CHAPTER ONE: ORIENTATION AND OVERVIEW OF THE STUDY
5.4 Exploring factors as reported by students that has led them to be identified as ‘at risk’
5.4.2 CONTRIBUTING FACTORS IN HIGHER EDUCATION INSTITUTIONS WHICH COMPROMISE PERFORMANCE OF STUDENT’S ‘AT RISK’
5.4.2.1 The environment as a contributing factor in higher education
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5.4.2 CONTRIBUTING FACTORS IN HIGHER EDUCATION INSTITUTIONS WHICH
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“I didn’t give myself enough time, didn’t get to lectures on time, it is laziness, even though I promise myself to change, but I can still see myself doing the same thing. Even though I attend the support programme, I haven’t changed, haven’t dealt with it but I think I am getting there”.
Focus group
From this data set, it seems that two important factors contributed to students’ poor performance within higher education. The first relates to the context of self-organisation that was lacking.
These students were accustomed to constant reminders from both school and home. They were used to a system that was structured for them to adhere to the time. At university, these supportive systems are absent and students had to adjust to independent systems of managing their time. The second relates to the context of procrastination. These students underestimated the work load and they kept delaying completion of tasks which became then burdensome;
consequently they failed to cope academically. This finding confirms Attribution Theory which reflects students attributing their failure to factors which they could control themselves, such as procrastination, failing to submit work on time, not being punctual at lectures and not giving themselves enough time for their studies. This theory further illustrates the presence of causal factors that were within themselves such as procrastination and failing to manage time, which can contribute to a students’ poor performance.
Incorrect registration and wrong modules selection
The participants referred to incorrect registration and wrong modules selection as a contributing factor that compromised their performance whilst at university. At the beginning of each academic year, the university offers an orientation programme aimed at enlightening and inducting first year students with necessary information before registration. Failure to attend the orientation programme results in students finding difficulty in selecting the correct modules.
Some of the students who experienced registration and wrong module selection indicated the following:
“I took demanding modules and the load was too much; when I realised that I have a heavy load then it was too late to change the curriculum. Then I failed one of the modules.” Musa
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“I actually became ‘at risk’ because I did not deregister two modules on time. When I went to admission office they said it was too late, but in my statement it shows that I failed because I did not write these two modules but I also saw that my credits were low.” Busisiwe
From this data set, it seems that three important factors contributed to students’ poor performance within higher education. The first relates to registering for the wrong modules and for overly demanding modules. Some students felt challenged by certain modules; some by the number of modules per semester. Students experience difficulties in choosing relevant modules at entry point in higher institutions. Some register for a module but lack the knowledge required about each course; they underestimate the demand of each module and find themselves not coping with the load. The second relates to the context of students failing to observe and adhere to the due dates such as deadlines for change of curriculum. As much as a university places notices across campus and on university website/notices, students often do not read information and they miss the opportunity to correct their registration errors. This consequently results in incorrect modules being shown in their academic records. These modules reflect as a fail when the student did not actually write the exam for the module for which they had not deregistered.
The third relates to students registering or attending fewer modules per semester than required.
They realise too late that they took insufficient modules for the semester and end up with an insufficient number of credits; this ultimately delays their degree completion. This is because some students do not familiarise themselves with the number of credits required for each semester and end up being ‘at risk’ of academic failure. Students attribute their failure to their actions; they lay the blame on themselves for registering for demanding modules, too many modules and/or failing to adhere to the dates set for deregistration. This results in their studies being compromised. The biographical data shows that students registering for too heavy a load and incorrect modules are experienced not only by first year students but across all year groups.
Choice of wrong career path
The participants referred to the choice of the wrong career path as a contributing factor that compromised their performance whilst at university. After completion of their school programme, some students are disappointed by their matric points so they end up registering for
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an available course. Some at first are attracted by the status of the degree but change their degree later because of academic demands. Literature suggests that from the point when students make career choices, through induction and throughout the study period, they need directions such as career guidance, academic support and pastoral support (Quinn et al, 2002). In this study most participants confessed that the teaching profession was not their first choice but they chose teaching due to reasons ranging from individual circumstances to their low matric points which precluded entry to other degrees. Choice was also influenced by friends and parental advice.
