The landscape of higher education in South Africa has changed significantly with the achievement of democracy in 1994. Pre-enrollment factors: These are aspects that affect students before higher education Post-enrollment factors: These are aspects that affect students in higher education.
CHAPTER 5: DATA PRESENTATION, ANALYSIS AND INTERPRETATION (FIRST SECTION)
CHAPTER 6: DATA PRESENTATION, ANALYSIS AND INTERPRETATION (SECOND SECTION)
DISCUSSION OF FINDINGS
SUMMARY, RECOMMENDATIONS AND CONCLUSION
CHAPTER ONE: ORIENTATION AND OVERVIEW OF THE STUDY
Introduction
Background to the Study
A nuanced understanding of students' experiences is crucial in identifying and theorizing systematized and evidence-informed approaches to the phenomenon of 'at-risk' students in Higher Education Institutions. At students' 'risk orientation meeting', students are given monitoring cards for each of their courses.
Focus and Purpose of Study
Rationale and Motivation of the Study
The literature suggests that listening to the accounts of the experiences of students who are considered 'at risk' of academic failure and who access these intervention programs may be considered necessary to design responsive and evidence-based interventions that effectively meet their needs. (Bridgeland, DiIulio &. Morrison, 2006; Klem & Connell, 2004; Slavin, 2008). My expectation is that this study will increase awareness by providing a more nuanced understanding of 'at-risk' students and the nature of academic support that can meet their needs.
Statement of the Problem
Also, much of the emphasis to date in supporting these “at-risk” students has come from institutional initiatives. There are few studies, especially within a transformational context, on the actual experiences of students identified as “at risk” and subjected to intervention programs.
Main Research Question
Research Strategy
Data analysis method Content analysis, transcribing data, formation of meaning units, condensation of meaning units, categorization and thematics.
Significance of the Study
In summary, this study is significant for prompting cross-cutting issues that are critical for consideration by South African universities implementing students 'at risk' of academic failure. It is significant to understand students' experiences with, and of, the Academic Support Programs in order to reduce student attrition and increase throughput and better support students through successful completion of their studies.
Limitations of the Study
In addition, the study paves the way for possible further studies on the academic intervention experiences of 'at-risk' students on a larger scale and comparative basis, for example, studies that will further engage: identifying strengths and weak intervention programs for 'at risk' of academic failure; identifying and implementing new strategies to improve transition gaps in secondary schools and higher institutions; addressing issues of increased access;
Definition of relevant terms to the study
In this study, at-risk students are defined as those students in any academic year who are at risk of college failure and whose academic performance is unsatisfactory and which puts them at risk of not completing their degrees within the required time. In this study, 'adversity' must be understood as students who are 'at risk' experiencing moments of need, feeling demotivated and encountering struggles and academic difficulties.
Theoretical Framework
- Ecosystem Perspective Theory
- Attribution Theory
The use of Attribution Theory in this study will provide an understanding of how 'at risk' students explain the reasons for their underachievement and how they explain their experiences. The use of Vygotsky's Social Development Theory in this study will provide an understanding of how mentoring provides social interaction in the development of cognition of at-risk students.
Research Design and Methodology
- Research Paradigm
- Identifying the case study
- Data collection techniques
Self-authoring ways of knowing appear to rise from students' willingness to process challenging interpersonal experiences. This study aims to gain a deeper understanding of at-risk students' academic intervention experiences.
Organisation of Thesis
A focus group interview is a planned, relaxed, real-life dialogue between a small group of people about a specific topic (Bloor et al., 2001). For example, using focus group interviews to examine students' experiences of academic intervention can produce data that contain collective meanings about their experiences of academic intervention. In this study, interviewees were able to discuss their perceptions and interpretations of their experiences with the academic intervention.
Summary
- GLOBAL PERSPECTIVES ON ACCESS, THROUGHPUT AND SUCCESS INTERVENTIONS IN HIGHER EDUCATION
- SOUTH AFRICAN PERSECTIVES ON ACCESS, THROUGHPUT RATE AND INTERVENTION STRATEGIES IN HIGHER EDUCATION
South Africa's higher education system has grown significantly in terms of enrollment and made substantial gains (Council on Higher Education, 2010). As noted in CHE's State of Higher Education Report (2009), the system has made significant gains; however, it is observed that the overall performance of higher education is not completely satisfactory (Ntakana, 2011).
A study of students considered 'at risk' among high-performing institutions was conducted at the University of Hawaii Manoa in the United States. This study was a case study of four institutions, focusing mainly on the criteria these four intuitions used to identify, track and monitor 'at risk' students.
