Understanding the pre-entry attributes and adjustment experiences of the 2019 first-year undergradua

Understanding the pre-entry attributes and adjustment experiences of the 2019 first-year undergraduate students at the University of the Western Cape

Winston Middleton

...

and what happens in-between

UNDERSTANDING THE PRE-ENTRY ATTRIBUTES AND ADJUSTMENT EXPERIENCES OF FIRST-YEAR UNDERGRADUATE STUDENTS AT

THE UNIVERSITY OF THE WESTERN CAPE

Winston Middleton

winmid124@gmail.com

University of the Western Cape December 2022

To cite information from this report, an acknowledgement of the source is required: (Research topic: “Understandingthe pre-entry attributes and adjustment experiences of first-year undergraduate students at the University of the Western Cape” Ethics Ref. No. HS18/10/2).

Project Leader: Prof Pamela Dube, Deputy Vice-Chancellor – Student Development and Support

Principal Researcher: Mr Winston Middleton

For permission to access data from the report, contact: Ms Nazrana Parker, University of the Western Cape.

Email: nparker@uwc.ac.za

Executive Summary

Do we really know and understand the first-year students who enter our campus each year with their dreams and career aspirations? The central knowledge focus of this research project is student entry and engagement, and factors that could contribute to optimal learning and success. By demonstrating how to collect reliable information to profile students, universities could intentionally mitigate the challenges and blind spots, and reinforce the positive attributes.

Chapter 1 provides the background, aims and theoretical orientation of the study. Data gathered in January 2019 from questionnaires completed by 2600 first-year undergraduate students is presented in Chapter 2 The questionnaires encompassed school-, family- and university characteristics. Interviews were conducted with 51 first-year students during the second semester of the same year. This data is presented in Chapter 3. The interviews focused on their social- and academic integration during the first semester. The results were analysed by means of frequency analyses and descriptive statistics extracted from the tables.

In Chapter 4, the content analysis of the success factors of the matriculants over five years, 2013 to 2017, and data gathered from the Peer Facilitators of 2014 about the challenges they faced as first-year students in 2013 and what aided their success, are presented. The findings from all three chapters are summarised in Chapter 5 In the closing chapter, we expand upon six broad themes extracted from the data, namely, the failure of our basic education schooling system; socio-economic status; extra-curricular space; decision to pursue tertiary studies and selection of an institution, social integration and finally academic integration. By identifying the fault lines in the first year experience, the challenges can be better understood by considering the influence of the various dimensions in combination rather than for each dimension separately. The Student Experience should be at the heart of university processes.

Acknowledgements

My heartfelt appreciation goes out to the following people who made this research possible:

Prof Pamela Dube, Deputy Vice-Chancellor: Student Development and Support, for her ongoing support.

Prof Francis (Fanie) Sonn, for his enthusiasm, inspiration, encouragement and critical professional consultation, and awakening in me the richness of the potential data; and assisting with the interviews, analysing the data and proofreading the report.

Mr Lester Malgas, for ‘running’ with me through the planning of the research project and all stages of the data collection including the exploratory research, putting ‘pen to paper’, constructing the data collection tools and data collection.

Mr Abduraghiem Latief, Lecturer in the Department of Statistics and Population Studies, for setting up the data-capturing tool for the survey.

Ms Nazrana Parker and Ms Natalie Thomas, colleagues at the Office for Student Development, for their unstinting support with the logistics of the data gathering processes.

Mr Leolyn Jackson, a former colleague, for co-exploring since the year 2000 this field of student retention and early student departure.

UWC students who offered their time to participate in the studies.

An array of colleagues across faculties and student service departments for their interest in and encouragement for this work, including Dr Venecia McGhie and Dr Lutasha Ndesi. Lastly, but not least, our Lord who heard my prayers and pleas.

Dedication

I dedicate this study to my late parents, Norman and Natalie Middleton, who supported my decision to pursue tertiary studies when it was not popular in the community where I grew up.

1.1 Project title

Understanding the pre-entry attributes and adjustment experiences of first-year undergraduate students at the University of the Western Cape.

1.2 Background and rationale

Local studies focusing on teaching and learning, and academic performance and success in higher education have, in recent years, increasingly zeroed in on a key period in the development trajectory of South African university students, namely, the transition from school to university. These studies acknowledge the frequency of students failing or even abandoning their studies due to poorly negotiating this adjustment phase.

Numerous discourses have emerged. These include barriers to assisting students who struggle academically and a hesitancy to seek help. Closely aligned are discussions on the complexity of their departure decisions. Another prime discourse relates to a shift in the focus of institutions from solely providing support aimed at academic performance to considering factors pertaining to personal and social adjustment to campus life. Pursuant to this shift, comes the idea that institutions need to engage with the range of complex challenges facing new students. A key concept facilitating such engagement by institutions has been Pre-entry Attributes (PEA). Preentry attributes refer to the academic experience, socio-economic status and other demographic information about the students. Through this study, significant data on the 2019 cohort of firstyear students was collected and analysed to build a profile of the first-year University of the Western Cape (University, UWC) students. In this way, an understanding is developed of their pre-entry attributes and adjustment experiences during the first semester.

Part of the motivation for embarking on this study has its roots in an annual exercise in which the researcher collected newspaper and online articles published from 2013 when the Grade 12 results were released. These articles profiled successful matriculants. On closer reading, the success factors identified seemed common sense. The researcher wondered why more students are not able to apply or learn these skills as well. Another significant influence was the theme of “hope” as contained in the motto of UWC, “From Hope to Action through Knowledge”, and actively propounded on various platforms by the former Rector, Professor Brian O’Connell. Those

who regard themselves as being of service to students and ultimately our country should do more listening to their voices rather than making assumptions about them.

The researcher supports recent trends in scholarly thinking on the “First Year Experience”; that institutions of higher education need to go beyond merely meeting academic adjustment needs and include the needs related to social adjustment and integration. UWC is ”marked by crosscutting concerns with national transformation and social justice, inclusiveness and diversity”, “pursuing national and global transformative goals and balancing inherent tensions” and that outcomes may include “enabling students from educationally disadvantaged backgrounds to succeed” (UWC Institutional Operating Plan, 2016). To implement these aspirations of inclusivity and social justice, we must have a clear notion of who our students are.

1.3 Aims of the study

The debates, inferences and research (particularly ‘number-crunching’) around access, retention and success of tertiary students are documented in multiple reports, journal articles, academic papers and institutional plans. Many of the University of the Western Cape reports, especially in the field of learning and teaching, focus on the academic integration of students. There is a dearth of research on the social integration of our first-year, undergraduate students and their campus experience beyond the academic project.

UWC admits learners from a broad spectrum of society, and diverse demographic contexts and psycho-social-economic-cultural backgrounds. They come from varying high school experiences, often impoverished, and many are educationally underprepared for university studies. It should be remembered that the transition of matriculants from school to university coincides with the transition from adolescence to young adulthood. It is incumbent on the University to ensure that our students, especially those at risk, are offered ongoing structured and intentional academic, personal and social support, and mentoring services to enable them to adapt and engage with the University and to succeed with their studies.

The central knowledge focus of this research project is student entry and engagement, and factors that could contribute to optimal learning and success. Three aims are identified for this study:

a. To explore the pre-entry attributes (PEAs) that facilitate and inhibit adjustment and persistence of first-year undergraduate students at UWC.

b. To explore their first semester experiences and engagement with the University and support services.

c. To identify opportunities and challenges for higher education institutions and especially student services to enhance proactively their offerings.

Frequency distributions for all survey questions are provided to enable University roleplayers to extract information by subgroups such as faculty, sex, population group and language. Information about their identification with UWC and perceived readiness to be successful at university (social and academic engagement) will enable us to understand their different experiences and potentialities. Ultimately, student service departments can be guided towards nurturing the achievers and identifying those at risk. This report is not presented in a conventional way merely for accolades. The researcher deliberately presents all the data, not only selected tables or extracts, in a ‘raw’ form for use and interrogation by colleagues across the University who could interrogate and hone in on students in their faculties and departments. This is not a norm, as some researchers tend to hoard their data. Furthermore, this report presents what we know, what we do not know and what we would like to know about our students. "The farther back you look," Winston Churchill said, "the farther ahead you can see." The researcher hopes that when we look back to where our students come from and what they come with, the clearer we will see their potentialities to succeed and prospects for the future. We need to keep a focus on all three directions, namely, the past, present and future.

1.4 Theoretical foundation

Higher education institutions have a responsibility to facilitate the holistic development of their students by creating an environment conducive to their induction, retention, development, and successful transition and entry into the world of work. However, many institutions are still grappling with student under-preparedness, low rates of student retention and course completion, and early exit. This could negatively affect an institution’s state subsidy and public perception, and the development of our national human resource capital. Tertiary institutions are expected to have an effective student enrolment management and development plan spanning prospective (pre-entry) to graduating students. It is common to find references to words such as retention, dropouts, early student departure, stop-outs, non-completers, throughput, graduation rates and students at risk during presentations, workshops and conferences dealing with institutional planning, recruitment and the first-year experience.

The work of Viktor Frankl influenced the thinking of the researcher about the project. While imprisoned in the notorious Auschwitz concentration camp, he noticed that some of the prisoners were wilting and dying while the spirits of others were high. On chatting with the latter group, he noticed a golden thread in their answers, namely, that of hope. They looked forward to their release and had a plan of what to do with their lives thereafter. These included starting a business, a flower garden and painting. “Hope” said Frankl, “is a powerful motivator – the difference between life and death”. This led him to found a school of psychology called “logo therapy”; healing through hope; a search for a life meaning as the central human motivational force even in the most miserable of circumstances and that we find meaning in life as a result of responding authentically, humanely and meaningfully to life's challenges (Borman, 2021; Good Therapy, 2015; Madeson, 2021).

The researcher and a former colleague, Leolyn Jackson, embarked on a project from 2005 until 2009 to learn about the PEAs of our first-year undergraduate students. Anecdotal evidence and personal experiences in working with many students at that time pointed to the important influence of the high school learning environment on their tertiary success. The role of socioeconomic factors, academic preparation, quality of schooling and role-modeling has been highlighted by Engberg and Wolniak (2010). Furthermore, Lizzio, Wilson and Simons (2002) found that students’ perceptions of their current university environment were a stronger predictor of learning outcomes than prior achievement at school. The compelling data obtained from our surveys enabled the Student Orientation Team at UWC to make strategic adjustments to the training of our peer facilitators and the orientation activities. The results and insights of the studies were shared with colleagues in our student enrolment and student service departments. It will be interesting to compare the results of this 2019 study to that of more than 10 years ago.

Theoretical understanding of student retention and progression through higher education and generational theory offered within the literature provided the theoretical lenses to guide this research. The researcher drew on Tinto’s 1993 model of institutional student departure and the subsequent adaptations by Braxton, Hirschy and McClendon (2004). Tinto (1993) has influenced the theory of student retention and departure for many decades, with the central notion of integration. Tinto explains that a student enters higher education with a set of background characteristics, intentions and expectations. A decision to persist or depart depends on the extent to which the student succeeds in integrating socially and academically into the institution. If the experience of the institution is negative, the student will experience reduced academic

and/or social integration. The conclusion might be that the costs (academic, social, emotional and/or financial) of persisting outweigh the perceived benefits of persisting. At that point, the student could withdraw.

This model states that the prior schooling, family and personal background, skills, competencies, intentions, aspirations, goals and commitments of a new student (i.e., their pre-entry attributes) must be integrated (socially and academically) with those of the institution for successful retention and completion. It is postulated that the greater the degree of integration, the greater the commitment to the goal of graduation. A mismatch or a good ‘fit’ will negatively or positively influence a student’s decision to depart early from or remain in the system, respectively.

Social integration refers to the congruence between the student and the institution with respect to the social system (values, beliefs and norms). The academic integration refers to the university’s standards, values, beliefs and norms that are inherent in the academic project and the student’s compatibility with it. The student’s experience of this academic and social integration, in turn, influences their intentions and commitments regarding their institution, and time to degree.

Tinto’s theory was criticised for its lack of emphasis on external factors that could shape the perception, commitments and reaction of students. These included policy-related issues, lack of emphasis on institutional contribution to withdrawal and under-preparedness of learners for university studies, and the specific challenges experienced by commuter students (Olga & Sukhnandan, 1998; Pascarella, 1985; Yorke, 1999;). Braxton, et al (2004), revised Tinto’s original theory to include separate models for residence and commuter students. Yorke (1999) referred to Napoli and Wortman, among others, who extended Tinto’s model to acknowledge the impact of external factors.

The work of Bitzer and Troskie-De Bruin (2004) is helpful. They contend that integration in the academic sphere is greater when a student has positive engagements with university staff; and that a student’s involvement in the co-curricular space and connections with peers shape their social integration.

Jones (2008) synthesised the findings of numerous researchers who explored student withdrawal, retention and success in the United Kingdom. In his overview, he focuses on the

extent to which learners remain within a higher education institution, and complete a programme of study in a predetermined time-period. Details are outlined of aspects of socialand academic integration. Some authors emphasise the student dimension, e.g., ‘persistence’, ‘withdrawal’ and ‘student success’ while others focus on the place (e.g., retained within an institution) or the system (e.g., graduation rates) and then the responsibility shifts to either the institution or government. However, it is recognised that admission to higher education is insufficient and that students need to be able to succeed too. The narrow view of student success with a focus on retention, is reinforced by the data collection mechanisms and funding regimes. These do not recognise interrupted or partial patterns of participation as valid, but rather perceive them in terms of either individual or institutional failure.

Bitzer (2005) and Strayhorn (2008) expanded on Astin’s 1993 model that focuses attention on the commitment of the student and the capacity of the campus environment to convert that commitment into valued learning outcomes. They proposed one of the very first college impact models known as the longitudinal Input-Environment-Outcome (I-E-O) model of change. According to the model, student outcomes (e.g., learning) are functions of inputs (e.g., demographic characteristics) and environment (e.g., experiences in college). This model accounts for the role of the institution in shaping a student’s knowledge, skills, attitudes and personal characteristics. Inputs directly impact outputs and indirectly through various environmental factors, thus supporting the importance of academic and social integration of Tinto’s 1993 theory. College impact models concentrate on the origins of change while models based on developmental theory attempt to explain the stages through which change occurs. Both are important and equally as useful in studying students in various contexts. Several studies have used this lens to examine student behaviours. Astin’s conceptualisation allows for the examination of the influence of background traits and university experiences on student learning outcomes, which are pivotal to this study. In this way, the influence of ‘good practice’ and persistence can be measured over time. The challenge of higher education institutions is how to achieve complex learning outcomes for all students.

The literature also points to the role that the higher education sector plays in promoting or inhibiting student success. This perspective emphasises the unpreparedness of higher education institutions for disadvantaged students rather than vice versa. Stephen (2003) and Mandew (2003), both quoted in Jones, Coetzee, Bailey and Wickham (2008), give us an idea of how disadvantaged students experience the traditional higher educational environments, especially

the historically advantaged ones, particularly since the post-1994 period that witnessed increased access and diverse student populations. This new cohort of students sometimes experienced the culture, ethos and campus climate as unwelcoming and sometimes hostile, with little sense of belonging or ‘ownership’. This feeling of being treated as intruders is bound to impact on how these students engage with their university, their campus involvement and ability to succeed and, by implication, on retention. These students then view their institution as a site of struggle because of the marginalisation that they perceive and/or experience.

Generational theory in its current form was coined by two academics in the USA, Neil Howe and William Strauss (1991 and 1997). A generation is considered about 20 years. Simply stated, each person has a value system shaped in the first 10 years by significant people and events, and the general era in which we were born. Thus, people of similar age and exposed to similar historical and cultural pressures view the world in, generally speaking, a similar way. Generational theory assists us in discovering and understanding ourselves concerning other generations before and after us. The differences between each generation give rise to the generation gap. Of significance for higher education is whether the divide between adults, who are mostly the lecturers, and students, who are mostly young people, is understood, and factored into our psyche and planning. A useful strategy for universities is to ensure an inter-generational mix of teams. Generational theory deals in generalisations and not specifics; predicts general behaviour patterns, but not individual reactions in specific situations; and is not predictive in every situation. One criticism of this model is that it is more applicable to middle-class communities and less to those at the lower end of Maslow’s hierarchy of needs (Middleton & Jackson, 2005).