Some of the students who experienced registration problems and wrong module selection indicated the following:
“One thing that affected me was the fact that teaching was not my first choice so I was turned off by that; then spoke to my mum about it, then focused on the issue that sport science was my major subjects but still have to pass these other modules. It’s about mental battle because of the choice of career.” Luke
“I wanted to do pharmacy, I started at Westville then they counted my points then told me that my points are low for Pharmacy, I then registered a science course which was going to lead me to do pharmacy but also I did not reach the points. I then changed my career and transferred to teaching, it was not my first choice but when I came I didn’t think that I will fail.” Nokuthula
“After dropping out from Medicine, I taught/ facilitated first aid course in the army and it was assessed externally, students got very good results. My friends actually told me that I am good at teaching and may need to consider teaching career but teaching was not my first choice”.Musa
From this data set, it seems that three important factors contributed to students’ low performance within higher education. The first relates to the context of taking teaching as a career because they failed to meet entry requirements for other degrees. The second relates to students taking teaching as a career because they failed to cope with the academic demands of other degrees and transferred to the Bachelor of Education course. The third relates to students registered for the Bachelor of Education degree but struggling to accept teaching as their career. In the above
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cases, the evidence is that for some students teaching was never their first choice. Some students were convinced by family or friends and they experienced the mental battle of accepting the career that they did not intend to pursue. This external motivation directly impacted on their performance. Attribution Theory helps one in this study to understand why students shifted the blame of their failure to a difficult task (just as pharmacy and medicine are seen as difficult) and placed the responsibility on external factors that then led to their unsatisfactory performance.
Students attributed their failure to internal factors such as the mental battle resulting from accepting teaching as their career choice, which negatively affected their performance. Some students attributed their failure to ignorance; since they were refused entry to other degrees because of matric points and they then opted to study the Bachelor of Education degree assuming they would not experience academic difficulties.
The participants referred to making wrong career choices as one of the factors that contributed to their studies being compromised. Students stated that before they enrolled for a degree leading to teaching as a career they did not get proper guidance about career choices. Some were not accepted into their first choice of programme. They ended up taking teaching just to get access to higher education. After registration some realised that they had chosen the wrong career path (that of teaching) and struggled to cope academically. These findings concur with the view of McInnis et al. (2000), indicating that access to a programme is influenced by several factors including that of family, peers and availability of places within institutions of higher education.
These contextually related factors have been known to lead to poor academic performance and student drop-out. McInnis et al. (2000) further argue that making wrong choices was a key factor in withdrawal and non-completion. It seems the most important factor in poor career choices that contributed to students’ low performance within higher education related to the context of lack of proper career guidance at school level. Some students completed their secondary schooling not knowing which career would be suitable for them. While parents, family, teachers and friends may suggest suitable careers, they do not necessarily provide proper career guidance in accordance with the student’s capability and student’s interest. One student attributed his failure to his lack of interest, which was a personal factor whereby which only he had the power to change. This is confirmed by Attribution Theory which highlights the view that the causes to
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which we attribute the behaviour of ourselves or others influence our future performance. It further illustrates that any career guidance may contribute to a student’s performance.
In the above cases, it is clear from the participants interviewed that this problem did not start at university but rather at secondary school where some chose a career for the wrong reasons. Data shows that students from both disadvantaged and advantaged areas depend on the school and parents (outside factors) for career guidance. Some students from urban and township areas are exposed to career information from the internet and library, where they can take the initiative and do research. However, some students from disadvantaged backgrounds do not have access to information and depend exclusively on the school, community and parents to guide them. Data shows that both the school and higher institutions have a role to play in terms of guiding students to choose their careers before they register for any course.
