Factors contributing to postgraduate students working and studying simultaneously and its effects on their academic performance

Chinyakata, R.; Raselekoane, Nanga Raymond; Mphahlele, Ramaredi Regaugetswe Consolia

doi:10.31920/2516-5305/2019/v16n1a4

Cited by 5 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, in this research as in other previous ones (Bradley, 2006;Chinyakata et al, 2019;Vicencio and Banaag, 2019), findings show that those students with financial autonomy, who support their studies with own resources or working full-time or part-time, achieved lower scores in the State Examination than their granted peers (Hossler et al, 2009), regardless of the form of financial aid (need-based vs. merit-based aid).…”

Section: Discussionsupporting

confidence: 59%

“…Beyond this threshold, negative effects may occur (Curtis and Williams, 2002). One of these affects the academic performance (Chinyakata et al, 2019;Vicencio and Banaag, 2019). Bradley (2006) refers to the affectation to students' physical, mental and emotional health caused by an increasing number of hours devoted to work.…”

Section: Financial Independence As Key Element For the Development Ofmentioning

confidence: 99%

See 1 more Smart Citation

Financial Independence and Academic Achievement: Are There Key Factors of Transition to Adulthood for Young Higher Education Students in Colombia?

et al. 2020

View full text Add to dashboard Cite

Autonomy is conceptualized as the need for agency, self-actualization, and independence. Nowadays, financial independence and academic achievement for young populations may be considered as key aspects in the transition to adulthood in response to some contextual demands of different cultural environments. By means of a multi-level model, the present study aims to determine the influence and contribution of factors at individual level (e.g., sex, age, socioeconomic status, family financial support, awarded scholarships, personal finance, student loans) and school level (e.g., program quality, online programs, face to face programs) on the academic achievement of young higher education Colombian students. Data come from the scores of the national standardized academic achievement test administered in 2018 in Colombia. The sample included 234,386 students enrolled in 3,389 higher education institutions in Colombia. After controlling the effects of program quality, and the student's previous academic abilities and socioeconomic conditions, results showed that students with scholarships had higher scores than financially dependent students (those who had student loans) and financially independent students (those who self-funded their studies or who worked during the week) who had low scores in the national standardized academic achievement test.

show abstract

Section: Discussionsupporting

confidence: 59%

Section: Financial Independence As Key Element For the Development Ofmentioning

confidence: 99%

Financial Independence and Academic Achievement: Are There Key Factors of Transition to Adulthood for Young Higher Education Students in Colombia?

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Understanding the selected working-class postgraduates' perceptions of studying and working was essential. As Chinyakata et al (2019) reported this as a common phenomenon that has arisen because of the high cost of living and tuition fees, exploring this cohort of students would provide insight into their situation. The theme that has emerged in this regard is development and growth.…”

Section: Discussionmentioning

confidence: 99%

“…In addition to the difficulties encountered in the search for tuition fees, these students often struggle to balance the pressures from their studies and work leading to poor health and lack of concentration on their studies (Abenoja et al, 2019). The students are likely to fail completing their degrees on time because of stress, fatigue and the inability to meet deadlines for the submission of assignments (Chinyakata et al, 2019).…”

Section: Challenges Faced By Working-class Postgraduates and How They...mentioning

confidence: 99%

Working-class postgraduates’ perceptions of studying while working at a selected university