Despite moving from an elite education system divided along racial lines to greater access and representivity, South African universities still face serious challenges. It is recognised that access does not necessarily translate into success. Anecdotal and formal research lists a host of personal, cultural, economic and psycho-social factors that enable or hamper especially new students’ social integration, adjustment and success at university (Middleton, 2018; Pather, Norodien-Fataar, Cupido & Mkonto, 2017; Pym & Kapp, 2013). In their book, McGhie and du Preez (2017) hone in on the factors influencing the decision of learners to continue with postschool studies and enabling factors for learning success. They elaborate on specific pre-entry attributes and personal orientation, and personal-social-academic integration once at a tertiary institution.

The commitment of UWC to assisting educationally disadvantaged students to gain access to higher education and succeed in their studies, is contained in its Mission Statement. Enrolment management is as much about recruitment as it is about retention because it is more economical to retain students already enrolled at the University than to market and find recruits. As a campus community, we have to find ways to understand the factors influencing early student departure to improve our retention and throughput rates. The 2014 UWC Institutional Operating Plan (IOP) further identified the causes of low throughput, prolonged time-to-degree and high attrition of students. A few causes relevant to this study include:

a. Students’ academic preparedness as a result of inadequate secondary school education, particularly manifested in literacy and numeracy skills that provide the foundation for tertiary study;

b. Insufficient attention to the transition from school to university and a lack of social integration into the university community, reflected in incongruence between university goals and values and students’ aspirations and needs;

c. The absence of a rigorous work ethic and commitment among many students;

d. Institutional capacity and resource issues, including inadequate access to computers and books;

e. Issues of broken homes, poverty and financial hardship on the home front, which impede the progress of many of our students and

f. Absence of integrated and reliable tracking or ‘early warning’ systems.

Whilst it is beyond the means of UWC to address all these factors simultaneously, the IOP (2014) proposed several multi-faceted measures to address student success. The approach was to create a supportive and nurturing environment of teaching and learning that values not only academic ability but also a variety of other competencies such as leadership ability, selfassurance and personal growth. The University’s reputation also relies on the kind of graduate that exits.

The Division for Student Development and Support at UWC encourages students to exercise resilience. The strengths-based model informs offerings across departments that, in turn, nurture personal agency for students as they chart their future to become critical and engaged citizens. Preparing for the job search cannot be the only objective of university studies. To this end, higher education is both a private and public good that should be recognised by all roleplayers at university (Case, Marshall, McKenna & Mogashana, 2018).

The preferred scenario of an ‘engaged’ university places the student at the centre of its intellectual engagement with societal concerns (UWC IOP, 2016). There is growing recognition that higher education should also prepare students, academically and holistically, for the world of work. UWC has clarified the enabling attributes characterising the twenty-first-century graduate and the abilities and skills it expects of graduates if they are to excel in a local context and compete successfully in a global economy (Charter of Graduate Attributes, 2017). Thus, the pursuance of a common end goal for the Division of Student Development and Support (SDS), the academic project and student services is critical.

1.5 Ethical considerations

Before undertaking the investigation, the Humanities and Social Science Research Ethics Committee granted ethical clearance (HS18/10/2). In keeping with the undertakings made in the ethical clearance application, participants were briefed about the nature of the survey conducted in January 2019 and allowed to ask questions. The briefing covered, inter alia, the title of the study, the rationale and objectives of the research, expected duration, future interview components, confidentiality and addressing discomfort, benefits of the study and instructions for completing the questionnaire. It also included an expression of gratitude to the respondents for their time and participation. Consent of participants was obtained using a consent form that was completed by each participant and collected separately before the questionnaires were handed out to safeguard participant confidentiality. A similar process was followed with the interviewees in the qualitative study.

1.6 Structure of the Report

Chapter 1 provides the background, aims and theoretical orientation of the study. The data from the Quantitative Study conducted in January 2019 among first-year undergraduate students is presented in Chapter 2. The questionnaires encompassed school-, family- and university characteristics. Chapter 3 contains the input of a sample of first-year students interviewed during the second semester of 2019. The interviews focused on their social- and academic integration during the first semester. For each table, results were analysed by means of frequency analyses and descriptive statistics extracted from the tables. A content analysis is collated of the success factors of the 2013 to 2017 matriculants in Chapter 4 and includes the feedback from a cohort of 2013 first year students. The findings from the previous three chapters are summarised in Chapter 5. We expand, in Chapter 6, on six identified themes, namely, Failure of our basic

education schooling system, Socio-economic status, Extra-curricular space, Decision to pursue tertiary studies and select an institution, Social integration and Academic integration.

Many fault lines and opportunities are identified of the first-year experience. The burden of responsibility resides with a university to have reliable and updated profiles of their first-year students to intentionally mitigate the challenges and blind spots, and reinforce the positive attributes.

CHAPTER 2: Quantitative Survey

2.1 Introduction

The purpose of the quantitative survey was to gather information about the 2019 cohort of first-time entry undergraduate students enrolling at the University. This information included:

(a) Demographic particulars such as age, sex, language and religion;

(b) School characteristics such as when the student completed Grade 12, type of school attended, province and activities after school;

(c) Family characteristics, e.g., where the student stayed during Matric, and information about parents such as level of formal education and income;

(d) University characteristics, e.g., how the student learned about UWC, mode of transport to campus, accommodation and challenges experienced.

The design for optimum representivity included participants across all faculties including Natural Sciences, Arts and Humanities, Law, Dentistry, Education, Economic and Management Sciences, and Community and Health Sciences.

2.2 Population and Sample

The questionnaire (Annexure A) for the survey was piloted with 20 Peer Facilitators (PFs) who were first-year students in 2018 and appropriate edits were thus made. Particular care was taken to ensure that the questions are concise, unpretentious and succinct, and that the questions contain no expressions, acronyms, abbreviations or jargon unfamiliar to the respondents. Most questions were closed-ended. All completed questionnaires and consent forms were stored at the Office for Student Development for safekeeping

Over the past decades, very few mass polls and surveys were conducted among students that had a high response rate. The choice of administering the questionnaire in hard copy format was a strategic decision aimed at obtaining significant participation rates. A further element was to embed the research within the University’s institutional programme, namely, student orientation, the two being closely linked. Furthermore, the researcher who was also the Manager of the Office for Student Development also coordinates the Student Orientation Programme. Thus, the research could be managed as seamlessly as possible. While the hard copy format overcame perceived participatory limitations associated with online or electronic formats, it posed its own operational and resource challenges that were addressed, namely, venues, timeslots and schedules.

2.3 Data collection

The data-collection process of administering questionnaires to the 2600 first-year students took place during Orientation Week (28 January-1 February 2019). Three research assistants were trained to administer the questionnaires. A PowerPoint presentation and an accompanying script were prepared for the hour-long sessions. A small number of additional questionnaires were administered during the first week of lectures, 4-8 February 2019, for those who were not available during Orientation Week due to registering late. Four categories of pre-entry attributes were explored, namely, demographic-, school-, family- and university characteristics.

2.4 Data capturing

The use of hard copy surveys necessitated the manual capture of the data. The data-capturing tool was prepared in Excel with a view to its compatibility with quantitative data analysis software packages. A professional in statistical analysis set up the data-capturing tool. Capturing the data took about four weeks for five data capturers.

To ensure the integrity of the data, all captured data was subjected to a quality control procedure in which one randomly selected questionnaire out of every 10 captured data units was checked by a supervisor. The random selections were made using an online random number generator. In cases where five or more errors were found per batch of 100, the batch was re-assigned to a different capturer to be captured again, and another quality check was performed until less than five errors in the batch of 100 were found. For the vast majority of batches, no errors were found. The identified errors were insignificant.

2.5 Data analysis

As mentioned above, the data was captured in a prepared Excel sheet. Data tables were generated using the SPSS (Statistical Package for the Social Sciences) package.

2.6 Data presentation

Frequency tables were the preferred means of presentation of captured data. Calculated percentages of frequencies gave clear indications of choices made by the respondents. Accompanying each frequency table is a description highlighting important information for University planning purposes, e.g.,, that 63.4% of respondents were 18 years and younger which is indicative of the kind of student support needed, namely, interventions to assist students grappling with late adolescent issues.

The data is presented below.

Section 1: Demographic information

1. What is your sex?

Of the 2 584 first-year students who responded to this question, 1 659 (i.e. 64.2%) were female and 925 (35.8%) were male The ratio of female to male students among the respondents was 64.2% to 35.8%, which is not far off from the female to male ratio among the total first-year student population of 5 211 for 2019, which was 60.7% to 39.3%

The number of first-year students who registered by the end of the first week of lectures on 8 February 2019 was 4 538. The headcount of first-time entry undergraduate enrolment was 4 829 and the total number of all students was 23 784. Out of these, 2 600 (57.3%) participated in the survey, which is a creditable response rate for a mass-based survey.

2. What is your age (years)?

2 563 out of 2 600 respondents answered this question; thus 37 (i.e. 1.4%) did not indicate their age. 63.4% (1 626) of the respondents were 18 years and younger; 19.9% or 509 were 19 and 16.7% (428) were 20 years and older. Those in their thirties numbered 38 (1.5%) and in their forties, 11 (0.4%).

If students up to the age of 18 years are regarded as vulnerable and still developing a frame of value references, then 1 626 (63.4%) first years out of 2 563 first-year students who completed the questionnaire are this in category. If the 19 year olds are added, it is 83.3%.

3. Please indicate your population group.

The vast majority of the 2 563 (100%) respondents were either Black African (1 210 or 47.2%) or Coloured (1 125 or 43.9%); thus 91.1% (2 335) of the total. This was followed by the White group (122 or 4.8%) and then the Indian group (94 or 3.7%).

4. What is your first/ mother tongue language?

More than a third, i.e. 966 (37.5%), of the 2 578 respondents (out of 2 600) said that their home language was English. The next highest response was IsiXhosa with 641 (24.9%) and then Afrikaans with 450 (17.5%) respondents. English, IsiXhosa and Afrikaans comprised of 79.9% of the home languages of respondents. 180 (7.0%) indicated IsiZulu.

In descending frequency order, the remaining language options were recorded as follows:

Northern Sotho (62 or 2.4%), Setswana (59 or 2.3%), Sesotho (57 or 2 2%), Tshivenda and Xitsonga (40 or 1.6% each) and SiSwati (39 or 1.5%). IsiNdebele (13 or 0.5%) is a marginal amount.

In the “Other” category (in total 31), French (7 or 0.3%) has the highest frequency, followed by Shona (6 or 0.2%), then Swahili (5 or 0.2%) and Kirundi (4 or 0.2%).

5. What is your religious affiliation?

The overwhelming majority (2 163 or 84.4%) of the respondents declared themselves to be Christian. Muslims were 11.3% or 290 and Hindus 23 or 0.9%. Three (3 or 0.1%) were Jews.

In the “Other” category, there were 83 or 3.2%. It included 24 atheists, 29 not religious and 10 agnostics.

6. What is your marital status?

The vast majority of first years (2 511 or 97.7%) were single. Only 46 or 1.8% were married; 10 or 0.4% living together while 3 or 0.1% were divorced or separated. There were no widows or widowers among the respondents. Thirty (30 or 1.2%) chose not to answer.

7. How many children of your own do you have?

The majority of respondents (2 328 or 95.7%) out of 2 433 who answered the question declared having no children of their own. Sixty (60 or 2.5%) reported having one child; 27 or 1.1%, two children; 15 or 0.6%, 3 children, and 2 or 0.1%, 5 children. 167 or 6.4% of respondents out of 2 600 preferred not to answer the question.

8. Have you been employed (including casual or self-employed) in the past year?

Almost two thirds of the 2 588 first-year students who responded to the question, i.e. 1 690 or 65.3%, said that they were not employed (including casual or self-employed) in 2018 while 898 or 34.7% were employed.

9. In which faculty will you enrol?

Of the 2 595 first years who completed the question, the following frequency and percentages per faculty in descending order were evident:

Two factors negatively influenced the participation rates in the Orientation Programme, namely, financial clearance and registration.

10. How would you best describe yourself on EACH of the following abilities/skills?

(Answer ALL)

10a) Ability to succeed with studies

On the question of their ability to succeed with their studies, the vast majority (2 222 or 86.0%) thought their ability to be above average (44.4%) or very good (41.6%); 357 (13.8%) out of 2 584 described their ability as average; 3 or 0.1% as below average, and 2 (0.1%) as poor.

10b) Ability to work in a group/team

On the question of their ability to work in a group or a team, 1 689 or 65.5% of students described their ability as very good (30.7 or above average (34.8% or 898 students). In the

average category were 751 (29.1%) out of 2 580, 109 (4.2%) in the below average category and 31 (1.2%) said that they viewed themselves as poor with group work.

10c) Ability to persist despite obstacles

The vast majority (1 993 or 77.8%) of the respondents viewed themselves to be able to persist despite obstacles. Again the “above average” category had the highest frequency with 1 051 (41.0%) respondents followed by the “very good” category with 36.8% (942). 525 (20.5%) said they were average; 41 (1.6%) below average and 4 students (0.2%) declared themselves to have poor resilience.

10d) Self-confidence

Based on these survey results of students entering university for the first time, the “average” category showed to be on par with the “above average” and “very good” categories, i.e. 752 (29.3%) out of a total of 2 565 respondents. The “very good” and “above average” categories remain high with 1 614 (62.9%) with little difference between the two categories. 161 (6.3%) described themselves as low in confidence and 38 (1.5%) as very low.

10e) Ability to manage my time effectively

Here is a discernible difference was found in the response pattern compared to the previous question items. The “average” category with 919 (35.8%) respondents have the highest frequency followed by “above average” with 880 (34.3%) out of a total of 2 568 responses. “Very good” was 520 (20.2%), “below average” 204 (7.9%) and “poor” 45 (1.8%).

10f) Writing ability

Regarding the ability to write, 1 865 (72.3%) respondents viewed themselves as very good and above average; 616 (23.9%) thought they were average; 78 (3.0%) as below average and 20 (0.8%) students declared themselves as poor in writing.

11. How will you best describe your computer literacy skills?

Out of a total of 2 588 respondents, 1 413 (54.6%) declared their computer literacy skills to be reasonable. Almost a quarter of the respondents i.e. 622 (24.0%) said that they were very computer literate and about one fifth (553 or 21.4%) said they were not confident about their computer skills.

12. Do you have access to a computer where you stay?

Of the 2 585 students who responded to the question regarding their access to a computer where they stayed, 1 814 (70.2%) had access and 771 (29.8%) did not have access

13. Do you have a smartphone?

Almost all the respondents (2 491 or 96.2%) out of 2 590 said that they have access to a smartphone. This is an encouraging sign as students are connected to the online world and digital platforms.

Section 2: School characteristics

14. When did you complete Matric/Grade 12?

The vast majority of respondents completed their Matric in 2018, i.e. 1 933 (75.5%) out of 2 561 respondents. Of the rest, 341 (13.3%) completed in 2017. In the years 2014, 2015 and 2016, 186 (7.3%) completed Matric, while the rest (before 2014 going as far back as 1987) were minimal. One respondent completed 32 years ago.

15. Where did you attend high school?

The majority of respondents (1 510 or 58.4%) attended high school in an urban area (i.e., a large town or city). Of the 2 584 respondents, 389 (15.1%) said that they attended school in a rural area. The rest, i.e., 685 (26.5%) attended school in a semi rural-urban area (small town).

16. What type of high school did you attend?

Of the 2 583 students who responded, 1 803 (69.8%) said they attended a public school and 529 (20.5%) said they went to a semi-private or former Model C school. 234 (9.1%) attended private schools and 8 (0.3%) attended farm schools. There is an “Other” category with a frequency of 9 (0.3%).

17. In which province did you live during your Matric year?

Out of a total of 2 586 students who responded regarding where they lived during their Grade 12 year, the majority, i.e. 1 615 (62.5%) said they lived in the Western Cape Province. The Eastern Cape Province with 339 (13.1%) was a distant second and then in descending order:

18. In which language were you taught at high school?

Although the majority of students out of 2 575 were taught in English (2013 or 78.2%) at high school, 422 (16.4%) said they were taught in Afrikaans, 94 (3.7%) in IsiXhosa and 23 (0.9%) in IsiZulu. More than 20% of first years did not have English as their language of instruction at high school.