Difficulty in adjusting to university academic life
Some participants referred to the difficulty in adjusting to academic life as a hindrance. The big gap between secondary school education and higher education is shown by the way students struggle to adjust to university life. Teaching style, academic demands and lecturer expectations are contributing factors which compromise a student’s performance. Some students enter higher education lacking basic skills, fail to adjust to the unfamiliar approaches to teaching and learning, struggle with aspects of the academic discipline, fail assessments and feel unable to ask staff or peers for help (Yorke & Longden, 2008).
Students in this study did allude to some of the difficulties experienced in adjusting to university life as indicated in the following comments:
“The school did not prepare me for university at all because I struggled to write an assignment when I came to university. Lecturers don’t spoon feed you like teachers do at school”.Busisiwe
“I remember when I didn’t get a DP; I went to the lecturer and asked what is meant by DP. I tried to convince her that if she allows me to write I can even get 100%, she said you are not
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allowed to write and you can’t get that mark because it also form your course mark.” Focus group
“My first year after matric, I did a gap year which I took because Central Applications Office lost my forms. I took a gap year which did not benefit in any way except my self-esteem; then decided to study a year after. It was hard to adjust from doing nothing straight to higher education.” Luke
From this data set, it seems that two important factors have contributed to students’ low performance within higher education. The first one relates to adjusting to university academic life. University academic life seems to be quite different from that of school, and as indicated earlier, work demands, independent learning and lack of supervision (as experienced differently in their school education) are recurring aspects as factors impacting on student progress in their higher education studies. Some students adjust quickly to the demands of the new learning context and others take longer. Those who take longer to adjust risk poor academic performance, hence the length of adjustment time needs introspection, with further insights on what might hasten the adjustment time, is an important consideration in student academic performance.
The second factor relates to knowledge and understanding of university rules and regulations. As much as all students are given the handbook which explains all terms and rules of the university and for each degree, some students do not read information or understand the consequences of rule violations that impact negatively on their academic performance. Assumptions about written rules and the belief that students can make sense of these rules are points of concern as related to student progress. The simple example of DP (Duly Performance) refusal demonstrates this concern. While students may know of the concept of DP from the rules and regulations of academic engagement, the calculations and understanding of the consequences of not obtaining a DP may not be apparent to the student. Students however, tend to react when it is too late to do anything about it (usually at the time just before the examination commences). This lapse may then have implications for the students’ academic progress but may not necessarily relate to their ability to cope academically.
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Lack of responsibility
Within this category of data presentation and analysis, the participants referred to lack of responsibility as a contributing factor that compromised their performance whilst at university.
When students enter higher education institutions, they do not realise how much their behaviour and conduct can impact on their studies. Some act irresponsibly and underestimate the consequences. In support, Thompson & Geren, (2002) suggest that students who are failing to take responsibility may show signs of irresponsibility such as absenteeism from lectures, failing to hand in assignments or meet deadlines. This is shown in the statements that follow:
“It was me who messed up because I didn’t know that if I don’t submit my assignment on time I will fail”. Sabrina
“The lazy attitude of attending classes let me down; sometimes I will wake up late and miss lectures then I struggled to catch up.” Focus group
Second semester I went to my sister’s wedding abroad and it took me time to get out of that mood and excitement of going abroad; I didn’t meet deadlines for my work.” Focus group
In this area, it seems that three factors contributed to student’s underperformance. The first one relates to the lazy attitude which compromised their performance. When students miss lectures, they are automatically behind and that results in their studies being compromised. The second one relates to students being ignorant by not adhering to deadlines to submit their task, which ultimately results in the loss of marks and DP. In such situations, students do not realise how their own behaviour impacts on their studies. The third one relates to irresponsible behaviour whereby students are overwhelmed by the situation and fail to prioritise their studies. These findings are in line with Attribution theory, which states that behaviour remains meaningless until we attribute a cause for that behaviour and the cause to which we attribute the behaviour influences our future performance (Heider, 1958). When students fail to submit work on time and miss classes because of laziness, or show irresponsible behaviour, they do not realise the
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impact of that behaviour until they fail. These students lay the blame on their inappropriate behavior, which leads to their status as being students ‘at risk’ of academic failure.
5.4.2.2 The personal factors to which students attribute their poor academic performances