PRE-ENROLMENT FACTORS AND BECOMING ‘AT RISK OF ACADEMIC FAILURE IN HIGHER EDUCATION
This is also argued by Dodgson and Bolam (2002), who argue that some universities use the summer and half term terms to prepare students for entry into higher education, with high retention rates. The result of the study suggests the need for a better approach to career education in schools and counseling services that adapt to the social, economic and cultural context.
POST–ENROLMENT FACTORS AND BEING ‘AT RISK’ OF ACADEMIC FAILURE IN HIGHER EDUCATION
- Academic factors linked to poor performance in higher education
- Language as a barrier in higher education
- Non-academic factors linked to poor performance in Higher Education .1 Financial factors in relation to student’s performance
- Family issues related to student performance
- Students’ living conditions and its relation to their performance
- Personal factors in relation to student’s performance
Finance is one of the factors that has a major impact on students' performance in higher education (Zappala & Considine, 2001). I can conclude that access to financial resource in higher education is one of the main factors that compromise students' success.
ACADEMIC SUPPORT PROGRAMMES AS INTERVENTION FOR STUDENTS ‘AT RISK’ OF ACADEMIC FAILURE IN HIGHER EDUCATION
The works of these leading authorities have been influential in the development of various intervention strategies for the academic support of students (Hornos, Hurtado, Fernandez-Sanchez, López-Martínez, Benghazi, Rodríguez-Almendros, & Abad-Grau, 2012). Similarly, Nqadala (2007) notes that student support programs break down barriers to learning and promote effective learning.
Summary
Introduction
Theoretical framework
- Vygotsky's Social Development Theory
- Brofenbrenner’s Ecological Systems Theory
- Attribution Theory
- Chickering’s Theory of Identity Development
The second vector of Chickering's theory is "management of emotions." This is when students can manage their emotions by recognizing them, accepting them, expressing them appropriately and being able to manage them;. The fifth vector is "the establishment of identity." This vector is significant because it embraces development that occurs in the first four vectors (Chickering & Reisser, 1993).
Summary
Here I discuss the research paradigm, research approach, the research field, selection of participants, biographical profile of participants and data collection methods.
Research Paradigm
- Interpretive paradigm
- Comparison between research paradigms: Basic beliefs associated with the major paradigms Basic beliefs Positivist/Post
The implication of this for this research study for the researcher is for the researcher to understand and negotiate, throughout the research process, some awareness that research is an interactive process that is shaped by the researcher's own personal attitude. Therefore, in this study I am guided by a clear understanding that the possibilities of the societal procedures involved in the research process influence what survives as a valid account (Flick et.al. 2004).
Research approach
Qualitative Research approach
- Justification for a qualitative research approach for the study
Third, qualitative research involves fieldwork, which allows the researcher to become familiar with the phenomenon under study; therefore, it must be small and feasible. Finally, qualitative research allows the researcher to describe a situation in rich detail, and readers can draw their own conclusions from the data presented.
Research design
- Justification for a case study research design
This was relevant to this study because I was able to describe the experiences and voices of the participants and become aware of the real meaning in the real context.
Identifying a case study
Each interview session lasted approximately 30 minutes and the interviews were conducted at the end of the second semester. Each participant was given a study participation letter which included a study plan.
Selection of participants for the study
For the selection of the study group, 'at-risk' students were identified from the second year of study to the end of the qualification; therefore, three groups of students were used to collect data: second years, third years, and fourth years. I told the participants that participation was voluntary and that they could withdraw at any time without any consequences for them.
Biographical information of participants
PP7 F Black 21 IsiZulu No Home 1 Rural From a middle class family, mother is a teacher and her role model. PP12 F Black 21 IsiZulu Yes House 3 Urban She lives with her two sisters, her father and her two children.
Methods of data collection
- Table 4: Summary of methods of data collection and analysis Research
- Data collection methods process
- Interviews
- Focus-group interview
- Documents
In this sense, “the interview is not only concerned with collecting data about life; it is part of life itself and its human involvement is inevitable” (Cohen et al. The interview allows the researcher room for further investigation if the answer of the respondent is not clear. The researcher can explain or reformulate the questions if the respondents are unclear about the questions.
Data analysis process
Rule and John (2011) mention that themes are repeated and have characteristic features of participants' interpretations, which characterize particular observations and/or know-how, which the researcher sees as applicable to the research question. It always involves the researcher making choices about what to include and what to discard and how to interpret participants' words”.
Issues of quality in research .1 Trustworthiness
Triangulation is a form of validation, which gives me more certainty about the research. Reliability refers to the stability of findings over time and the use of overlapping methods.
Limitations of the study
Trochim (2006) recommends that researchers should document the techniques followed by checking and rechecking the data throughout the study. In this study, I followed this technique by checking data from documents, in-depth interviews and focus group interviews several times to ensure confirmation.