The 23 (0.9%) in the “Other” category included many languages of which French has the highest frequency (11 or 0.4%). The frequencies of the other languages are very low, the highest being SiSwati and Setswana with a frequency of 3 or 0.1% each

19. What overall percentage did you obtain for Matric/Grade 12?

Half (1 269 or 50%) of the 2 539 respondents reported having passed Grade 12 with a mark of 60 to 69%. This was followed by 874 (34.4%) in the 70-79% category The pass mark in descending order is illustrated below:

1. 60-69% (1269 or 50%)

2. 70-79% (874 or 34.4%)

3. 50-59% (268 or 10.6%)

4. 80-100% (108 or 4.3%)

5. 40-49% (13 or 0.5%)

6. 30-39% (5 or 0.2%)

7. 0-29% (2 or 0.1%)

The seven (7) students who reported overall Matric percentages of below 40% are questionable. It is noteworthy that 61 (2.3%) out of 2 600 students did not answer the question.

20. During your final year at high school, how much time did you spend on average DAILY after school doing the following activities?

20a) Studying, school work, making notes, revising

Out of a total of 2 586 respondents, more than one third (888 or 34.3%) reported to have done school work for more than 3 hours per day. The next highest was 759 (29.4%) who spent between 2 and 3 hours; then 713 (27.6%) between 1 and 2 hours; and finally, 197 (7.6%) less than 1 hour 29 (1.1%) declared that they did not spend any time studying, making notes or revising after school. Only 14 (0.5%) students preferred not to answer the question.

20b) Socialising with friends/family

More than one third (885 or 34.5%) declared that they spent between 1 and 2 hours with family and friends. 569 (22.2%) out of 2 564 students reported to have spent between 2 and 3 hours with family and friends; 562 (21.9%) spent less than 1 hour; 492 (19.2%) more than 3 hours and 56 (2.2%) did not spend any time with family and friends.

20c) Exercise, sport, extra-mural activities

Out of a total of 2 560 respondents, 646 (25.2%), a quarter, reported not to have done any exercise, participate in a sport or be involved in extra-mural activities at all on a daily basis after school. However, more than a quarter (699 or 27.3%) reported to have spent between 1 and 2 hours on these activities per day; 684 (26.7%) less than 1 hour; 347 (13.6%) 2 to 3 hours and finally 184 (7.2%) more than 3 hours.

20d) Work for pay

An overwhelming majority (2 141 or 84.2%) of students declared not to have worked for pay during their Grade 12 year. 140 (5.5%) out of a total of 2 543 worked for more than 3 hours per day; 45 (1.8%) for between 2 and 3 hours; 75 for between 1 and 2 hours; and 142 (5.6%) for less than 1 hour. A relatively high number (57 or 2.2%) preferred not to answer this item.

20e) Watching TV, playing computer games, Internet, social media

Out of a total of 2 572, 105 (4.1%) reported not to have watched TV at all and approximately a quarter (620 or 24.1%) to have watched more than 3 hours per day. 537 (20.9%) watched for between 2 and 3 hours; 717 (27.9%) watched for 1 to 2 hours; and 593 (23.1%) for less than 1 hour.

20f) Household or family duties

A relatively small number of students (192 or 7.5%) reported not to have spent any time after school with household or family duties, but more or less a third (840 or 32.6%) said they spent less than 1 hour and approximately another third (881 or 34.2%) spent 1 to 2 hours on those duties; 446 (17.3%) between 2 and 3 hours and 217 (or 8.4%) more than 3 hours.

20g) Reading for leisure

Approximately a third (800 or 31.3%) out of the 2 559 students who responded, indicated that they read less than 1 hour per day for leisure. A quarter (651 or 25.4%) said that they read between 1 and 2 hours per day; 281 (or 11.0%) indicated between 2 and 3 hours and 208 (8.1%) read for more than 3 hours on average on a daily basis; another quarter (619 or 24.2%) did not read for leisure at all

20h) Religious activities

About one quarter (630 or 24.4%) of the 2 578 students who responded to this question regarding time spent on religious activities on average per day, indicated that they did not spend any time at all on these activities. Almost a third (834 or 32.4%) said that they spent less than 1 hour on religious activities; 674 (26.1%) between 1 and 2 hours; 260 (10.1%) between 2 and 3 hours, and 180 (7.0%) more than 3 hours.

20i) Volunteer or community work

Starting with no hours per day, 1 619 or 62.7% did not do volunteer or community work after school. The numbers then decreased with the increase in hours spent on volunteer work: 439 (17.0%) did less than 1 hour per day; 286 (11.1%) between 1 and 2 hours per day; 125 (4.8%) between 2 and 3 hours, and 112 (4.3%) more than 3 hours per day. Only 19 (0.7%) of respondents preferred not to answer this question.

21. How often did you encounter the following in your final year at school?

21a) Studied with others

Out of 2 589 respondents, 724 (28.0%) indicated that they never studied with other learners; approximately a quarter (610 or 23.6%) indicated once a week, a fifth i.e. 522 (20.2%) studied more than three hours per week with other learners; 476 (18.4%) twice per week and 257 (9.9%) three times per week

21b) Felt overwhelmed by school work

Two thirds (1 715 or 66.6%) of 2 579 respondents indicated that they felt overwhelmed by school work at least twice a week during their final year at school. Only 275 (10.7%) reported

never to have felt overwhelmed by schoolwork. The number reported once per week was 589 (22.8%) and 683 (26.5%) more than three times per week.

21c) Felt overwhelmed by personal problems

Approximately a quarter (583 or 22.6%) of the 2 577 students who responded to being overwhelmed by personal problems more than three times per week. Those overwhelmed once per week counted 725 (28.1%); twice per week 383 (14.9%); 367 (14.2%) thrice per week 519 (20.1%) reported not to have been overwhelmed by personal problems. Only 23 (0.9%) preferred not to respond to this item. Staff and even student peers should be alert to signals of a student being overwhelmed.

Section 3: Family characteristics

22. How many people (excluding yourself) are in the house where you are now staying?

Students who stay in a UWC residence were instructed to skip this question, thus the decrease in the number of respondents.

Students staying alone number 51 (2.7%) out of 1 871 students who answered this item. The highest frequency was 456 (24.4%) of three (3) people living with the student followed by 383 (20.5%) living with four people; 251 (13.4%) living with 5 others; 216 (11.5%) living with 2 others; 164 (8.8%) living with 7 to 10 people; 149 (8.0%) living with 6 persons; 138 (7.4%) with one (1) other person;, and 63 (3.4%) living with 11 and more people.

23. How many rooms are in the house referred to in Q22 (excluding toilet and bathroom)?

Students who stay in a UWC residence were instructed to skip this question, thus the decrease in the number of respondents.

Of the 1 848 (71.1%) respondents to this question, 29.5% (546) indicated that they live in a three (3) roomed house (excluding toilet and bathroom). Almost a fifth (19.3% or 357) indicated a four (4) roomed house; 16.3% (302) in a two (2) roomed house; 95 (5.1%) in a one (1) room house; 51 (2.8%) indicated living in a place with 12 or more rooms. The high number of 752 (28.9%) in the “missing” category may include students living in a UWC residence.

24. Where did you stay last year?

Just over half of the respondents indicated having lived in an urban area (large town or city) in 2018: 1 386 (54.4%) out of 2 549 respondents. 735 (28.8%) lived in a semi rural-urban area, while 428 (16.8%) lived in a rural area. 51 (2.0%) preferred not to answer this question. These results correspond closely with those of Question 15, namely, where they attended high school.

25. Are your parents?

Approximately half (1 301 or 50.5%) of the 2 576 respondents indicated that both their parents are alive and living with each other; 799 (31.0%) said that both parents are alive but are divorced or living apart; 404 (15.7%) indicated that one parent is deceased and 72 (2.8%) indicated that both parents are deceased.

26. What is the highest level of formal education completed by your Mother?

Almost one third (808 or 31.1%) of the 2 566 respondents indicated that their mother had a tertiary diploma or degree. The next highest frequency was Grade 12 (Matric) with 23.3% (599) followed by high school with 20.4% (523). 1.6% (40) indicated that their mother had no schooling and 4.7% (120) respondents did not know.

27. What is the highest level of formal education completed by your Father?

This pattern of formal education completed by fathers is similar to that of the mothers. Fathers with a tertiary diploma or degree totalled 775 (30.4%) out of 2 553 respondents The second highest was 18.6% (475) with Grade 12 (Matric) and then 16.1% (411) with a high school grade pass. Differing from the responses regarding mothers was that 15.9% (406) of the respondents did not know the highest level of education completed by their father.

28. What is your best estimate of your parents’/guardians’ joint gross monthly income?

Approximately one third (851 or 34.2%) of the 2 485 students who responded to this item about the gross monthly income before deductions of their parents or guardians indicated that it was R20 000.00 or more. On the other side of the spectrum, 386 (15.5%) indicated that the income was less than R2 000.00; 362 (14.6%) said between R2 001 and R4 999; 307 (12.4%) said between R5 000 and 9 999; 310 (12.5%) between R10 000 and R14 999, and 269 (10.8%) between R15 000 and R19 999. Out of 2 600 students, 115 (4.4%) did not respond to this item.

29. Did your parent/s graduate from UWC?

Of the 2 580 respondents, 223 (8.6%) indicated that their parent did graduate from UWC.

30. Did your brother/s or sister/s graduate from UWC?

Of the 2 581 respondents, 169 (6.5%) indicated that a sibling graduated from UWC.

31. Did any member of your extended family graduate from UWC?

From a total of 2 580 responses, 800 (31.0%) students indicated that a family member graduated from (is an alumnus of) UWC.

32. Are you the first child of your family to attend a tertiary institution?

Of the 2 582 responses, 1 258 (48.7%) students indicated that they were the first in their family to attend a tertiary institution

33. Are any of your brothers or sisters currently studying at UWC?

Only 158 (6.1%) out of a total of 2 582 respondents indicated that they have a brother or sister currently studying at UWC

34. Are any of your brothers or sisters currently studying at another tertiary institution?

Almost a quarter (639 or 24.8%) of the respondents out of a total of 2 581 indicated that they had a brother or sister currently at another tertiary institution.

Section 4: University characteristics

35. In deciding to study further, how important were EACH of the following reasons?

35a) Parents/guardians encouraged me

Two-thirds, i.e. 1 703 or 66.0% (out of a total of 2 581) indicated that their parents or guardians stressed that it was very important to study further at university; 500 (19.4%) indicated that the parents thought it important and 250 (9.7%) that it was somewhat important; 94 (3.6%) indicated “not important” and 34 (1.3%) couldn’t say.

With 85.4% (2 203) of respondents indicating that their parent's or guardian’s encouragement was important or very important in the decision to study at university, they may also be significant in the success of their children.

35b) Teacher/s encouraged me

Out of a total of 2 579 respondents, 1 013 (39.3%) indicated that their teacher/s stressed tertiary study as very important; 780 (30.2%) said it was important; 489 (19.0%) said that it was somewhat important; 208 (8.1%) indicated that tertiary study was not important to their teachers 89 (3.5%) said that they couldn’t say.

35c) Friend/s encouraged me

As far as the encouragement of friends is concerned, the responses present an almost even spread among very important (25.8%), important (28.9%) and somewhat important (25.7%). These responses amount to a total of 2 072 out of a possible 2 575 responses. For 379 (14.7%), tertiary studies were not important for the friend/s.

35d) Job security

Out of a total of 2 553 responses, 1 453 (56.9%) indicated that job security was a very important factor in deciding to study further. If the “important” and “very important” responses are added, it amounts to 1 904 (74.6%) which is noteworthy. 239 (9.4%) indicated that they couldn’t say if it was important or not, and a further 176 (6.9%) indicated that it wasn’t important.

35e) Obtain a university education

The respondents were very clear about the importance of university education with 2 166 (84.2%) out of 2 573 indicating that it was very important. A further 313 (12.2%) said that it was important.

35f) Improve life chances

Out of a total of 2 581 responses, 2 266 (87.8%) respondents believed that studying further at university would improve their life chances. If the 246 (9.5%) responses indicating important is added, it amounts to 2 512 (97.3%) who believed that university studies will improve their life chances.

35g) Be financially secure

Of the 2 577 responses, 2 220 (86.1%) indicated that tertiary studies were very important for financial security. A further 261 (10.1%) respondents indicated that it was important.

35h) Learn about things that interest me

For 1 590 (61.7%) respondents out of 2 577, it was very important to learn about things that interest them; 706 (27.4%) thought it important. The two categories together represent 2 296 (89.1%) of all respondents 234 (10.9%) said that it was somewhat important; 36 (1.4%) said that it was not important and 11 (0.4%) that they could not say.

35i) Train for a specific career

The 1 766 (68.4%) respondents out of 2 581 who indicated that studying at university affords training for a specific career, is an indication of how students view university studies. A further 583 (22.6%) said that it was important, which adds up to 2 349 (91.0%) who said that they came to the university to train for a career.

36. How did you learn about UWC?

(1) UWC Staff

(2) Radio adverts

(3) Newspaper adverts

(4) UWC brochures

(5) UWC website

(6) Off-campus exhibition

(7) On-campus exhibition

(8)

(10)

(11)

Visit to the campus

(9) School visit by UWC

Friends/family

Alumni

Out of a total of 2 600 respondents, the following were the responses in descending order of importance of how students came to learn about UWC:

In the “Other” category, further instances of learning about UWC were mentioned. These include teachers (28), tutors (7), social media (18) and sport (11). The “UWC reputation” was stated by only 6 respondents but should be compared to the responses of Question 37d.

37. Below are some reasons that might have influenced your decision to study at UWC. How important was EACH reason in your decision to come here?

37a) Family member’s advice

Out of a total of 2 567 responses, 1 111 (43.3%) indicated that a family member’s advice was very important in the decision to study at UWC; 641 (25.0%) said it was important and 409 (15.9%) indicated that it was somewhat important.

37b) Teacher’s advice

The respondents who indicated their teacher’s advice as influencing their decision to study at UWC were spread almost equally for very important (647 or 25.2%) and important (616 or 24.0%). The total of the important categories amounted to 1 803 out of 2 565 (70.3%).

37c) Friend’s advice

The important (694 or 27.1%) and the not important (684 or 26.7%) responses yielded almost similar frequencies. Although not very high, the combination of the three “important” categories still yielded a frequency of 65.4% (1 672) out of 2 558 responses.

37d) Good academic reputation

The academic reputation of UWC was a very important factor for 1 475 (57.9%) out of 2 546 of students regarding their decision to study there; 541 (21.2%) indicated that it is important and 368 (14.5%) that it is somewhat important When taking the “important” categories together, it amounts to 2 384 (93.6%).

37e) Offered financial assistance

For almost 40% (998 or 39.2%) of respondents (totalling 2 545), the offer of financial assistance was a very important consideration in studying at UWC. The total number of the three important categories was 1 778 (69.9%). 55 (2.1%) of the possible 2 600 respondents did not respond to this item.

37f) Lower tuition fees

More than a quarter (721 or 28.3%) viewed the lower tuition fees as a very important consideration in their decision to study at UWC. The three “important” categories about lower fees as an important factor, totalled 1 645 (64.6%). For more than third (i.e. 901 or 35.4%) it was not important or they could not say. 54 (2.1%) out of 2 600 respondents preferred not to answer the item.

37g) Study near home

A different picture emerged regarding the location of the University near the home of the students. 1 069 (42.1%) out of a total of 2 539 respondents indicated that it was not important. A further 380 (15.0%) said that they could not say. These two totalled 57.1%. The rest, (1 090 or 43.0%), indicated that it was important.

37h) Success of UWC graduates

Out of a total of 2 547 respondents, 1 131 (44.4%) indicated that the success of UWC graduates was a very important factor in their decision to study there. A total of 1 986 (77.9%) respondents said that it was very important, somewhat important or important in their

decision to study at UWC. For 312 (12.2%) it was not important and a further 249 (9.8%) could not say. 53 (2.0%) respondents preferred not to answer this item.

The fact that a parent or family member graduated from UWC was not an important consideration for 1 072 (41.9%) respondents. 885 (34.6%) could not say. The total of these two is 1 957 or 76.6%. 280 (11.0%) thought it very important, 163 (6.4%) important and 156 (6.1%) somewhat important. The total of these three is 599 (23.5%).

37i) Parent or family member graduated from UWC

37j) Talk by UWC staff member

A third of the respondents, i.e. 871 (34.3%) indicated that a talk given by a UWC staff member was not important in their decision to come to UWC. Almost another third (788 or 31.0%) indicated that they could not say. The remaining third thought it important (884 or 34.7%). 57 respondents preferred not to answer this item.

