Interpreting the first-year experience of a non-traditional student: A case study

Kearney, Judith; Stanley, Glenda; Blackberry, Gina

doi:10.5204/ssj.v9i3.463

Cited by 10 publications

(5 citation statements)

References 14 publications

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“…This finding is consistent with numerous research studies that have reported the transition challenges new university students encounter. Kearney et al (2018) reported that first-year students encountered challenges interpreting nontraditional students' first-year experiences. Javed (2020) reported that first-year students experience difficulty adapting to the university environment.…”

Section: Discussionmentioning

confidence: 99%

First-Year Students’ Challenges and Coping Strategies in Public and Private Universities in Osun State, Nigeria

FABEKU

2024

Innovare J Edu

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The current study examined the challenges faced by first-year students in public and private universities in Osun State. It also examined the coping strategies of first-year students in public and private universities in the state. It further determined if any differences exist in challenges between public and private university students in the study area; it also determined differences in coping strategies between public and private university students in Osun State. These were to provide information on first-year students’ challenges and strategies for overcoming them. The research design for the study was descriptive survey research design. The study population entailed all first-year students in the public university of Obafemi Awolowo University, Ile-Ife, Osun State, and a private university, Oduduwa University, Ile-Ife, Osun State. Purposive and convenience sampling techniques were employed to select 200 respondents from the public university and 150 respondents from the private university among first-year students. A self-developed questionnaire titled First-Year Student Challenges and Coping Strategies Questionnaire (FYSCCSQ), which was comprised of four sections, was used to obtain data from the sample. The instrument was validated using face and content validity, and an Alpha Coefficient reliability of .85 was obtained. Data collected were analyzed using frequency counts, simple percentages, and inferential statistics such as independent t-tests. The results showed no significant differences in challenges between public and private first-year students with (t = .51) and no significant differences in coping strategies between public and private first-year students with (t = .268). The study concluded that first-year students in public and private universities encountered myriads of challenges (Academic, Social, Cultural, and economic), with academic challenges being the prevalent challenge, followed by social, cultural, and minor economic challenges in both public and private universities.

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Section: Discussionmentioning

confidence: 99%

First-Year Students’ Challenges and Coping Strategies in Public and Private Universities in Osun State, Nigeria

FABEKU

2024

Innovare J Edu

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“…There are various approaches to retention that have been suggested including advocating practical applications of theory and enlisting peer mentor programmes to support first-year students (Davis and Taylor 2019). Other actions advocated include academic skills support, first-year advisors and programmes promoting a strong sense of community (Kearney et al 2018).…”

Section: First-year University Experiencementioning

confidence: 99%

Supporting preservice teachers to transition to university through a purposely structured Health and Physical Education subject

Hudson

Franklin

Hudson³

et al. 2022

Learning and Teaching

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Transitioning to university can be challenging for many first-year students. This study focusses on a Health and Physical Education (HPE) subject delivered at an Australian regional university and designed to support first-year preservice teachers training to teach in primary schools. The aim of this mixed-methods research was to investigate if a purposely structured first-year HPE subject could support primary preservice teachers’ confidence to (1) be part of a community of learners; (2) promote success and retention at university; and (3) develop the skills for teaching HPE, specifically, Fundamental Movement Skills. Survey results indicated 90 per cent or more of the preservice teachers’ self-reported confidence across the three areas being investigated. Interview responses highlighted the importance of well-structured coursework and real-world learning experiences in developing confidence for teaching HPE.

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“…In short 'we have gone from a higher education system that serves only a narrow band of people, to a broader, more diverse and more open system' (BIS, 2016, p.7). Whilst in many ways these changes have been welcomed as broadening education to include more people, it also created challenges for establishments whose support networks could not cope with the increased numbers and the diversity of students (Kearney, Stanley and Blackberry, 2018). Support networks within UK universities have traditionally focused on making sure that there was someone on hand to provide academic and emotional support for students (Lusk and Fearful, 2014).…”

Section: Changing He Landscapementioning

confidence: 99%

A home away from home: building an organic online support community for Chinese students using WeChat

Zhou

Wolstencroft

2022

jldhe

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Traditional university support structures have generally been predicated on a ‘one size fits all’ approach that stresses a mechanistic, bureaucratic approach. Support is transactional in nature with students accessing it only when needed. Support focuses on both individual tutorial and centralised mechanisms which have proved effective for only some students. This paper proposes an organic student support system that is based around five features: agility in the environment, a tutor-student partnership, informal two-way communication, a student-led community, the inclusion of a knowledge-hub. The student support system in this article is based around Chinese students at a large UK university who felt disenfranchised by the current support mechanisms, so an alternative model was set up using the group-based instant-messaging social media platform, WeChat. The findings of surveys and interviews with Chinese students demonstrated that the featured organic student support system proved extremely successful and is something that could be replicated with other groups of students in the future in UK higher education.

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Interpreting the first-year experience of a non-traditional student: A case study

Cited by 10 publications

References 14 publications

First-Year Students’ Challenges and Coping Strategies in Public and Private Universities in Osun State, Nigeria

First-Year Students’ Challenges and Coping Strategies in Public and Private Universities in Osun State, Nigeria

Supporting preservice teachers to transition to university through a purposely structured Health and Physical Education subject

A home away from home: building an organic online support community for Chinese students using WeChat

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