Ethical consideration
The participants were informed that their participation would not be revealed either in the writing of the report or in the dissemination of the research findings. They were assured that their responses would be treated confidentially and that pseudonyms would be used instead of real names.
Pilot study
Should it be necessary to make specific comments regarding their participation and the information they provide in the research dissemination process, their consent will be sought prior to such disclosure. It also helped me rephrase items in the data collection tools to improve clarity and avoid ambiguity in some items.
Table 5: Improvements on data collection instruments after pilot study
Summary
In what way(s) are students identified and categorized as 'at risk' of academic failure in a School of Education of a South African university? . IV). How do students identified as 'at risk' of academic failure respond to their identification and reporting at a School of Education at a South African university.
Biographical information of participants
Foundation Phase, three Intermediate Phase students, three Advanced Phase students and three FET students). I explained that participation was voluntary and that they could object; those willing to participate were required to sign and return an informed consent form to me.
BACKGROUND INFORMATION ON EACH PARTICIPANT
- Zodwa
- Sabrina
- Zodumo
- Luke
- Nozizwe
- Musa
- Mbali
- Sizwe
- Khethiwe
- Nevan
- Nokuthula
- Busisiwe
Her home language is English and she attended primary and secondary education in an urban area. Zodumo is a 23-year-old female from a rural area who lives with her aunt, who has supported her through primary and secondary school since both her parents died.
Exploring factors as reported by students that has led them to be identified as ‘at risk’
- FACTORS BEYOND THE IMMEDIATE EDUCATION THAT PARTICIPANTS RECEIVE WHICH ULTIMATELY COMPROMISE THE PERFORMANCE OF
- Academic challenges faced prior the university
- The impact of the family before higher education
- CONTRIBUTING FACTORS IN HIGHER EDUCATION INSTITUTIONS WHICH COMPROMISE PERFORMANCE OF STUDENT’S ‘AT RISK’
- The environment as a contributing factor in higher education
- The personal factors to which students attribute their poor academic performances This section relates to how the students ‘at risk’ refer to personal issues that have impacted on
- Academic challenges faced at university level
- Social issues as a challenge in higher education
- Lack of resources for students
Participants cited a lack of time management skills as a contributing factor to their poor performance during their university studies. Participants cited an inappropriate environment as a factor contributing to their poor performance in higher education.
Summary
Notification of 'at risk' status Initial student responses to notification of their academic performance status. Concluding comments on the value of the 'at risk' student program offering (Academic and Supportive) to 'at risk' students.
Introduction
NATURE OF ACADEMIC SUPPORT AIMED AT SUPPORTING ‘AT-RISK’
- Notification of ‘at risk’ status
- Students’ initial responses to being notified of their academic performance status The university’s system of notification of students’ academic standing includes notification
- Stages through which the students experienced when identified as ‘at risk’
- Intervention programme aimed at supporting ‘at-risk’ students
- Current intervention programmes in place to assist ‘at-risk’ students
These quotes suggest that the students experienced shock and disbelief after realizing that they .. were in danger of not completing their degree on time. The University has an Academic Monitoring and Support Program to help and support undergraduate students who are categorized as "at risk" of academic failure, once students are categorized as "at risk" the student is required to attend an intervention support program.
USEFULNESS OF ACADEMIC SUPPORT AIMED AT SUPPORTING ‘AT-RISK’
- Students’ reflection after intervention support
- Participants’ views on how effective they perceived the nature and usefulness of academic support
- WHAT PARTICIPANTS CONSIDER AS A NECESSARY RESPONSE TO SUPPORTING STUDENTS ‘AT RISK’
One of the students from the focus group claimed that the program provided a platform where students shared their challenges and their ways of coping. Most students felt the program was reactive and some felt it came at the right time.
Concluding comments relating to the value of the Academic and Support programme offer to students ‘at risk’
Most participants suggested that the timing of the intervention program missed the essential part of prevention. They emphasized the view that they should have received this support when they felt very anxious, vulnerable and during the transition phase to avoid failure at a later stage.
Data Analysis Summary
Data shows that participants claimed that they felt empowered and motivated by attending the intervention program and that they had a positive attitude towards understanding and accepting 'risks'. Participants claimed that their experiences with the intervention programs offered had a positive impact on their lives.
Introduction
Discussion of results
- Academic factors that compromise students’ performance
- Non-academic factors that compromise students’ performance
- Environmental factors as challenges
- Personal factors
- Students’ approach to personal challenges
- Emotional and psychological experiences caused by identification and notification of
- Psychological stages through which the students experience when identified as ‘at- risk’
- Negative and positive impact of academic intervention programmes
- Positive impact of the academic intervention programme
- Drawbacks of the programme .1 Timing of the intervention
Institutional support is one of the challenges faced by the participants in this study. Freedom could be one of the factors that some students abuse or misuse in higher education.