37k) UWC graduates get good jobs

The majority of the respondents pointed to UWC graduates getting good jobs as an important influencing factor for choosing UWC: a total of 1 588 (62.1%) A fifth (533 or 20.8%) of the respondents indicated that they could not say and 436 (17.1%) said it was not an important consideration

37l) Study away from home

The highest response tally was in the category “not important” with 1 078 (42.0%) indicating such. A further 510 (19.9%) could not say. These two categories totalled 1 588 or 61.8%. However, for a fifth (519 or 20.2%) of respondents, it was a very important consideration

38. Where will you live this year while studying?

Although more than a fifth (569 or 22.2%) of the 2 562 respondents indicated that they will live in a UWC residence, 1 108 (43.2%) said that they will live with their parents. The third highest response was private boarding (484 or 18.9%) and a further 184 (7.2%) will live with relatives. A small number indicated living with their spouse or partner (59 or 2.3%). Similarly, only 75 (2.9%) said that they will be living alone.

There were 83 responses (3.2%) in the “Other” category; 57 (2.2%) mentioned a private student residence (including 27 - SouthPoint; 18 - Kovacs); 20 (0.8%) did not know and 6 (0.2) were renting accommodation

39. How far is UWC from where you are staying now?

More than a third (699 or 35.1%) of the 1 989 respondents indicated that they will stay between 1 and 10km from UWC. 447 (22.5%) indicated staying between 11 and 20km from UWC; 367 (18.5) between 21 and 30km; 217 (10.9%) between 31 and 40km and 259 (13%) more than 40km.

40. How will you travel to UWC? Train

Out of 2 600, the following were the responses in descending order of how students would travel to UWC:

Almost a quarter (618 or 23.8%) of the respondents indicated that they will travel by taxi. The second highest frequency came from those that said they will walk to UWC (455 or 17.5%). Those travelling by bus, carpool/lift club, own car and dropped off were very similar with an average of 14.1% of respondents indicating that means of transport

App-based ride-hailing is becoming a popular means of transport as indicated by 11 respondents.

41. Should you have a problem during this year, how likely are you to approach the following persons for advice?

41a) Student counsellor

A good number of students (1 873 or 74.6% out of 2 509) indicated that it was very likely or likely that they would approach a student counsellor for advice if the need arises. 563 (22.5%) said it was unlikely or very unlikely. 91 (or 3.5%) of respondents chose not to answer this item.

41b) Friend

The two positive categories (very likely and likely) together total 1 941 (or 77.3%) out of 2 509 responses – that they would approach a friend for advice. The unlikely responses (approximately a fifth of the responses) total 495 (19.7%). 73 or 2 9% out of 2 600 respondents were not sure

41c) Lecturer

Taken together, an overwhelming majority indicated that it was “very likely” (988 or 39.3%) or “likely” (887 or 35.3%) that they will approach a lecturer for advice - a total of 1 875 (74.6%) out of 2 512 responses. 393 (15.6%) said it was unlikely and 166 (6.6%) said it was very unlikely. 88 (3.4%) respondents preferred not to answer this item.

41d) Peer facilitator

Out of 2 502 respondents, 1 116 (44.6%) indicated that it was very likely that they would approach their peer facilitator for advice; 882 (35.3%) said it was likely, giving a total of 1 998 (79.9%). 301 (12.0%) said it was unlikely and 145 (5.8%) that it was very unlikely. 98 (3.8%) out of 2600 respondents preferred not to respond to this item.

41e) Parent/s

Out of 2 509 respondents, 1 519 (60.5%) indicated it was very likely that they would approach their parent if needing advice. A further 546 (21.8%) said it was likely, giving a total of 2 065 (82.3%). The total unlikely responses were 380 (15.1%).

41f) Family members

The trend is similar to those seen in the previous sub-items. Out of a total of 2 510 responses, 973 (38.8%) said that they would very likely approach a family member for advice; 739 (29.4%) said it was likely, a total of 1 712 (68.2%). The unlikely responses totalled more than a quarter with unlikely 411 (16.4%) and very unlikely 291 (11.6%). 90 respondents preferred not to answer this item.

42. Will you need additional tutoring in the following?

42a) English

It is noteworthy that approximately half of the responses were in the two “agree” categories (strongly agree: 520 or 20.3% and somewhat agree: 726 or 28.4%) out of 2 560 responses, totalling 1 246 or 48.7%. The other half was in the two disagree categories, namely “strongly disagree”: 656 or 25.6% and somewhat disagree: 472 or 18.4%, totalling 1 128 or 44.0%. 186 (7.3%) indicated that they “can’t say” Thus, approximately half of the students indicated that they would need additional tutoring in English. 40 (1.5%) chose not to answer.

42b) Reading

Here the two disagree categories together had a higher frequency with “strongly disagree” at 975 or 38.3% responses and “somewhat disagree” at 553 or 21.7%, totalling 1 528 or 60.0%. However, the “agree” categories totalled approximately a third of the responses which was 554 or 21.8% for “somewhat agree” and 282 or 11.1% for “strongly agree”, totalling 836 or 32.9%. 53 or 2.0% respondents did not answer this item.

42c) Computer literacy

A clear picture emerged here The “Agree “categories totalled 1 782 or 69 3% (more than twothirds) of the response pool out of 2 572 responses with “strongly agree” at 952 (37.0%) and “somewhat agree” at 830 (32.3%). The two disagree categories totalled approximately a quarter: 678 (26.3%). “Can’t say” was a minimal of 112 or 4.4%.

42d) Writing

Similar to the picture emerging with additional tutoring of English, here also half agreed and less than half indicated that they do not need additional tutoring in writing skills. Thus, 517 or 20.2% strongly agreed and 769 or 30.1% somewhat agreed, totalling 1 286 or 50.3% that agreed they need tutoring. 660 or 25.8% strongly disagreed and 450 or 17.6% somewhat disagreed that additional tutoring in writing was necessary, totalling 1 110 or 43.4%. 161 or 6.3% of the 2 557 respondents indicated that they can’t say.

43. The following problems/concerns have been identified by our students. Are these applicable to you?

General:

43a) University life adjustment

An overwhelming majority of respondents indicated that adjustment to university life was a concern: 1 222 (47.7%) indicated that they strongly agreed and 952 (37.2%), that they somewhat agreed, totalling 2 174 (84.9%) out of 2 561 responses.

43b) Adjustment to living away from family

Almost half of the respondents (1 187 or 46.4%) indicated that living away from their family was a concern for them, but a fifth, 584 or 22.8%, indicated that they strongly disagreed and 267 (10.4%) disagreed somewhat. Another fifth (520 or 20.3%) out of 2 558 said that they could not say.

43c) Career concerns

The response pattern indicated that respondents had career concerns: 1 071 (42.0%) indicated strong agreement and 849 or 33.3% somewhat agreement, totalling 1920 or 75.3% out of 2 553 responses. 329 or 12.9% were somewhat in disagreement, and 186 or 7.3% strongly disagreed.

43d) Lifestyle concerns

Here also, the response pattern indicated that respondents had lifestyle concerns: 915 or 36.0% strongly agreed and 909 (35.7%) somewhat agreed, totalling 1 824 or 71.7%. The disagree categories yielded 587 (23.1%).

Anxiety and sadness:

43e) General anxiety and nervousness

Almost half (1215 or 47.5%) of the respondents (2 557 in total) indicated that anxiety and nervousness were real concerns. For 779 (30.5%) it was somewhat of a concern, totalling 1 994 or 78.0% in the two “agree” categories. 480 or 18.8% indicated that they were in disagreement.

43f) Fear of academic failure

An overwhelming majority of responses pointed to widespread fear of academic failure: 1 614 (63.2%) strongly agreed that it was a fear and 584 (22.9%) said they somewhat agreed, totalling 2 198 or 86.1%. The “disagree” figures are negligible in comparison.

43g) Loneliness

Out of a total of 2 550 respondents, 758 (29.7%) indicated that they strongly agreed that loneliness was a concern; 669 (26.2%) indicated that it was somewhat of a concern, totalling 1 427 or 55.9%, while 426 (16.7%) strongly disagreed that it was a concern and 556 (21.8%) somewhat disagreed that it was a concern.

43h) Shyness

Out of a total of 2 557 responses, 877 (34.3%) indicated that shyness is a definitive concern (strongly agreed); 761 (29.8%) indicated that they somewhat agreed that it was a problem, totalling 1 638 (64.1%). For 385 (15.1%) respondents it was not seen as a problem and 427 (16.7%) somewhat disagreed.

43i) Feeling sad

It is noteworthy that almost half of the 2540 respondents declared that feeling sad was a concern and a similar number that feeling sad was not a concern. 558 (22.0%) indicated strong agreement and 622 (24.5%) somewhat agreed, giving a total of 1 180 (46.5%). 523 (20.6%)

strongly disagreed and 646 (25.4%) somewhat disagreed, totalling 1 169 or 46.0%. 191 (7.5%) could not say.

43j) Feeling tired, low energy

Of the 2536 respondents, 1053 (41.5%) strongly agreed that they experience tiredness and low energy; a further 781 (30.8%) declared somewhat agreement, thus a total of 1834 (72.3%). 360 (14.2%) disagreed somewhat and 240 (9.5%) strongly disagreed. This total was 600 or 23.7%

Relationships: 43k) Family problems

Out of a total of 2 556 responses, 763 (29.9%) strongly disagreed that they experienced family problems; 561 (21.9%) somewhat disagreed, totalling 1324 (51.8%). 465 (18.2%) strongly agreed and 501 (19.6%) somewhat agreed, totalling 966 (37.8%) that they had family problems. A notable percentage (266 or 10.4%) said that they can’t say

43l) Problems between student and parents

A minority of 314 (12.3%) out of a total of 2 549 respondents indicated problems between themselves and parents; 403 (15.8%) saw it as somewhat of a problem, totalling 717 (28.1%). The majority indicated that they strongly disagreed, namely, 1000 (39.2%) and 522 (20.5%) disagreed somewhat, totalling of 1 522 (59.7%)

43m) Problems between student and friends

Out of a total of 2 543 responses, 1 014 (39.9%) indicated strong disagreement about problems with friends, while 649 (25.5%) somewhat disagreed, totalling 1 663 (65.4%). 398 (15.7%) said they somewhat agreed and 146 (5.7%) strongly disagreed. 336 (13.2%) declared that they cannot say. 57 (2.2%) preferred not to respond to this item.

43n) Coping with broken personal relationships

A majority of the 2554 respondents declared that coping with broken personal relationships was not a problem, with 954 (37.4%) of the respondents strongly disagreeing and 479 (18.8%) disagreeing somewhat, totalling 1433 (56.2%). However, 320 (12.5%) agreed strongly and 445 (17.4%) agreed somewhat, totalling 765 (29.9%). 356 (13.9%) said they could not say.

43o) Peer pressure

Out of 2 504 respondents, 1 042 (41.6%) indicated that peer pressure was not a problem. A further 471 (18.8%) somewhat disagreed, totalling 1513 (60.4%). There was 286 (11.4%) who strongly agreed and 434 (17.3%) who somewhat agreed, totalling 720 (28.7%). 271 (10.8%) could not say and 96 (3.7%) preferred not to answer this item.

Academic concerns:

Regarding time management, the response pattern points in a clear direction: 1 240 (48.5%) respondents strongly agreed that it is a problem and 841 (32.9%) said it was somewhat of a problem, totalling 2 081 (81.4%). Somewhat disagreed responses totalled 285 (11.1%) and strongly disagreements numbered 148 (5.8%) 43q) Study skills

Out of 2553 responses, 1016 or (39.8%) indicated that study skills were a strong concern and for 920 (36.0%) it was somewhat of a concern, totalling 1936 (75.8%) 366 (14.3%) somewhat disagreed that it was a problem and only 205 (8.0%) indicated it was not a concern

43r) Writing skills

Out of a total of 2551 respondents, 727 (28.5%) indicated that their writing skills were a concern for them and a further 716 (28.1%) said that it was somewhat of a concern, totalling 1443 (56.6%). 443 (17.4%) did not think it was a problem and 584 (22.9%) disagreed somewhat.

43s) Reading skills

A total of 1 222 (48.0%) respondents out of 2548 indicated concern about their reading skills. This comprised of 585 (23.0%) who strongly agreed and 637 (25.0%) who somewhat agreed. An identical number, 1 222 (48.0%) indicated that their reading skills were not a concern to them. The number who strongly disagreed was 612 (24.0%) who strongly disagreed; 610 (23.9%) somewhat disagreed. While 104 (4.1%) indicated that they could not say, 52 (2.0%) of the respondents did not answer this item.

43t) Test or exam strategies

Almost one-half, i.e., 1 239 (48.2%) of the 2 570 respondents strongly agreed that test and exam strategies were a concern for them and a further 803 (31.2%) indicated that it was somewhat of a concern, totalling 2042 (79.4%) responses. 177 (6.9%) strongly disagreed that it was a concern, while 290 (11.3%) disagreed somewhat.

44. What is the chance during this year that you will:

44a) Change degree

Out of a total of 2 544 respondents, 1 006 (39.5%) indicated that there was no chance that they would decide to change their degree and 738 (29.0%) indicated very little chance that this may happen. 243 (9.6%) indicated that there was a very good chance and 182 (7.2%) a good chance, totalling 425 (16.8%). 375 (14.7%) indicated that there was some chance. 56 (2.2%) respondents did not answer this item.

44b) Complete degree in 3 or 4 years (minimum time)

Out of a total of 2549 respondents, 1476 (57.9%) indicated that there was a very good chance that they will complete their degree in 3 or 4 years; 764 (30.0%) said there was a good chance,

while 167 (6.6%) indicated that there was some chance, totalling 2407 (94.5%). In the very little and no chance categories, there were only 142 (5.6%) responses. 51 (2.0%) respondents did not answer this item

44c) Pass all subjects

Of the 2 542 respondents, 1 147 (45.1%) indicated that they will pass all subjects in 2019; 1 089 (42.8%) said there was a good chance and 294 (11.6%) said there was some chance, totalling 2 530 (99.5%). Only 10 (0.4%) said there was very little chance that they will pass their subjects and 2 (0.1%) said there was no chance. 58 (2.2%) preferred not to answer this item.

44d) Need assistance with subjects

Out of a total of 2 538 respondents, 872 (34.4%) indicated that there was a very good chance that they would need assistance with their subjects; 821 (32.3%) indicated that there was a good chance and 712 (28.1%) that there was some chance, totalling 2405 (94.8%). Only 111 (4.4%) said there was little chance and 22 (0.9%) that there was no chance. 62 (2.4%) preferred not to respond to this item.

44e) Participate in volunteer/community work

Out of a total of 2 540 respondents, approximately a fifth (555 or 21.9%) indicated there was a very good chance that they will participate in volunteer or community work; 607 or (23.9%) said a good chance and 820 (32.3%) said there was some chance, totalling 1982 (78.1%). 403 (15.9%) said there was very little chance and 155 (6.1%) said there was no chance. 60 (2.3%) respondents preferred not to answer this item.

44f) Talk to lecturers and tutors

Out of a total of 2 548 respondents, 1 116 (43.8%) indicated there was a very good chance they will talk to their lecturers and tutors; 843 (33.1%) said there was a good chance and 462 (18.1%) said some chance, totalling 2 421 (95.0%). Only 105 (4.1%) said there was very little chance of this happening and 22 (0.9%) said no chance. 52 (2.0%) respondents preferred not to answer this item.

44g) Participate in extra-mural activities

Out of a total of 2 540 respondents, 690 (27.2%) indicated there was a very good chance that they will participate in extra-mural activities; 634 (25.0%) said there was a good chance and

704 (27.7%) said there was some chance, totalling 2028 (79.9%). Only 351 (13.8%) said there was very little chance and 161 (6.3%) no chance. 60 (2.3%) preferred not to answer this item.

44h) Socialise with someone of another racial group

Out of a total of 2 537 respondents, 1 798 (70.9%) indicated that there was a very good chance that they will socialise with someone of another racial group; 544 (21.4%) said there was a good chance and 141 (5.6%) said there was some chance, totalling 2 483 (97.9%). Only 36 (1.4%) said very little chance and 18 (0.7%) said no chance. 63 (2.4%) preferred not to answer this item.

44i) Seek personal counselling

Out of a total of 2 545 respondents, 491 (19.3%) indicated that there was a very good chance that they would seek personal counselling; 454 (17.8%) said there was a good chance and 735 (28.9%) said some chance, totalling 1 680 (66.0%). This is two-thirds of the total respondents 632 (24.8%) indicated there was very little chance and 233 (9.2%) said there was no chance. 55 (2.1%) preferred not to answer.

