ecosystems, within which Studiosity is one piece. Thank you to our partners for your due diligence in pursuing analysis of the service and its outcomes. And of course, we always point out that correlation does not equate to causation.

Studiosity-icon-ecosystem

Academic success

0.28-0.99 ↑ GPA

Macquarie University
(Yuceozsoy, 2017)

8% ↑ course average

The University of Adelaide
(Levy, 2020)

0.12-0.44 ↑ GPA

Western Sydney University
(Gill, 2019)

0.92-1.63 ↑ GPA

James Cook University
(Lynch, 2017)

“Very sure that students who seek help do better." Based on a one-way ANOVA test, where P = 0.007, N = 112,465. (Lawrence, 2020)
79-84% of students stated they now better understand how to write academically (Devlin & McKay, 2018)
“Students benefit from this continuous, formative pre-submission feedback on academic writing.” (Brodie, Sachs, Tisdell, 2020)

Wellbeing


Studiosity-icon-set-wellbeing-3


Personal wellbeing UK student population Studiosity users UK Population**
Life satisfaction 14% 27% 27%
Life worthwhile 17% 40% 33%
Happiness 18% 33% 33%
Low anxiety 16% 34% 37%
Personal wellbeing, a comparison of the UK student population, Studiosity users and
the UK population (opposite, top). *** From HEPI / Advance HE, 2019 ** ONS aged 20-24, 2017-18 (Thomas, 2019)

 

"Overall, survey respondents from groups that have poorer experiences and outcomes are over-represented in the survey of Studiosity users compared to the UK population, for example in relation to age, ethnicity, disability and proxy indicators of socio-economic status  - older students, female students, BME students, students who have declared a disability, first-in-family, students who have difficulty finding a quiet place to work, students who are carers, who are employed, and those with commutes of over 45 minutes each way to campus.

"This reinforces the positive benefits of the service to achieving goals relating to widening access and participation, teaching excellence, and institutional league tables." (Thomas, 2019)

“The Studiosity tutors have made me more confident when writing, and have also made me aware of various ways to improve my personal style of writing and communication skills more generally. This improved confidence has improved my wellbeing, as I stress less about essays than before my university provided access to Studiosity.”

Student qualitative response (Thomas, 2019)

Retention

6% ↑ retention

Curtin University
(Hulcup, 2020)

44% more likely to stay enrolled

La Trobe University
(Dollinger, Cox, Eaton, Vanderlelie, Ridsdale, 2020)

16.45% ↑ retention

CQUniversity University
(Veraa, 2019)


Academic Integrity


Giving students the tools to make better choices
The findings suggest that Studiosity positively impacted students, using seven key areas of plagiarism - feelings, behaviour, attitudes, intentions, skills, awareness, knowledge. (Devlin & McKay, 2018)

"Academic skills and study support services such as those provided by Studiosity should be actively promoted to students. The positive impact of the online study services offered by Studiosity underscore the importance of such services in efforts to minimise and prevent plagiarism."

>> Download the research

 

Support ecosystem

72%

of international students subsequently attended uni workshops about assignments after using Studiosity. (Devlin & McKay, 2018)

40%

used the service after hours.
La Trobe University (Dollinger et al, 2020)

"No impact on daytime university services." James Cook University (Lynch, 2017)
"Used by students who had not used any other support service." University of Adelaide (Levy, 2020)

 

 

Students are more confident, and do better,
because it's their own work and learning.

Read our famously stringent 'help not answers' policy:

View Academic Integrity Policy >>

Confidence and self-efficacy

88%

felt more confident completing assignments.
Macquarie University (Yuceozsoy, 2017)

79%

stated improved confidence
(Thomas, 2020)

81%

stated that it improved their confidence.
La Trobe University (Dollinger et al, 2020)

Satisfaction

92%

of students were satisfied in a set of 14,861 feedback interactions. (Brodie, Sachs, Tisdell, 2020)

78%

stated they have referred peers to Studiosity. (Devlin & McKay, 2018)

"Studiosity users were more satisfied with their course overall and in relation to their assessment and feedback than the average respondents to the NSS survey in England. These findings are particularly significant in light of the demographic composition of survey respondents, as particular groups who have poorer experiences and outcomes are over-represented." (Thomas, 2019)

Engaging non-traditional students

More about engagement by English learners >>

 

"The increase in Course Weighted Average for students who used Studiosity compared to those who didn’t
was statistically significant." For students who used Studiosity: 6.13 points higher for Equity students; 4.75 points higher for international students; 5.76 points higher for students from low-SES backgrounds; 14.59 points higher for Aboriginal and TSI students.

Curtin University (Hulcup, 2019)


International students are more likely to have changed behaviour around academic literacy and integrity after using Studiosity.

(Devlin & McKay, 2018)

 
Greatest GPA gains were amongst students with lower entry rank from high school.

James Cook University (Lynch, 2017)

 
Low-SES, commencing, and regional-remote more likely to be users.

The University of Adelaide (Levy, 2020)

 
Significant use by mature and disadvantaged students users.

(Thomas, 2020)

 
References to the studies listed can be found on our Media and Research page:
 
See references and studies >>