The academic experiences of Grade 12 top achievers in maintaining excellence in first-year university programmes

Mahlangu, T.; Fraser, William

doi:10.20853/31-1-812

Cited by 7 publications

(5 citation statements)

References 11 publications

(10 reference statements)

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“…Within the broader context of South African public higher education, success and retention are major concerns, particularly at UNISA with its large student numbers (Department of Higher Education and Training, 2012). While research into early student experiences is well-established in the South African higher education context generally (e.g., Kahu & Nelson, 2018), the specific context of distance education is still an emerging focus (e.g., Mahlangu & Fraser, 2017). As such, this study explored the factors impacting students' distance learning adjustment experiences through a mixed methods questionnaire of 320 students at UNISA, providing a clearer understanding of distance learners' firstyear experiences.…”

Section: Introductionmentioning

confidence: 99%

Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa

Mittelmeier

Rogaten

Long

et al. 2019

IRRODL

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Much research in face-to-face contexts outlines the importance of early adjustment on students’ higher education experiences. However, few studies have replicated this research in distance learning contexts to unpack the early multifaceted adjustments associated with studying in absence of a physical campus. This is particularly needed from a Global South perspective, where countries like South Africa have become regional hubs for distance learners. To explore distance learners’ adjustment experiences, this study analysed results from a Student Adaptation to College Questionnaire (SACQ) with 320 distance learners at the University of South Africa, mixed with qualitative thematic analysis of open-ended questions. The results outlined key factors that impact distance learning experiences for students in South Africa, including demographic variables, class, language, and access to resources. These findings, compared with similar work in face-to-face contexts, suggest areas in need of additional support from distance education providers in South Africa and beyond.

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Section: Introductionmentioning

confidence: 99%

Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa

Mittelmeier

Rogaten

Long

et al. 2019

IRRODL

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“…212 ISSN 1927-6044 E-ISSN 1927 academic performance has been found to relate to motivation (Everaert et al, 2017;Mahlangu and Fraser, 2017). Motivation is commonly broadly categorised into intrinsic and extrinsic motivation with intrinsic motivation appearing to contribute more to success at tertiary studies (Arquero et al 2009;Everaert et al 2017).…”

Section: Published By Sciedu Pressmentioning

confidence: 99%

“…It is therefore imperative to identify and eliminate this expectation gap, otherwise students will fail to bridge this gap and therefore limit their chances of success (Acquero et al 2009). This study's objective is to identify the motives, expectations and preparedness for higher education of first-year accounting students enrolled for an accounting degree at UWC (Everaert, Opdecam and Maussen, 2017;Mahlangu and Fraser, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Motives, Expectations and Preparedness of Learners Embarking on An Undergraduate Accounting Degree in South Africa

Jansen

Williams²,

Latief³

2022

IJHE

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University success is impacted largely by the successful transition of students in their first year. This study’s objective is to identify the motives, expectations and preparedness of first-year accounting students enrolled for an accounting degree at the University Of the Western Cape (UWC) for higher education. Students’ motives, expectations and preparedness for higher education have been found to impact their success in their tertiary studies. A quantitative approach was used for this study. A questionnaire was administered to first-year accounting students at UWC during the first lecture of their first accounting module. Descriptive statistics was used in order to analyse the data obtained from the questionnaire. The findings include that students’ time commitments were aligned to that proposed by the university, that they were motivated by a mixture of internal and external factors and that they expected to grow intellectually as a result of studying B.Com (Accounting) at UWC but did not expect to develop better social skills. Educators should acknowledge the importance of and incorporate initiatives to develop the interpersonal skills in the training of accounting graduates. The study contributes to understanding the first-year experience of students studying at a historically disadvantaged institution in South Africa.

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“…The under-preparedness of first-time entering students results in an inability to adapt to unfamiliar pedagogies and new and challenging assessment requirements, preparing notes, and dealing with a heavy workload, applying effective study techniques, and planning and time management skills, and to cope without family support (Mahlangu & Fraser, 2017;Nyamupangedengu, 2017). The learners' inability to adapt to the demands of higher education is referred to as the 'articulation gap' and has been identified as a key factor for student failure and drop out, especially for students from disadvantaged educational backgrounds (Council on Higher Education, 2016).…”

Section: Under-preparedness Of Learnersmentioning

confidence: 99%

Business Education Learners in the Further Education and Training Phase: Towards the Development of a South African Readiness Model to Strengthen Learnersâ€™ Academic Performance

McGhie¹,

Venter²,

Reis³

2020

JSAA

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African and coloured students continue to perform poorly both at public schools and institutions of higher learning. There are two main reasons for their weak performance -a lack of literacy and numeracy skills, and being under-prepared. This article reports on two findings of a study that was conducted at two high schools in the Western Cape Province. The one high school was a quintile 1, and the other a quintile 4 school. The study aimed to implement intervention strategies over a threeyear period for Grade 10 to 12 learners in the business-related subjects, Accounting, Business Studies, and Economics. The objective was to develop a readiness model that public schools in South African could use to overcome the challenges so that learners could be equipped with a strong foundation in their primary schooling. The study was situated within a critical education science paradigm and used a critical participatory action research design. Two groups of 30 learners formed the main research participants. Interventions strategies were implemented with the learners when they were in Grade 10 in 2017, in Grade 11 in 2018, and in Grade 12 in 2019 The results show that both groups of learners did not have an adequate rating of 50% and more subject content knowledge and skills when they arrived in Grade 10 in 2017 in all three subjects, and they did not manage to obtain a 50% or more rating in the three subjects in their final examinations at the end of Grade 12 in 2019. Based on the four key principles of the readiness model, recommendations are proposed that would assist public schools to develop and support the learners during the early childhood and foundation phase so that a solid foundation in literacy and numeracy skills could be laid.

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The academic experiences of Grade 12 top achievers in maintaining excellence in first-year university programmes

Cited by 7 publications

References 11 publications

Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa

Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa

The Motives, Expectations and Preparedness of Learners Embarking on An Undergraduate Accounting Degree in South Africa

Business Education Learners in the Further Education and Training Phase: Towards the Development of a South African Readiness Model to Strengthen Learnersâ€™ Academic Performance

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