Out of a total of 2 251 respondents, 614 (24.1%) indicated that there was a very good chance that they will work for pay this year; 440 (17.2%) said there was a good chance and 630 (24.7%) said there was some chance, totalling 1684 (66.0%). 481 (18.9%) said there was very little chance and 386 (15.1%) said there was no chance. 49 (1.9%) preferred not to answer.

44j) Work for pay

45. Do you have concerns about your ability to finance your studies?

Out of a total of 2 548 respondents, 831 (32.6%) indicated that they strongly agreed that they have concerns about their ability to finance their studies and 686 (26.9%) agreed somewhat, totalling 1517 (59.5%). 258 (10.1%) strongly disagreed that they had concerns and 346 (13.6%) disagreed somewhat, totalling 604 (23.7%). 427 (16.8%) indicated that they could not say. 52 (2.0%) respondents preferred not to answer this item.

46. How will you pay for your university studies? The respondents had to mark all the applicable responses.

46(1) Family resources (parents, relatives, spouse, etc.)

Out of a total of 2 600 respondents, 915 (35.2%) indicated that their family would pay for their university studies.

46(2) Aid that need not be repaid

Out of 2 600 respondents, 1 606 (61.8%) reported that they will receive financial aid

46(3) Aid that will be repaid

Out of 2 600 respondents, 211 (8.1%) reported that they will receive a loan.

46(4) Self-funded

Out of 2 600 respondents, 77 (3.0%) indicated that they were self-funded.

46(5) I don’t know yet

Out of 2 600 respondents, 244 (9.4%) indicated that they did not know how their studies will be funded.

46(6) Other

47. If you had a choice, which language would you prefer as a medium of instruction at UWC?

An overwhelming majority of respondents (1973 or 78.5) indicated English as their preferred language of instruction. This was followed by Afrikaans with 277 (11.0%) and IsiXhosa with 173 (6.9%).

The following is the choice of respondents of language of instruction in frequency descending order:

1. English 1973 (78.5%)

2. Afrikaans 277 (11.0%)

3. IsiXhosa 173 (6.9%)

4. IsiZulu 27 (1.1%)

5. Xitsonga 10 (0.4%)

6. Sesotho 9 (0.4%)

7. Setswana 9 (0.4%)

8 Tshivenda 9 (0.4%)

9. Northern Sotho 8 (0.3%)

10 SiSwati 5 (0.2%)

11 IsiNdebele 1 (0.0%)

12. Other 11 (0.5%)

Other

The other category included Arabic (1), French (5), Italian (1), Japanese (1), Korean (2) and Sepedi (1).

CHAPTER 3: Qualitative Interviews

3.1 Introduction

After six months of studies, a sample of the same first-year UWC students who completed the survey of Chapter 2 in 2019 were invited to follow-up interviews. The interviews were conducted to ascertain how they experienced and managed their social and academic integration over the first semester of 2019.

This information explored the following aspects:

(a) What others could have done to better prepare them for university studies;

(b) Their involvement in extra-mural campus activities;

(c) Their support structures, concerns, challenges and problems experienced and its impact on their functioning;

(d) How they adapted to tertiary studies;

(e) Their living/housing circumstances;

(f) Reflection on their June 2019 examination results, and

(g) Their study habits and strategies.

With the benefit of hindsight, interviewees were asked to reflect back on their first six months on campus in answering the questions. Some questions were similar to those posed in the survey. In this way, readers are able to compare students’ perceptions and expectations with their experienced realities

3.2 Population and sample

Only first-year students who completed a survey in January 2019 during Orientation Week were initially invited to an interview. Potential interviewees were identified through proportional stratified sampling of the abovementioned participants, divided into faculties and sex. Interviews were conducted during the second semester of 2019. However, the response rate of students to avail themselves for interviews was low. Some factors identified by students as to why they did not honour their appointment or make contact with the Office were shared. These included time limitation, academic pressure and anxiety of being ‘tracked’ by the University especially if their June results were not satisfactory.

Coincidently, interviews were being conducted at the Office for Student Development (OSD) for peer facilitators (PFs) for the 2020 Student Orientation Programme (SOP). We then invited those

who were also first-year students in 2019 to avail themselves for the interviews to supplement the numbers While a sample size of 4% (104) of the 2600 students was desirable, we eventually reached about 2% (51). It must be noted that the original proportional stratified sample did not consider the June 2019 academic marks while this is a selection factor to be a PF. Thus, the second group is biased towards academically successful students. Nevertheless, the collected data also identified success factors – a critical element of this study.

3.3 Data collection, capturing and analysis

Specific aspects of the six dimensions of the Wellness Model, namely, physical, spiritual, intellectual, social, occupational and emotional, triggered ideas for the interview questions. Bitzer & Troskie-De Bruin (2004) viewed student wellness as more than the absence of illness. They stated, “Wellness represents the enhancement of the quality of life resulting from a balanced lifestyle that promotes different dimensions of being well. Wellness is also an active process of becoming aware of and making choices toward a higher level of being well, including a positive approach to living.”

Five interviewers were briefed to conduct the interviews during August and September 2019 at the Office for Student Development when students indicated their availability, oftentimes at short notice. Eventually, 51 first-year students presented themselves for interviews having been on campus for at least six (6) months. The interviews took between 40 and 60 minutes to complete.

The interviewers made notes on the questionnaire (Annexure B) that contained factual, closed as well as open-ended questions. All responses were transcribed except one when the voice recorder failed. Thus, two versions were available for the item analysis of responses and summative and/or interpretive comments of the 51 interviewees: the notes of the interviewer and the fully transcribed interviews from voice recordings. For the open-ended questions, respondents mostly provided more than one answer; thus, there would not be a fixed total of 51 responses. In cases where the interviewer did not probe for elaboration, no response was noted, but where the respondent indicated that she had no response, it was noted as such. The data is presented in descending order from high to low frequency. Summative and/or interpretive comments are written for each item that produced a response frequency.

3.4 Data presentation

The following is an item-analysis of the structured interview responses regarding UWC first-year student experiences after being on campus for at least six months.

A.

1.

on campus for over six months. What is your impression of UWC now? 1.1

An overwhelming majority of the 51 students interviewed regarded UWC in a positive light. Of the 90 responses, 75 (83.3%) were positive. Half of the 75 responses (38 or 50.7%) said that UWC was a welcoming, comfortable, friendly, free, accommodating and supportive environment. Also, 17 (22.7%) said that the people at UWC were friendly and approachable which is similar to the highest category. The two highest response frequencies contribute 55 (73.3%) out of the 75.

Of the negative impression of UWC, only one category has a frequency count of note, which is 7 (7 8%) out of the total responses of 90. These students felt that UWC presents an overwhelming and difficult experience.

2.1 Have you made friends with students:

- doing the same course as you? Yes No

- of other race/cultural groups? Yes No

2.1.1 Made friends with students doing the same course

1. Yes

2. No

2.1.2 Made friends with students of other race/cultural groups

1. Yes

2. No

Respondents, 50 or 98%, reported that they made friends with students in the same course. Also, 48 or 94% out of 51 made friends with students of other race/cultural groups.

2.2 If Yes, what value has come of these friendships for you?

2.2.1 Value of having made friends with students doing the same

The highest response frequency of 26 (47.3% of 55) indicated that the value of having made friends with students doing the same course was for academic support In addition, 19 (34 5%) responses, the second-highest, indicated that the friendships provided emotional support. These together constituted 45 (81 8%) of the 55 responses.

2.2.2 Value of having made friends with students of other racial or cultural groups

The highest response frequency (21 out of 44 or 47.7%) indicated that the value of having made friends with students of other racial or cultural groups was that they learned about other cultures. Nineteen respondents (19 or 43.2%) indicated that the friendships enabled them to be

more open-minded, accepting of others and grow personally. These two categories constituted 40 (90.9%) of all response frequencies.

3.1 Are you involved in extra-mural/co-curricular activities? Yes No

Of the 51 respondents, 29 (56 9%) indicated that they participated in extra-mural or co-curricular activities while 22 (43.1%) indicated in the negative.

3.2 If so, name the activities. If not, kindly give reasons.

Of the 29 students who indicated that they participated in campus-based extra-mural or cocurricular activities, there were 31 activities identified Nine (29%) were at the gym and 3 (9.7%) in the Gender Equity Programme The remaining 19 responses represented a wide range of activities mostly of a sporting and cultural nature.

Regarding the off-campus extra-curricular or co-curricular activities, religious activities (church and church choir) constituted 8 (53.3%) out of 15 responses. The other category worth mentioning is tutoring schoolchildren with 2 (13.3%) responses.

Of the 19 reasons why students did not participate in extra-mural/co-curricular activities, 16 (84.2%) had to do with time constraints which included time need to focus on academics, time for travel (5), time to adjust to campus life (4) and time to learn time management (1).

4. Who do you turn to for advice and/or support for personal and/or academic issues? How do they help you?

4.1 Persons the students turn to for advice and/or support for personal issues

Nine (9) categories were discerned of persons that students turn to for advice and/or support for personal issues. Friends and family members (26 or 36.6% each) represent the highest frequencies of the responses. The other categories included their peer facilitator and the students who find the solution on their own (5 or 7% each) and a psychologist (3 or 4.2%). The mentor and people from the church represents two (2 or 2.8%) each.

Here also, nine (9) categories were discerned of persons that students turn to for advice and/or support for academic issues. Again, friends (12 or 21.8%) represented the highest frequency, followed by tutors (10 or 18.2%), then lecturers, peer facilitators, student mentors and family members all on 7 (12.7%). The Centre for Student Support Services had one (1 or 1.8%) mention.

Concerning the kind of help that persons provided, the category of emotional support had the most responses (23 or 41.1%). Of the 56 responses, the remaining 33 (58.9%) had to do with some form of academic support which included “to cope and understand the work” (19 or 33 9%), to “provide information” (9 or 16.1%), to “provide other perspectives” (3 or 5 4%) and

(2 or 3 6%)

5. What about your school experience had a positive and/or negative influence on your preparation for university?

Regarding the influence of the school as preparation for university, 40 (78.4%) out of 51 respondents indicated a positive influence. Teaching self-reliance and independence had the highest frequency as a positive contribution from the school (16 out of 44 or 36.4%) towards preparing students for university. Another response worth mentioning is that “…. hard work pays off” (4 out of 44 or 9 1%).

Regarding the influence of the school on the preparation for university, 11 (21 6%) out of 51 respondents indicated a negative influence. Of the 24 responses, 6 (25%) indicated that they were not prepared for the workload at university. Spoon-feeding by teachers was mentioned by 4 students (16.7%); not being prepared for anything at all and assignment writing mentioned by 3 students each (12 5%)

6. What could OTHERS have done, during high school, to better prepare you for university?

Regarding what others could have done during high school to better prepare the student for university, 9 of 51 (17 6%) indicated the ability to handle pressure and to take care of their mental health. Other things were the ability to work independently (8 or 15 7%), timemanagement (5 or 9 8%) and to work hard (4 or 7 8%). Seven (7 or 13 7%) of the students indicated that they were well prepared.

7. What do you wish YOU had done to better prepare for university?

7.1 Things that the learners could have done to better prepare for university life Frequency

Regarding the kind of things that the students could have done to better prepare for university, 23 categories were discerned and 62 responses documented from the 51 interviews The highest frequency was the idea that they should have studied more in high school (12 or 23 5%) to prepare better for university. This is followed by “learned time management” (10 or 19 6%); knowledge of how the university works (8 or 15.7%) and asking others how they coped (4 or 7.8%). The reason for the low-frequency counts has to do with the diversity of responses.

8. What have you done during the first semester to adapt to university life?

8.1 Things the student has done to adapt to university life during the first semester Frequency

Regarding the things the students did during the first semester to adapt to university, 26

response categories with a frequency count of 87 were presented. Seventeen (17) students (33 3%) indicated that making friends helped them to adapt; time management for 15 (29 4%); prioritising work for 10 (19 6%); talking to lecturers and tutors for 6 (11 8%) and attending all classes and joining the First Year Experience programme for 4 (7 8%).

9. What might have hampered your adjustment and success, and what have you done to minimise the possible negative effects?

The students who responded were 41 as the other 10 indicated that nothing hampered their adjustment and success Regarding things that hampered adjustment and success, 19 response categories were mentioned. The frequency count was 65. Highest amongst the categories were

peer pressure to do fun things (socialise) with 11 out of 65 (26.8%), followed by work pressure (workload) with 8 respondents (19 5%); then financial pressure (5 or 12 2%); deficient timemanagement (4 or 9 8%) and long travelling time also (4 or 9.8%) and stress and anxiety (3 or 7.3%).

9.2 Things the student has done to minimise the possible negative effects of things that hampered his/her adjustment and success

Regarding the action taken by the 41 students to minimise the possible negative effects of the obstacles to their adjustment and success, 21 categories were realised. The frequency count was 48, remembering that 10 students indicated that no adjustment was needed for them. Of the 41 respondents indicating adjustment, 9 (or 22%) indicated “talk, work and do things with friends”,

8 (19.5%) said that they worked on their time-management; 3 (7.3%) joined a peer mentoring programme; also 3 respondents prepared for lectures, 3 socialised less and 3 sought advice from a mentor. Four (4 or 9 8%) acknowledged that adjustment was needed but did nothing about it

10.1 Do you have concerns about financing your tuition, accommodation, textbooks, course readers and daily expenses (e.g., travel, food and personal items)? Yes No

10.1 Concerns about financing tuition, accommodation, textbooks, course readers and daily expenses

Twenty-nine (29 or 56.9%) of the 51 respondents indicated that they had no concerns about financing their tuition, accommodation, textbooks, course readers and daily expenses while 22 (43.1%) indicated that they had concerns.

10.2 If Yes, what are the plans you have to address these concerns?

10.2.1 Specific concerns about financing studies

The financial concerns of the 22 students were placed in nine (9) categories. The frequency count of the responses was 26. The highest frequency was a general statement that they did not have enough money to pay for everything, with a frequency of 10 (38.5%). The second highest

frequency was for “pay for tuition” with a count of 6 (23.1%). Then, “to buy textbooks and course readers” with 3 (11.5%) and 2 (7 7%) for “to find better accommodation”.

Plans to address the concerns

Regarding plans to address the financial concerns, six (6 or 27.3%) students of the 22 who indicated concerns said that they work after classes and/or on weekends. Three (3 or 13.6%) indicated that they will still apply for a loan or bursary. Four (4 or 18.2%) said that they had no plans and for 6 (27.3%) no response was documented.

10.3 Are your financial concerns negatively influencing your ability to function optimally and academic success?

Yes No

10.3 Financial concerns have a negative influence on student’s ability to function optimally and academic success

Of the 22 students who indicated that they had financial concerns, 11 (50%) said that it had a negative influence on their ability to function optimally and academic success. The other half indicated no influence.

10.4 Explanation of how financial concerns negatively influence student’s ability to function optimally and succeed academically

Of the 22 students who indicated how their financial concerns influenced their ability to function optimally and succeed academically, two (2) said that it had no negative influence Seven (7) students’ responses were not documented. Thirteen (13) students were left with 6 categories formed by their responses. Of these, 4 (30 8%) indicated that they could not buy textbooks and course readers; 3 (23.1%) were worried about funding for the following year (2020) and another 3 (23.1%) had guilt feelings about the financial hardship for their families.

11.1 Describe your living/housing circumstances.

Of the 51 students who were interviewed, 14 (27.4%) indicated that they lived in a UWC residence; 13 (25.5%) lived in their family home; 10 each (19.6%) were in private boarding and

a private student residence; 2 each (3.9%) lived in a rented separate entrance of a house and 2 (3.9%) boarded with a family in a shack of a township.

11.2 Are your living/housing circumstances favourable or unfavourable to your studies?

11.2 The question if the living/housing circumstances were favourable or unfavourable for study

On the question regarding the living/housing conditions of the 51 students interviewed, 37 (72.6%) indicated that it was favourable while the rest indicated unfavourable living conditions, i.e. 14 (27.4%).

11.3 Elaborate

11.3.1 Explanation of reasons why living/housing circumstances were regarded as favourable

Regarding the reasons why students regarded their living or housing conditions as favourable, 9 categories of responses became evident. The frequency count was 41. The response that most needs were catered for had the highest frequency of 26 (or 63.4%) of the 41 responses. The assistance of the student leadership in the residences with the well-being of the first years was

mentioned three times (3 or 7.3%) and the fact that the student had his or her own room five times (5 or 12.2%).

