Not only are some of these students academically disadvantaged, but others also come from low socioeconomic status communities. In data collection, this qualitative study used both individual and focus group interviews conducted with students enrolled in the program in 2006, while another interview was conducted with the SFP student advisor. Experiences related to achievement in SFP emerged as a variety of academic, social, and personal factors.
In contrast, peer support emerged as one of the key performance-enhancing factors among the majority of SFP students. The work described in this thesis was carried out at the School of Science, Mathematics and Technology Education, University of KwaZulu-Natal under the supervision of Dr. Where the work of others is used, it is duly acknowledged in the text.
ORIENTATION OF THE STUDY
After the intention for the study is conveyed, the importance of the study is mentioned and how its outcome can be used to monitor success in the program. South African Higher Education is therefore embarking on a major restructuring initiative aimed at overcoming the inequalities of the past. Motivation for the project is a result of the fact that I was part of the research team in the SFP at the time of the study.
According to the above policy, the vision is to ensure that there is no discrepancy between the output of higher education and the needs of the modernized economy. The University of KwaZulu-Natal will be “demographically representative and redress the disadvantages, inequalities and imbalances of the past” (p.1). The purpose of the research is to gain insight into the students of the Science Foundation.
THEORETICAL FRAMEWORK AND LITERATURE REVIEW
According to Lave & Wenger (1991), learning usually occurs as a function of the activity, context and culture in which it occurs, i.e. Because of these negative social experiences, the cultural orientation of disadvantaged students is often incompatible with that promoted by the educational institution, causing them to experience alienation in the learning environment (Rosa, 2004). According to Vithal and Jansen (1997), a literature review is conducted to provide a framework for the research and identify the area of knowledge that the study aims to advance.
As noted in the introduction, one of the most important debates in higher education is how to expand access to higher education and still ensure success. This study thus sought to determine exactly which factors apply to UKZN SFP students and to what extent these factors influence achievement. A study by the HSRC (Cosser & du Toit, 2000) found that more than a quarter of South Africa's disadvantaged students live in informal settlements and that most of them live in a low socio-economic category.
This may have been influenced by the gap between the education levels of the students and their parents. One of the main authors in the field of motivation, Maslow (In Huitt, 2004) proposes a hierarchy of human needs based on two groupings; deficit needs and growth needs i.e.
RESEARCH METHODOLOGY
Interpretation according to Cohen, Manion & Morrison (2000) involves giving meaning to data from the people's point of view. The study was conducted at UKZN in the Science Foundation Program at the Westville campus. The participants in the study were students enrolled in the program during the year 2006, and I was one of the teachers on the program.
Therefore, Cohen et al (2000) mentions representativeness as one of the important factors to consider when sampling. For this study, students were informed about the nature of the research and had to volunteer to participate in the study. As a secondary source, a spreadsheet profiling UKZN SFP students was obtained from the Faculty of Science office.
Furthermore, a variety of instruments in the study help to improve consistency and the reliability of the findings. This analysis provided some of the answers for the first critical question of this research study. Some of the answers to the first critical question were provided by students during focus group interviews.
An application for ethical clearance was made to the Ethics Committee of the University of KwaZulu-Natal and was obtained before the study began. A significant limitation in the study was the training of students about reflective writing when making journal entries. Some of them simply reported the events of the day/week without thinking about it.
Thirteen students cannot be considered representative enough as there were approximately 140 registered SFP students at the time of the survey.
CHAPTER4
DATA PRESENTATION AND ANALYSIS
After studying the profile of the SFP students, it was then necessary to investigate how this school system affected their learning. The lack of qualified teachers seemed to be a common thread running through most of the schools the students attended. They found it difficult to adjust to the university's academic demands, and most of them complained about the heavy workload that they found difficult to cope with.
Overload seemed to be one of the main academic problems for all students, as they complained that they always have too much to study to prepare for tests, complete assignments, and do homework. Most students from schools with poor resources are not exposed to the use of libraries and the Internet. However, one of the students claimed that she was advised by her mother to do SFP in order to access a Science degree.
Some students expressed appreciation for the academic help they receive from their more able peers. Another form of support that some of the SFP students valued was that offered by the mentoring program. However, it appeared that most SFP students were not aware of the benefits of the mentoring program and therefore did not use this service.
Most of the students had very limited knowledge of this service and therefore did not use it. The students were particularly unhappy with the attitude they received from some of the protesters. This is an important component of the program as it is intended to help students adjust and cope.
The counselors confirmed that there was indeed a lack of enthusiasm to seek individual counseling by some of the students. He was grateful for the fact that he had enough time to access the computer LAN, prepare for his tests, do his homework and write assignments with the help of other students. After missing a few lectures at the beginning of the term, this student finally approached the SR who succeeded in getting him financial aid.
FINDINGS AND RECOMMENDATIONS
Their level of preparedness combined with their expectations appears to be one of the determining factors for their success in the program. Therefore, one of the sources of poor performance of some students in the program can be attributed to parents' unrealistic ambitions. High parental expectations are thus another stress factor for some of the SFP students, as they are exposed to undue pressure to perform even when circumstances are not favorable.
Therefore, they feel intimidated by the intensity of study required in relatively short periods of time. An analysis of the effect of financial factors on student persistence by Braunstein, McGrath &. Because some SFP students associated SFP counseling with HIV counseling, they avoided individual consultations even during times of difficulty.
They also appeared less motivated and did not cope with the academic demands of the program. This implies that peer support is one of the most important factors for SFP students' determination for both their academic endeavors as well as their personal well-being. Due to certain cultural factors and fear of embarrassment, a portion of the SFP students do not use this important facility.
Misconceptions and beliefs about certain counseling services should be openly discussed with students. In addition, counselors need to be informed about different cultural perceptions of what counseling entails. This suggests that rigorous screening of demonstrators may be required to improve delivery.
The discrepancy between the expectations of SFP students and the academic requirements of the program is an additional characteristic that hinders their academic progress.
APPENDIX A
FOCUS GROUP INTERVIEW SCHEDULE
When you enrolled in the first semester, you were divided into groups and assigned classes, and the teaching and learning began. If these experiences were not good, do you think they may have affected your performance in SFP? Some of you have had good experiences during your time at SFP, or do you feel these experiences have improved your learning and performance.
What most rewarding or satisfying experience can you recall that you think helped you learn the most in the SFP. Did you encounter any problems during your interaction with other students and staff on campus as a whole or was everyone helpful. If you did have problems, what kind of problems were they and how did you deal with them?
Have you participated in any form of learning activity (eg tutoring, study group, etc.) in the university community (outside SFP). Do you have any suggestions that you think SFP should make to help students deal with issues that affect their learning in the program.
INDIVIDUAL INTERVIEW SCHEDULE
APPENDIX B
The results of this research study may be published, but my name or identity will not be revealed. To preserve the confidentiality of my records, the researcher has promised to assign me a code number rather than use my name; store all data in a safe place, away from the work environment, and that only she will have access to the information with my identity. There will be no payment for participation in the study apart from my travel expenses to the venue.
APPENDIX C
SAMPLE STUDENT REFLECTIVE JOURNAL ENTRY
APPENDIX D
ETHICAL CLEARANCE