Rockman

Aderibigbe

Allen-Ile

et al. 2022

SA Journal of Human Resource Management

View full text Add to dashboard Cite

Orientation: The life of working-class postgraduates can be exhilarating and daunting, juggling the commitments of full-time employment and postgraduate studies. Insofar as can be established, little, if any, research has been conducted on exploring the experiences of such students in the Western Cape Province of South Africa. An in-depth investigation is necessary to assist management and academic institutions to support such students.Research purpose: The purpose of the study was to understand the selected working-class postgraduate students’ perceptions of studying while working simultaneously, as well as explore the experiences, challenges and coping mechanisms of the cohort of students.Motivation for the study: The severe financial challenges, psychological burnout and other obstacles that working-class postgraduates face, which often impair their ability to perform optimally in both their career and studies, motivated the research. Therefore, recommendations can be made to management and institutions of higher learning to assist such students.Research approach/design and methods: The study was positioned in the qualitative research paradigm and used explorative single case study research design and semi-structured interview approach to collect data from the research participants. Four-stage content analysis method was used to analyse the interview transcripts, because the focus was on understanding the content and contextual meaning derived from the transcribed texts. Seven themes were identified, namely, development and growth, applicability of knowledge across school and work, time management and planning, drive and ambition, struggles and sacrifices, support systems/services and work–study balance.Main findings: The results indicate that time management skills and planning, drive and ambition, work–study balance and support from employers and family are significant coping factors that promote working-class postgraduates’ success in their careers and studies.Practical/managerial implications: Given the positive role that time management skills and support play in ensuring professional and academic success, the researchers advocate for professional and institutional interventions. Such interventions could be in the education, training and development domain that can ameliorate the effects of conflicting demands of work and postgraduate studies.Contribution/value-add: Initiating the conceptualisation of a coping mechanism model that combines effective management with high motivation and goal setting can stimulate additional empirical-related research towards validating the conceptual model.

show abstract

“…A lot of studies show that these students become overwhelmed with their new environment and struggle a lot to cope with their academic core functions hence leading to high dropouts or low throughput [1,2]. Dropout has been reported to be highest among first year students [3,4] but it continuous to in-crease throughout the degree programme and even more serious at the postgraduate levels [5]. It was worsened by COVID-19 pandemic where all Universities moved from traditional face-to-face teaching and learning to modes such as emergency remote learning and online learning [6].…”

Section: Introductionmentioning

confidence: 99%

Detecting At-Risk Students in an Animal Science Module with Performance Data (Test 1 and 2) from Two Different Cohorts in a Rural-Based University

Fon¹,

Sibanda²

2023

Proceedings of the Focus Conference (TFC 2022)

View full text Add to dashboard Cite

Students' dropout which is often reflected as at-risk students remains a major problem in Higher Education worldwide not excluding South Africa. Numerous factors have been associated with student's dropout such as firstgeneration student pressure, choosing the wrong institution and course, social status at the institution, academic readiness, financial and family commitments and poor academic support. A couple of researchers have also established that early identification of at-risk students with mitigation strategies can decrease dropout. Test-1 (T1) has often been used for quick identification, but this study investigated the potential of adding Test 2 (T2) early to improve exam failure prediction. The study reflected on the role of T1 and T2 in predicting at-risk students (exam failure) in a small class (Applied Animal Nutrition module at a rural-based University). A total of 51 students belonging to cohort-1 (23) and cohort-2 (28) participated in the study for 14 weeks. A hybrid mode of lecture (half online and half face-to-face) was adopted after the relieved of COVID-19 pandemic. A double blinded study was used to avoid biasing the study. T1 and T2 predicted that 19.6% and 35.3% of students were at-risk of failing their exams, respectively. However, the exam failure rate showed that T1 and T2 were able to predict only 15.7% and 29.4%, respectively. T2 was 15.5% more accurate in predicting at-risk students than T1. It was also noticed that cohor-1 performed better than cohort-2 hence need for further investigation.

show abstract

Factors contributing to postgraduate students working and studying simultaneously and its effects on their academic performance

Cited by 5 publications

References 0 publications

Financial Independence and Academic Achievement: Are There Key Factors of Transition to Adulthood for Young Higher Education Students in Colombia?

Financial Independence and Academic Achievement: Are There Key Factors of Transition to Adulthood for Young Higher Education Students in Colombia?

Working-class postgraduates’ perceptions of studying while working at a selected university

Detecting At-Risk Students in an Animal Science Module with Performance Data (Test 1 and 2) from Two Different Cohorts in a Rural-Based University

Contact Info

Product

Resources

About