11.3.2 Explanation of reasons why living/housing circumstances were regarded as unfavourable

Eight categories of reasons why students regarded their living or housing circumstances as unfavourable were stated. The frequency “for noise” was nine (9 or 37.5%) of the 24 responses indicating unfavourable living conditions. Six (6 or 25 0%) indicated an unsafe environment as unfavourable and three (3 or 12.5%) indicated a small or crowded room as unfavourable. In many instances, students mentioned more than one unfavourable aspect.

11.4 Commuter students staying at home: How have you adjusted to the new circumstances of you being a student?

11.4 The adjustment of commuter students staying at home to their new circumstances as a student

Regarding the adjustment of commuter students staying at home to their new circumstances as a student, their responses were grouped into eight (8) categories. This question pertains only to students staying in their family home [refer to Table 11.1 (2)] Some students provided more than one response. The frequency count was 30 of which 8 (61.5%) of 13 students said that they developed strategies to cope with the work. Seven (7 or 53.8%) said that they developed (increased) self-reliance; 5 (38.5%) indicated better time-management and discipline; 3 (23.1%) indicated having learned to cope with their environment and 3 (23.1%) with travelling to and from campus.

11.5 Only students in a UWC Residence, Private student residence or Private boarding had to respond to this question. How have you adjusted to your new living circumstance?

11.5 Students’ adjustment to their new circumstances as a student in a UWC residence, Private student residence or Private boarding

Fourteen (14) students indicated that they stayed in a UWC residence that is 27.4% of the sample of 51. Thirteen (13) indicated having adjusted to their new circumstances and the response of 1 student was not documented. Thus, all the students in the UWC residences adjusted well.

Ten (10) students indicated that they stayed in a private student residence that is 19 6% of the sample. Six (6) of the 10 (60%) indicated that they have adjusted to their new living circumstances. Four (4 or 40%) had not adjusted.

Ten students indicated that they stayed in private boarding which is 19.6% of the sample. Eight (8) of the 10 (80%) indicated that they have adjusted to their new living circumstances. Two (2 or 20%) indicated that they did not adjust well.

2. Private Student residence

3. Private student boarding

1. UWC residence

2. Private student residence

3. Private student boarding

B ACADEMIC INTEGRATION

12. In this section, explore whether the student is coping academically given the number of hours in the respective Faculty Calendar to be spent on self-study (preparation and selfstudy before and after lectures, and for tests and exams); how effectively student manages their time.

Hours spent on self-study (i.e. preparation and self-study before and after lectures, and for tests and exams).

12.1 Hours spent on self-study per day during the week (Monday – Friday)

Of the 51 interviewees, one (1) did not know how many hours s/he spent on self-study, and for nine (9), no information was documented. We used the information of 41 students.

The average number of hours spent daily during the week (Monday to Friday) on self-study was 4.4 hours (total of 181 hours divided by 41 students).

12.2 Hours spent on self-study on a Saturday

The average number of hours spent on a Saturday on self-study was 3.4 hours (a total of 139 hours divided by 41 students).

12.3 Hours spent on self-study on a Sunday

The average number of hours spent on a Sunday on self-study was 3.6 hours (a total of 146 hours divided by 41 students)

13. What were your results for the June 2019 exam?

13.1 Number of modules written for June 2019 examination

The total number of modules written by the 50 students (one student wrote only year modules and thus excluded) was 226. The average number of modules written per student was 4,5.

Twenty-one students (21 or 42%) wrote five (5) modules each during the June 2019 examinations. The second highest frequency was 19 (38%) students for four (4) modules each.

These together constitute 40 (80%) students who wrote either 5 or 4 modules each. One student wrote eight (8) modules and another student only one. Four (4) students each wrote six (6) and three (3) modules, respectively. For one student, there were no marks because s/he took only year modules.

13.2 Number of modules passed in June 2019 examination

Of the 50 students who wrote June tests or examinations, only one student failed one of the 226 modules written. Thus, one module (0.4%) was failed out of 226 modules written. This was for a student who wrote four (4) tests/examinations. The pass rate was 99.4%. One student did not write because s/he had year modules.

The total number of modules written and thus symbols gained by the 50 students who wrote the June tests/examinations was 226. The C symbol had the highest frequency of 83 (36 7%) followed by the A symbol with 64 (28.3%); third was B symbol with 53 (23.4%); fourth was 25 (11.1%) for the D symbol and lastly one (1 or 0.4%) for the E symbol.

13.4 Did the overall results meet your expectations? Yes No

Of the 50 students interviewed and who wrote the June 2019 tests/examinations, 27 (54%) indicated satisfaction with their results. Thus, 23 (46%) were not satisfied. The student who took year modules and did not present results accounted for the 50 who were interviewed.

13.5

If Yes, what contributed to your success?

If No, explain the challenges you might be facing.

13.5.1 Contributing factors to success

Of the 27 students indicating that they were satisfied with their results of the 2019 June tests/examinations, 21 (77.8%) mentioned hard work, disciplined behaviour and determination as reasons for their success. Of the 12 categories for success discerned, 5 had frequencies of 3 (11.1%), meaning that 3 students in each category indicated the reasons for their success were “support of parents”; “attending lectures”; “tutorial work”; “good time-management” and “support of friends”. Only three (3) students ascribed “attending lectures” as a contributory factor for their success.

13.5.2 Challenges experienced if the overall results did not meet with the expectation of the student

6.5

6.6

Of the 23 (46%) of the 50 students who wrote the June tests/examinations and who said that they were not satisfied with their results, six (6 or 26.1%) ascribed it to their unfavourable living circumstances. Another six (6 or 26.1%) ascribed it to their difficulties in understanding the work.

Two (2) each (8.7%) indicated “not enough time to study” and “time-management”.

14. Consultations with Lecturers and/or Tutors

14.1 Have you consulted with your Lecturers and/or Tutors? Yes No

The question to the 51 interviewees was, “Have you consulted with your lecturers and/or tutors?” The answer could be “yes” or “no”. Interviewers did not expect an answer on each of the categories of consultation with lecturers, tutors and both. This is the reason for the variation in totals in each category.

Of the 38 students who answered about consultations with lecturers, 27 (71%) said that they did consult and 11 (28.9%) said that they did not. Regarding the tutors, 35 students (79.5%) said that they consulted them and nine (9 or 20.4%) said that they did not. Regarding consultation with both lecturers and tutors, only 10 students (25%) said that they did and 30 students (75%) said that they did not. The majority of students did consult with either a lecturer or a tutor.

14.2 If Yes, what value did you find in the consultations? If No, why not?

14.2.1 Value in consulting with lecturers and/or tutors

5.2

Forty-nine (49) reasons were provided by students who said that they consulted with lecturers and/or tutors and derived benefit from it. These responses were grouped into six (6) categories. Of these, 33 (67.3%) responses indicated that their understanding and knowledge were enhanced. Another six (6 or 12.2%) responses indicated that their motivation was enhanced; three (3 or 6.1%) indicated increased self-confidence and, similarly, three (3) indicated assistance with assignments.

14.2.2 Reasons for not consulting with lecturers and/or tutors

Only eight (8) responses (grouped in five categories of which four had single responses only) were provided and documented by the interviewers who said they did not consult with lecturers and/or tutors. The first category, with a frequency of four (4 or 50%), was for those students who

said they found solutions or answers on their own. The number of students who did not consult with lecturers and/or tutors was eight (8 or 15 7%) out of the 51 students interviewed.

15. Health issues

15.1 Are any health issues impacting negatively on your studies and/or your functioning?

Yes No

Health issues impacting negatively on studies and/or functioning

1. No

2. Yes

Of the 51 students interviewed, 35 (68.6%) said that they had no health issues which impact negatively on their studies and/or functioning. The rest, 16 (31.4%) said that they had health issues.

15.2 If Yes, elaborate

15.2.1 Health issues which impact negatively on studies and/or functioning

Health issues which impact negatively on studies and/or functioning

1.1

The health issues stated by 16 students are grouped into nine (9) categories. Two students had more than one illness, given the frequency count of 18. The highest frequency, four (4 or 25%), is for both psychological disorders (including anxiety, ADHD and depression), and headaches and migraine. The frequency for sinusitis, eczema and allergies is two (2 or 12 5%).

15.2.2 Effects of health issues on studies and/or functioning

Of the 16 students who indicated that they had health concerns that affected their studies and/or functioning, 12 explained the effects. Five (5 or 41.7%) said they could not study well; two (2 or 16.7%) each said they missed classes, lowered self-confidence and that they had less money to live from because of the costly medication.

16. What motivates/drives you to persist (to continue and complete) with your studies?

Motivating factors driving the students to persist with and complete their studies

Regarding the motivating factors driving students to persist with their studies, responses of students were discerned into 15 categories. Seventy-four (74) responses were documented indicating that some students indicated more than one driver Self-fulfilment was the most mentioned by students, with a frequency of 25 (49%) The second highest, 18 or 35.3%, was to help their family. Then the response frequencies became much lower: “mother” was in third place with six (6 or 11.8%); then “first in the family to obtain a degree” with five (5 or 9.8%) and “both parents” with a response frequency of four (4 or 7.8%).

17.1 Have you tried studying in a group? Yes No

Of the 51 students interviewed, 34 (66.7%) said that they study in a group while the rest, 17 or 33.3%, do not.

17.2 If Yes, what value did you find in the group? If No, why not?

17.2.1 Value of studying in a group

Of the 34 students who derived some value in studying in a group, one (1) of them mentioned two (2) value responses making the total frequency 35. Twenty (20 or 58.8%) said that their understanding was enhanced by studying in a group and four (4 or 11 8%) said that the value was the help they received from peers. Five (5 or 14.7%) found no value by studying in a group yet still did so

17.2.2

Reasons for not studying in a group

Eight (8) response categories were formed for the reasons of not having tried studying in a group

The frequency count was 29 for the 17 students. Eleven (11 or 64 7%) said that it was distracting; nine (9 or 52.9%) said that they studied better on their own; three (3 or 17 6%) said that the process was time-consuming and 2 (11 8%) said that it confuses a person.

18. Do you have suggestions on how UWC can assist with your personal growth and academic success?

18.1 Suggestions of how UWC can assist with personal growth

Regarding the question of how UWC can help with personal growth, 37 (72.5%) students did not have specific suggestions. A further six (6 or 11.8%) indicated that UWC had already provided everything needed for personal growth. The other 8 (15 7%) students who responded with one (1 or 1,96%) suggestion each, included assistance with communication abilities; assistance with social skills; marketing of student societies; create places where students can relax, e.g. a wellness centre, labyrinth, zen garden and yoga centre; get motivational speakers in and establish support groups.

18.2 Suggestions of how UWC can assist with academic success

Regarding suggestions about how UWC can assist with the academic success of students, 17 (33.3%) of the 51 interviewees said that they had no suggestions because all had been provided to ensure academic success. The responses of the remaining 34 students (66.7%) who made suggestions fall into 27 categories, most of which consist of only one response. The response with the second-highest frequency count of six (6 or 11.8%) was that more residences/ accommodation for the first years from afar would be welcomed. This was followed by three (3 or 5.9%) students who stated that there should be more communication about where to find information from the right people.

Then two responses each (2 or 3.9%) were made for “appoint more lecturers and tutors for consultations”, “a better transport system for off-campus students” and “more communication about academic resources”. The rest of the suggestions had a frequency count of only one (1 or 1.9%). The list of single suggestions for UWC to enhance academic success is provided by a cohort of students who have been academically successful during their first six (6) months at UWC. Some of these suggestions were the following: (1) Guidelines for lecturers and tutors so that they can be more approachable; (2) more consultation times with lecturers and tutors; (3) Lecture slides to be made available on iKamva; (4) The mentoring programme to be better explained during Orientation; (5) Create a centre for academic grievances; (6) Make video clips available of lectures; (7) Communicate study tips campus-wide; (8) Monitoring of the mentors is imperative;

(9) Make all the support the University offers widely known; (10) Present courses on how to become a critical thinker and (11) Offer extra classes for those who need it.

19. Have you experienced any of the following problems/challenges over the past 6 months?

19. Problems/challenges experienced by students over the past six (6) months

a. Coping with academic work

Twenty (20 or 39.2%) students disagreed somewhat; 14 (27.5%) agreed somewhat and 12 (23.5%) disagreed strongly that they experienced problems or challenges with their academic work during the first semester. Almost a quarter (12 or 23.5%) of the 51 students interviewed indicated that they had no difficulty with the academic work and four (4 or 7 8%) said that they had problems.

b. Concern about degree choice

More than half of the students (28 or 54 9%) said that they had no concern about their degree choice and almost one fifth (10 or 19.6%) said that they had concerns

c. Concern about subject choice

More than half of the students (28 or 54.9%) said that they had no concern about their subject choice. Seven (7 or 13.7%) students were more positive than negative, i.e. disagreed somewhat that they had a concern. Fifteen (15 or 29.4%) had concerns.

d. Test and examination preparation

Fifteen (15 or 29.4%) students indicated that they had no problems with the test and exam preparation. A further 15 students (29 4%) said that they disagreed somewhat. Twenty (20) students (39 2%) indicated that they had problems.

e. Promotion to 2nd year in 2020

Of the 51 interviewees, 33 (64.7%) were quite certain that they will be second-year students in 2020. Nine (9 or 17.6%) students had some doubts and 6 (11.8%) were fairly certain that they would pass.

f. Change degree in 2020

Five (9 8%) students were certain that they would change their degree in 2020. Seven (7 or 13 7%) indicated that they may do it. Thus, 12 (23 5% or over one fifth) were concerned about their degree choice. Most students (33 or 64 7%) were comfortable with their degree choice.

g. Communication with lecturers

Most of the students interviewed (35 or 68.6%) had no problems communicating with their lecturers. Fifteen (29.4%) indicated some difficulties.

h. Time-management

Almost half (25 or 49%) of the students interviewed indicated difficulties with their time management. The other half (also 25 or 49%) indicated no difficulty. One (2%) indicated that he/she did not know (“can’t say”).

i. Reading skills

An overwhelming majority indicated that they had no difficulty with reading skills. Forty-three students (43 or 84.3%) fall into this category. Only six students (6 or 11 8%) said that they might have some difficulty.

j. Writing skills

Of the 51 students interviewed, 42 (82.3%) indicated no real difficulties with writing. Only six (6 or 11.8%) students said that they have some difficulty and one (1 or 2%) said that he/she had a problem in this regard.

k. Computer skills

The majority of the students (36 or 70.6%) indicated no problem with computer skills while one quarter (13 or 25.5%) indicated some difficulty.

l. Self-confidence

Thirty-nine (39 or 76.5%) felt confident. Ten (10 or 19.5%) agreed that they had difficulties in this regard, almost one-fifth of the interviewees. Two students (2 or 3.9%) said that they can’t say.

m. Anxiety

A third of the students (17 or 33.3%) indicated no anxiety at all; 18 (35.3%) said more or less no anxiety; 15 (29.4%), almost a third of the students, said that they have a problem in this regard.

n. Depression

Almost one-half of the students (28 or 54 9%) said that they are not depressed and nine students (9 or 17.6%) were more or less not depressed. Two (2 or 3.9%) said that they were depressed and six students (6 or 11.8%) were more or less depressed. Also, 6 students (6 or 11.8%) said that they were not sure.

o. Group work

Thirty (30 or 58.8%) students indicated no problem with group work and 18 students (35.3%) indicated problems with group work. Thus, more than a third of the students interviewed indicated some difficulty with group work.

p. Personal challenges

Just over half (26 or 51%) of the students indicated that they did not have personal challenges. The other, almost half (23 or 45.1%), indicated personal challenges. Two (2 or 3.9%) said that they could not say.

q. Broken relationships

For 38 (74.6%) students this was not a problem and for eight (8 or 15.6%) of the 51 students interviewed it was a problem. Five (5 or 9.8%) students could not say.

r. Peer pressure

For 43 (84.3%) students this was not a problem or not a major problem. For five (5 or 9.8%) it was a problem and three students (3 or 5.9%) could not say.

s. Relationship between you and your parents

Thirty-four (34 or 66.6%) indicated no real problem in this regard. Six (6 or 11.8%) said that they could not say (were uncertain) and for 11 (21.6%) it was a problem.

t. Relationship between your parents

For the majority, this was no problem: 34 (66.6%) students disagreed that it was a problem. Eleven (11 or 21.6%) students, more than one-fifth, had difficulties in this regard.

u. Felt overwhelmed by academic demands

Only seven students (7 or 13 7%) indicated that they were not overwhelmed by academic demands. However, 12 students (23 5%) said that they were more or less comfortable with academic demands. Thirty-two (32 or 62.7%) students said that they had difficulties in this regard.

v. Maintained a healthy diet and lifestyle

More than half of the 51 students interviewed, 30 or 58.8%, said that they maintained a healthy diet and lifestyle. More than a third, 18 or 35.3%, indicated difficulties in this regard. Three (3 or 5.9%) students were uncertain.

CHAPTER 4: Success factors of matriculants and first-year UWC students

4.1 Introduction

The success factors of matriculants who completed in 2012 to 2016 as identified by principals, teachers, parents and matriculants were extracted from articles published in newspapers and online after the matriculation results were released. A targeted group of UWC students who completed their first year studies in 2013 was surveyed in January 2014 about their challenges and how they dealt with it. The interesting insights gathered from these two studies aroused the researcher’s interest to construct a comprehensive profile of the 2019 first-year students. A summary of the findings of both studies are presented.

4.2 Success factors of matriculants

The researcher did a content analysis of 68 newspaper and online articles and isolated 122 of the 2013 to 2017 matriculants. The success factors were then manually synthesised and then consolidated over the five years into two categories, namely, those reported by matriculants and those by principals, teachers and parents. The learners hailed from diverse backgrounds, including rural and urban areas, race, public schools from Quintile 1 to 5 and private schools across South Africa. The common denominator was that they were all successful despite disparate resources and infrastructure at school, home and in the community.

4.2.1 Success factors listed by matriculants

All 55 success factors stated by the high school achievers in their matriculation examinations of 2013 to 2017 are listed below.

4.2.2 Success factors listed by principals, teachers and parents

The following success factors stated by principals, teachers and parents of high school learners who completed matric during 2013 to 2017 are listed below

4.3 Success factors of first-year UWC students

In 2014, 95 Student Orientation peer facilitators were surveyed about the challenges they faced in 2013 as first year undergraduate students and how they addressed it, and the factors contributing to success with their studies. These students were starting their second year of studies. The interesting insights gathered from these two studies aroused the researcher’s interest to construct a comprehensive profile of the 2019 first-year students. The responses are presented below.

Question 1. What were the five (5) challenges during your FIRST YEAR at UWC?

The top nine (9) challenges reported by 64 respondents included adjustment to varsity life and freedom (36), financial problems (27), workload (25), lack of time management (24), making new friends (23), finding lecture halls (15), language barrier (14), accommodation and travelling difficulties (13 each). The remaining challenges are a mixture of personal and academic adjustment and skills, and personal issues.

Question 2. How did you overcome each challenge?

The top five ways to address the challenges were time management (21), made friends (19), utilising a mentor (16), financial aid (15) and setting goals (13). The remaining actions taken were academic in nature (study groups – 7, seeking help from tutors and peers – 7 each, consultation with lecturers – 5 and faculty – 2, extra studying and using a dictionary – 2 each) and personal (lift club – 6 and budgeting – 3).

Question 3. During your FIRST YEAR, how much time did you spend PER DAY after lectures / 16h30 with your academic work? Tick one box only.

A total of 54 (56.8%) of the respondents reported to spend a maximum of two (2) hours per day after lectures on their academic work while 41 (43.2%) spent over two hours per day

Question 4. What was the average symbol for all your modules in the JUNE exam of your FIRST YEAR? Tick one box only.

All the students were selected to be peer facilitators based on their good academic marks thus nobody failed a module.

Question 5. Did your June marks reflect your potential?

While 42 (44.2%) respondents stated that their June marks reflected their potential, 51 (53.7%) did not agree. Many students provided a motivation/explanation. Over one-third (32) acknowledged that they could work harder, 15 worked hard, 14 acknowledged that they achieved good marks, 12 said that they took time to adjust.

Question 6. Did you fail any modules in the June exam?

An overwhelming number (81 or 85.3%) of students did not fail any modules in the June exam while eight (8 8.4%) did fail one module.

What effect did this have on your motivation?

Three (3) students became demotivated after failing a module while most of the others gained confidence from their achievement (18) or increased their motivation (43).

Question 7. What was your average symbol for all modules in the November exam of your FIRST YEAR?

The average symbol of the 89 students for their November 2013 modules was 50% and above. Only seven (7 or 7.9%) students scored an average mark below 60%. The scores of the remaining 82 students were 39 (43.8%) for 60-69% mark, 33 (37.1%) for 70-75% and 10 (11.2%) for 75+%.

Question 8. Did your November marks reflect your potential?

The responses about their performance in the November examination were positive or negative. The 31 who were satisfied with their performance stated the following: 11 maintained their June average, eight (8) did better in the second semester, three (3) adjusted to the workload, four (4) overcame obstacles/distractions and five (5) said that it was worth making sacrifices. Those who were wary about their performance, 45 in total, said that they could have done better (29), got lazier (8) or found the work to be difficult (8).

Question 9.

9.1 Did you use any of the following support services in your FIRST YEAR? Tick all that apply.

The majority of respondents sought the assistance of their tutors (76), friends (72) and lecturers (72). Peer mentoring was utilised by 26 students, career advising by 23 and personal counselling by 14 students.

9.2 What or by whom were you motivated to approach this service/s stated in Q

Respondents were asked who or what motivated them to approach the service. Most of them (22) stated that they needed help with their (academic) work. Nine (9) students said that the services were easily accessible, eight (8) each that the people wanted to help them and they already knew people who could help, friends (7), they wanted to gain more knowledge (6), career advising and they needed friends (5 each) and they were afraid of failing (3)

9.3 If you did not use any of these services, what were the reasons?

Students furnished reasons for not using the services. Eleven (11) students were ignorant of the appropriate student services thus pointing to the need for the latter to market themselves on an ongoing basis. Ten (10) students stated that they used their time better and eight (8) did not need the services.

Question 10. Name 3 factors that contributed to your success in your FIRST YEAR?

The factors are listed that contributed to success in their first year. Forty-seven (47) respondents accredited success to their hardworking attitude. This was followed by family support (39), friends (33), consultation (29), religion (19), time management (19), personal goals (19), available resources (7), positivity (4) and mentors (4),

4.4 Discussion

The best practices of well-functioning high schools in South Africa are highlighted in the report compiled by the Department of Basic Education (Govender, 2018). The criteria used to select the 111 schools in the study included a matric pass rate of more than 95% over the four-year period of 2012 to 2015. The schools had to have more than 100 candidates sitting for the 2016 matriculation exams. Their performance in Mathematics and Science as well as the number of distinctions produced were also taken into account.

Researchers found that one of the most common characteristics of the high-performing schools was the effective use of teaching time. They continued, "Managing teaching time tightly to make every minute count is a prevalent practice in all high-performing schools. To do this, school management teams tighten up their monitoring systems to ensure teachers use time within the day and across the year efficiently and effectively". This is in stark contrast to teacher conduct at many other schools across South Africa, where class time was used to attend workshops, teacher union meetings and memorial services.

Pupils at one of South Africa's top-performing schools report their teachers to the principal if they do not pitch up for class on time. The class captain records details of a teacher's absence or late-coming in a period register which is handed to the headmaster. However, instead of being furious with pupils for "ratting" them out, teachers at the quintile 2 school welcomed the accountability measure.

A teacher quoted in the Report said, "Pupils must be at school until the very last day. On the last day, we will teach four periods - so there's nothing like us missing time at the end or playing on the field or watching movies. We teach up to the end."

Among the best practices researchers identified at the top schools were:

• Teacher commitment and dedication;

• A capable teaching force, including properly qualified teachers;

• Positive teacher/pupil attitude;

• Rewarding and incentivising pupils; and

• Awareness of pupil wellbeing, including teachers taking the initiative to understand their learning challenges.

A deputy principal of a quintile 3 school said, "The climate has to be right. That's first and foremost. If it's not right, then forget it. No best teacher in the world can be effective in an environment where there is no order and discipline."

Examples of how order is maintained at top schools were:

• Ensuring standards of behaviour are clear to staff, parents and pupils;

• Praising and recognising positive and improved behaviour; and

• Upholding agreed standards of appropriate behaviour in a fair and humane manner.

The study concluded that, "The schools that work focus on learning rather than just improving the National Senior Certificate exam results." It is suggested that sharing successes should become a norm among schools and that schools should foster a collaborative culture among teachers that puts the pupils' learning first. These findings resonate closely with the success factors identified in the tables under Section 4.2.1 and 4.2.2.

On 10 October 2021, the Gauteng Provincial Department of Education published a call for service providers to submit bids for a School Improvement Project for their underperforming schools (Gauteng Province Education Department, 2021). The researcher is of the opinion that an audit first be done of the shortlisted schools to determine the competency of the senior management staff and the challenges faced by the schools. The input of the whole school community should be solicited. In this way, the impact of this project in changing the fortunes of underperforming schools will be increased. In addition, simply throwing money at these schools will not necessarily produce the desired results as there should be a firm foundation on which to build before such an intervention.

The Eastern Cape Provincial Education Department contracted a retired principal to mentor a poorly performing high school in the Eastern Cape. He quickly realised that the core problems at the school were poor management, inefficient use of the teaching time and lack of accountability. He reported that the school principal was the last to arrive in the morning and the first to leave in the afternoon; the lunch break was unusually long as most teachers left the premises with some going home to cook dinner or do their shopping. The mentor reiterated that he was unable to teach professional educators commitment, dedication, positive attitudes, taking initiative, good work ethic, commitment, among other (Middleton, 2021)

The intersection of the three sets of data is noticeable. Coincidently principals, teachers and parents also ascribed consistent hard work and dedication of the learners as their top success factors. The next five factors commended the role of the principals and teachers. The seventh top success factor is “parental support”. The matriculants and UWC students also recognised that they have to take responsibility for their success. They too identified hard work & positive attitude (personal agency) and then family support. The students credited their friends followed by their lecturers, tutors and mentors. These are the messages that new students should hear on their entry into university.

The results of this inquiry are not particularly surprising or groundbreaking. It is well known that factors such as “hard work”, “dedication” and “consistency” are crucial for academic success. There were, however, factors that proved less intuitive, or at least, less apparent concerning academic success. These included the balance between curricular and extra-curricular activities, community support, finding inspiration in personal ambitions or spiritual pursuits, and not letting one’s circumstances and lack of resources be a limiting factor. The ongoing tracking of student performance by faculties is critical for student success. Students may not always realise what an acceptable trajectory of success looks like or be in denial about them struggling to cope.

A summary of the findings of Chapters 2, 3 and 4 is presented in Chapter 5.

CHAPTER 5: Summary of Findings

5.1 Introduction

A summary of the findings is presented of the four data sets contained in the preceding three chapters. Readers and researchers who wish to hone in on the students within their faculty or department could extract the relevant data from the second and third chapters. The data is retained in a table format. This will give researchers latitude in selecting specific data to create their own format in presenting the data for their own reports.

The findings contained in this report resonate with that of the June 2008 Report of the Rural Education Access Programme (REAP). The title of the REAP report, namely, “Factors that facilitate success for disadvantaged higher education students”, could appropriately be the title of this report. The participants of both studies were undergraduate students from UWC and five other tertiary institutions. The sample size of this quantitative study is large. The majority of the respondents of both studies are Coloured and African from disadvantaged backgrounds who view higher education as a means to a better life for themselves and their families.

Both reports highlight the struggles and challenges of marginalised students and place these on the agenda of debates, plans and actions of basic and higher education leadership, staff and programmes who strive to enable success for academically able yet educationally, economically and socially deprived young South Africans. Most of these young people have struggled against the odds to complete the matriculation qualification under challenging circumstances. They deserve an opportunity and our attention and support to enable their success. Our country will be the richer for their contribution. Since the mid-2010’s, little has been said about the conclusions, recommendations and suggestions contained in the REAL Report. It can be asked, “Is the Report simply collecting dust on our shelves where it is neatly filed away?” South Africa is crying out for competent leadership, officials and service providers in the public and private sectors who can facilitate the well-being of all people.

We trust that readers will see the intersection between the two reports published 14 years apart that confirm our worst fears and the challenges experienced in higher education. The REAP report magnifies the potential impact and value of this report and vice versa

5.2 Findings from Quantitative study

5.2.1 Demographic information

a) The ratio of female to male student respondents is about 3:1 (64.2% and 35.8%, respectively) which is similar to the ratio among the total 2019 first-year student population, namely, 60.7% and 39.3%, respectively. The preponderance of female students is consistent over the past decade (Table 1) and should inform planning of infrastructure and resource allocation at UWC.

b) Almost two-thirds of the respondents were between 18 and 16 years of age; 19.9% (509) were 19 and 16.7% (428) were 20 years and older (Table 2). Many of them had access to cellphones, personal computers (PCs) and information technology from primary school Service staff and lecturers need to understand their students. Thus, generational theory and the desires of millennials become informative

c) The dominant population groups were Black African (1 210 or 47.2%) and Coloured (1 125 or 43.9%); 91.1% (2 335) of the total. The White students numbered 122 (4.8%) and the Indian group were 94 (3.7%) (Table 3).

d) The dominant first/mother tongue language was English (966 or 37.5%) followed by IsiXhosa (641 or 24.9%), Afrikaans (450 or 17.5%) and then IsiZulu (180 or 7.0%) (Table 4). As enhanced student performance and success are dependent on the command students have of the language of teaching and learning. As 62.5% of the respondents indicated not having English as their first language, enhanced student performance should accrue if their English language skills are honed at the start of their tertiary studies.

e) The Christian faith is the dominant religion (2 163 or 84.4%) followed by Muslim (11.3% or 290), Hindu (23 or 0.9%) and several other faiths (Table 5). Cultural and other practices on campus are informed by religious beliefs, for example, when lectures and assessments are arranged.

f) The marital status of the vast majority of first years (2 511 or 97.7%) was stated as not married while only 46 or 1.8% were married; 2 328 (95.7%) declared having no children of their own, 60 (2.5%) had one child and 27 (1.1%) had two children (Tables 6, 7) These factors influence the timing and availability of social, recreational and academic offerings, and the availability of

childcare services. For various reasons, people will postpone the start of their studies or students stop out to return later.

g) The following frequency and percentages per faculty in descending order were recorded (Table 9):

This should inform resource allocation and student service provision. For example, career services must include a sharper focus on graduates in Arts and Humanities.

h) Almost all the respondents (2 491 or 96.2%) have access to a smartphone thus connecting them to the online world and digital platforms (Table 13). A total of 1 814 (70.2%) had access to a computer where they stayed while 771 (29.8%) did not (Table 12). Presumably, the latter group is commuter students in private accommodation. Since the Covid-19 pandemic, an increasing number of students were provided with a laptop by their universities, funders and bursars. The computer literacy skills of students varied with 1 413 (54.6%) declaring it to be reasonable, 622 (24.0%) were very computer literate and one fifth (553 or 21.4%) said they were not confident about their computer skills (Table 11). Compulsory modules should be offered in the first semester of their studies.

5.2.2 School characteristics

a) Two-thirds (1 933 or 75.5%) of the respondents completed Matric/Grade 12 in the year prior to them starting at UWC while 341 (13.3%) completed in 2017 (Table 14).

b) The majority of respondents (1 510 or 58.4%) attended high school in an urban area while 389 (15.1%) attended school in a rural area. The rest, 685 or 26.5%, attended school in a semi rural-urban area or small town (Table 15)

c) Over two-thirds of the respondents (1 803 or 69.8%) attended a public school; 529 (20.5%) went to a semi-private or former Model C school; 234 (9.1%) attended private schools and 8 (0.3%) attended farm schools (Table 16)

d) The provinces in which students lived during their Grade 12 year was expected. The majority, i.e. 1 615 (62.5%), lived in the Western Cape Province with the Eastern Cape Province a distant second with (339 or 13.1%) and then in descending order indicated below (Table 17):

1. Western Cape 1615 or 62.5%

2. Eastern Cape 339 or 13.1%

3. Gauteng 194 or 7.5%

4. KwaZulu-Natal 132 or 5.1%

5. Mpumalanga 80 or 3.1%

6. Limpopo 78 or 3.0%

7. Northern Cape 63 or 2.4%

8. Not in South Africa 29 or 1.1%

9: North West 28 or 1.1%

10. Free State 28 or 1.1%

e) The overwhelming majority of students were taught in the English language (2013 or 78.2%) at high school, 422 (16.4%) in Afrikaans, 94 (3.7%) in IsiXhosa and 23 (0.9%) in IsiZulu. More than 20% of first years did not have English as their language of instruction at high school (Table 18). A similar number of respondents (1973 or 78.5) indicated English as their preferred language of instruction at UWC, followed by Afrikaans (277 or 11.0%) and IsiXhosa (173 or 6.9%) (Table 47)

f) Half (1 269 or 50%) of the respondents reported having passed Grade 12 with a mark of 60 to 69%. This was followed by 874 (34.4%) in the 70-79% category. The pass mark in descending order is illustrated below (Table 19):

1. 60-69% (1269 or 50%)

2. 70-79% (874 or 34.4%)

3. 50-59% (268 or 10.6%)

4. 80-100% (108 or 4.3%)

5. 40-49% (13 or 0.5%)

6. 30-39% (5 or 0.2%)

7. 0-29% (2 or 0.1%)

Students of the latter two categories might have qualified through the Recognition of Prior Learning programme (RPL).

The following question (Q 20) explored how much time students spent on average daily after school on identified activities.

a) Studying, school work, making notes, revising

More than one third (888 or 34.3%) reported to have done schoolwork for more than 3 hours per day. The next highest group was 759 (29.4%) who spent between 2 and 3 hours; then 713 (27.6%) between 1 and 2 hours; and finally, 197 (7.6%) less than 1 hour. 29 (1.1%) declared that they did not spend any time studying, making notes or revising after school (Table 20a).

b) Socialising with friends/family

A similar number (885 or 34.5%) declared that they spent between 1 and 2 hours with family and friends; 569 (22.2%) spent between 2 and 3 hours; 562 (21.9%) spent less than 1 hour; 492 (19.2%) more than 3 hours and 56 (2.2%) did not spend any time with family and friends (Table 20b).

c) Exercise, sport, extra-mural activities

A quarter of respondents (646 or 25.2%) reported not to have done any exercise, participated in a sport or involved in extra-mural activities at all on a daily basis after school. However, more than a quarter (699 or 27.3%) reported to have spent between 1 and 2 hours on these activities per day; 684 (26.7%) less than 1 hour; 347 (13.6%) 2 to 3 hours and finally 184 (7.2%) more than 3 hours (Table 20c)

d) Work for pay

An overwhelming majority (2 141 or 84.2%) of students declared not to have worked for pay during their Grade 12 year. 140 (5.5%) out of a total of 2 543 worked for more than 3 hours per day; 45 (1.8%) for between 2 and 3 hours; 75 for between 1 and 2 hours and 142 (5.6%) for less than 1 hour. In response to a similar question, almost two thirds (1 690 or 65.3%) of the firstyear students were not employed (including casual or self-employed) in 2018 while 898 (34.7%) were employed. Before the economic meltdown, a higher percentage of our students did parttime or casual work (Table 20d).

e) Watching TV, playing computer games, Internet, social media

105 (4.1%) respondents reported not to have watched TV at all and approximately a quarter (620 or 24.1%) to have watched more than 3 hours per day. 537 (20.9%) watched for between 2 and 3 hours; 717 (27.9%) watched for 1 to 2 hours; and 593 (23.1%) for less than 1 hour (Table 20e).

f) Household or family duties

A relatively small number of students (192 or 7.5%) reported not to have spent any time after school with household or family duties. About a third (840 or 32.6%) said they spent less than 1 hour; approximately another third (881 or 34.2%) spent 1 to 2 hours on those duties; 446 (17.3%) between 2 and 3 hours and 217 (or 8.4%) more than 3 hours (Table 20f)

g) Reading for leisure

Approximately a third (800 or 31.3%) of the students indicated that they read less than 1 hour per day for leisure. A quarter (651 or 25.4%) said that they read between 1 and 2 hours per day; 281 (11.0%) indicated between 2 and 3 hours and 208 (8.1%) read for more than 3 hours on average on a daily basis (Table 20g).

h) Religious activities

We also explored the time spent on religious activities after school. About one quarter (630 or 24.4%) of the students indicated that they did not spend any time at all on these activities; almost a third (834 or 32.4%) spent less than 1 hour; 674 (26.1%) between 1 and 2 hours; 260 (10.1%) between 2 and 3 hours, and 180 (7.0%) more than 3 hours (Table 20h).

i) Volunteer or community work

Starting with no hours per day, 1 619 or 62.7% did not do volunteer or community work after school. The numbers then decreased with the increase in hours spent on volunteer work: 439 (17.0%) did less than 1 hour per day; 286 (11.1%) between 1 and 2 hours per day; 125 (4.8%) between 2 and 3 hours, and 112 (4.3%) more than 3 hours per day (Table 20i).

The next question explored three separate aspects.

a) The first was the frequency of them studying with others learners. Out of 2 589 respondents, 724 (28.0%) indicated that they never studied with other learners; approximately a quarter (610 or 23.6%) indicated once a week, a fifth (522 or 20.2%) studied more than three hours per week with other learners; 476 (18.4%) twice per week and 257 (9.9%) three times per week (Table 21a).

b) The second aspect was how many times they felt overwhelmed by school work. Two thirds (1 715 or 66.6%) of respondents indicated that they felt overwhelmed by schoolwork at least twice a week during their final year at school. Only 275 (10.7%) reported never to have felt overwhelmed by schoolwork. The number reported once per week was 589 (22.8%) and 683 (26.5%) more than three times per week (Table 21b)

c) The final aspect was the degree to which they felt overwhelmed by personal problems. Approximately a quarter (583 or 22.6%) of the students reported to being overwhelmed by personal problems more than three times per week. Those overwhelmed once per week counted 725 (28.1%); twice per week 383 (14.9%); 367 (14.2%) thrice per week. 519 (20.1%) reported not to have been overwhelmed by personal problems. Staff and even student peers should be alert to signals of a student being overwhelmed by issues that negatively affect their functioning and well-being (Table 21c)

5.2.3 Family characteristics

The social, economic and educational capital of the students make for interesting reading.

a) The living circumstances were explored of students. Students staying alone numbered 51 (2.7%). The highest frequency was 456 (24.4%) of three (3) people living with the student. This was followed by 383 (20.5%) with four people; 251 (13.4%) with five (5) others; 216 (11.5%) with two (2) others; 164 (8.8%) living with 7 to 10 people; 149 (8.0%) living with 6 persons; 138 (7.4%) with one other person; and 63 (3.4%) living with 11 and more people (Table 22)

b) The number of rooms (excluding the toilet and bathroom) in the house were also tabulated: 29.5% (546) live in a three (3) roomed house; 19.3% (357) in a four (4) roomed house; 16.3% (302) in a two (2) roomed house; 95 (5.1%) in a one (1) room house; 51 (2.8%) indicated living in a place with 12 or more rooms. The high number of 752 (28.9%) in the “missing” category may include students living in a UWC residence (Table 23).

c) Just over half of the respondents indicated having lived in an urban area (large town or city) in 2018: 1 386 (54.4%) out of 2 549 respondents. 735 (28.8%) lived in a semi ruralurban area, while 428 (16.8%) lived in a rural area. These results correspond closely with those of Question 15, namely, where they attended high school (Table 24).

d) Students were asked where they would be living while studying. It should be remembered that there might have been some uncertainty among students seeing that the academic year had not yet started. More than a fifth (569 or 22.2%) of the respondents indicated that they will live in a UWC residence and 1 108 (43.2%) will live with their parents. The third highest response was private boarding (484 or 18.9%) and a further 184 (7.2%) will live with relatives. A small number indicated living with their spouse or partner (59 or 2.3%). Similarly, only 75 (2.9%) said that they will be living alone. There were 83 responses (3.2%) in the “Other” category; 57 (2.2%) mentioned a private student residence (including 27 – South Point; 18 - Kovacs); 20 (0.8%) did not know and 6 (0.2) were renting accommodation (Table 38).

e) More than a third (699 or 35.1%) of the respondents indicated that they will stay between 1 and 10km from UWC. 447 (22.5%) indicated staying between 11 and 20km from UWC;

367 (18.5) between 21 and 30km; 217 (10.9%) between 31 and 40km and 259 (13%) more than 40km (Table 39).

f) The following were the responses in descending order of how students would travel to UWC:

Almost a quarter (618 or 23.8%) of the respondents indicated that they would travel by taxi. The second highest frequency came from those who said they would walk to campus (455 or 17.5%). Those travelling by bus, carpool/lift club, own car and dropped off were very similar with an average of 14.1% of respondents indicating that means of transport (Table 40) App-based ride-hailing is becoming a popular means of transport as indicated by 11 respondents.

g) Approximately half (1 301 or 50.5%) of the respondents indicated that both their parents are alive and living with each other; 799 (31.0%) said that both parents are alive but are divorced or living apart; 404 (15.7%) indicated that one parent is deceased and 72 (2.8%) indicated that both parents are deceased (Table 25).

h) The joint gross monthly income levels of their parents/guardians are recorded. Approximately one third (851 or 34.2%) of their parents or guardians earned R20 000.00 or more. On the other end of the spectrum, 386 (15.5%) indicated that the income was less than R2 000.00; 362 (14.6%) said between R2 001 and R4 999; 307 (12.4%) said between R5 000 and 9 999; 310 (12.5%) between R10 000 and R14 999, and 269 (10.8%) between R15 000 and R19 999 (Table 28)

i) The respondents were asked how they will pay for their university studies. 915 (35.2%) respondents named family resources such as parents, relatives and spouse. In the study by Pather, 27% of the first-year respondents had their parents funding their studies (2019). The highest response (1 606 or 61.8%) was for financial aid that will not be repaid such as scholarships, bursaries, employer and NSFAS. Aid such as loans that will be repaid featured low (211 or 8.1%). Only 77 (3.0%) indicated that they were self-funded while 244 (9.4%) indicated that they did not know how their studies will be funded (Table 46).

j) In a separate question, students were asked if they had concerns about their ability to finance their studies. 831 (32.6%) respondents strongly agreed and 686 (26.9%) agreed somewhat, totalling 1517 (59.5%); 258 (10.1%) strongly disagreed and 346 (13.6%) disagreed somewhat, totalling 604 (23.7%) (Table 45)

Below is a breakdown of the financial support our students received from 2015 to 2019 (UWC Annual Report, 2019):

In 2019, 19 479 (81.9%) of the 23 784 students received some form of financial assistance. The majority of first-year student respondents (59%) in Pather’s study (2019) received funding from NSFAS and 7% from other bursaries.

k) The education levels of their parents were explored Almost one third (808 or 31.1%) of the respondents indicated that their mother had a tertiary diploma or degree. The next highest frequency was Grade 12 (Matric) with 23.3% (599) followed by high school with 20.4% (523). 1.6% (40) indicated that their mother had no schooling and 4.7% (120) respondents did not know (Table 26).

l) The pattern of formal education completed by fathers is similar to that of the mothers. Fathers with a tertiary diploma or degree totalled 775 (30.4%). The second highest was 18.6% (475) with Grade 12 (Matric) and then 16.1% (411) with a high school grade pass. Differing from the responses regarding mothers was that 15.9% (406) of the respondents did not know the highest level of education completed by their father (Table 27). This could indicate the absence of their fathers in the family circle.

m) The participation of family members in higher education indicates the potential of success for students.

i. 223 (8.6%) indicated that their parent graduated from UWC (Table 29).

ii. 169 (6.5%) indicated that a sibling graduated from UWC (Table 30).

iii. 800 (31.0%) students indicated that a family member graduated from UWC (Table 31)

iv. 1 258 (48.7%) students were the first in their family to attend a tertiary institution (Table 32). Pather reported that 51% of first-year students at UWC identified themselves as first generation students (2019).

v. 158 (6.1%) indicated that they have a brother or sister currently studying at UWC (Table 33).

vi. 639 (24.8%) indicated that they had a brother or sister currently at another tertiary institution (Table 34).

Thus 797 (158 + 639) of about 2 582 respondents had a sibling studying at UWC and/or another tertiary institution in 2019. This was a huge advantage especially for those students whose siblings were at a local institution and who could potentially tap into this personal resource.

5.2.4 University characteristics

In this section, we explored their motivation to pursue tertiary studies and selection of UWC as their preferred choice of institution. Respondents had to indicate, on a scale of “very important” to “not important” or “can’t say” the influence of the identified factors.

a) We begin with their reasons to pursue tertiary studies

i. Two-thirds, i.e. 1 703 or 66% indicated that their parents or guardians stressed that it was very important to study further at university; 500 (19.4%) indicated that the

parents thought it important and 250 (9.7%) that it was somewhat important; 94 (3.6%) indicated “not important” and 34 (1.3%) couldn’t say (Table 35a)

ii. 1 013 (39.3%) indicated that their teacher/s stressed that tertiary study was very important; 780 (30.2%) said it was important; 489 (19.0%) said it was somewhat important; 208 (8.1%) indicated that tertiary study was not important. 89 (3.5%) said that they couldn’t say (Table 35b).

iii. Regarding the role played by friends, the responses present an almost even spread among very important (25.8%), important (28.9%) and somewhat important (25.7%). For 379 (14.7%), tertiary studies were not important for the friend/s (Table 35c).

iv. 1 453 (56.9%) indicated that job security was a very important factor. If the “important” and “very important” responses are added, it amounts to 1 904 (74.6%) which is noteworthy. 239 (9.4%) indicated that they couldn’t say if it was important or not, and a further 176 (6.9%) indicated that it wasn’t important (Table 35d).

v. The respondents were very clear about the importance of university education with 2 166 (84.2%) out of 2 573 indicating that it was very important. A further 313 (12.2%) said that it was important (Table 35e).

vi. 2 266 (87.8%) respondents believed that studying further at university would improve their life chances. If the 246 (9.5%) responses indicating important are added, it amounts to 2 512 (97.3%) who believed that university studies will improve their life chances (Table 35f)

vii. 2 220 (86.1%) indicated that tertiary studies were very important for financial security. A further 261 (10.1%) respondents indicated that it was important. Financial security was regarded as one of the prime motivating factors for tertiary studies (Table 35g).

viii. For 1 590 (61.7%) respondents, it was very important to learn about things that interest them; 706 (27.4%) thought it important. The two categories together represent 2 296 (89.1%) of all respondents. 234 (10.9%) said that it was somewhat important; 36 (1.4%) said that it was not important and 11 (0.4%) that they could not say (Table 35h)

ix. The 1 766 (68.4%) respondents who indicated that studying at university affords training for a specific career, is an indication of how students view university

studies. A further 583 (22.6%) said that it was important, which adds up to 2 349 (91.0%) who said that they came to the university to train for a career (Table 35i)

b) The following were the responses in descending order of importance of how students came to learn about UWC (Table 36):

i. From friends and/or family 1 870 (71.9%)

ii. From the UWC website 1 264 (48.6%)

iii. UWC brochures 873 (33.6%)

iv. Visit to the campus 703 (27.0%)

v. School visit by UWC

vi.

vii.

viii.

ix. Alumni

x.

xi.

xii. Radio adverts 182 (7.0%)

In the “Other” category, further instances of learning about UWC were mentioned. These include teachers (28), tutors (7), social media (18) and sport (11). The “UWC reputation” was stated by only six (6) respondents but should be compared to the responses of Question 37d.

c) Below are reasons that might have influenced students’ decision to study at UWC (Table 37).

i. 1 111 (43.3%) indicated that a family member’s advice was very important in the decision to study at UWC; 641 (25.0%) said it was important and 409 (15.9%) indicated that it was somewhat important. This was among the primary factors influencing their decision to study at UWC

ii. Teacher’s advice were spread almost equally for very important (647 or 25.2%) and important (616 or 24.0%). The total of the important categories amounted to 1 803 out of 2 565 (70.3%).

The important (694 or 27.1%) and the not important (684 or 26.7%) responses yielded almost similar frequencies for friend’s advice. Although not very high, the combination of the three “important” categories still yielded a frequency of 65.4% (1 672) responses.

iii. The academic reputation of UWC was a very important factor for 1 475 (57.9%) students; 541 (21.2%) indicated that it is important and 368 (14.5%) that it is somewhat important. When taking the “important” categories together, it amounts to 2 384 (93.6%).

iv. For almost 40% (998 or 39.2%) of respondents, the offer of financial assistance was a very important consideration in studying at UWC. The total number of the three important categories was 1 778 (69.9%).

v. More than a quarter (721 or 28.3%) viewed the lower tuition fees as a very important consideration. The three “important” categories totalled 1 645 (64.6%). For more than third (i.e. 901 or 35.4%) it was not important or they could not say.

vi. A different picture emerged regarding the location of the University near the home of the students. 1 069 (42.1%) indicated that it was not important. A further 380 (15.0%) said that they could not say. These two totalled 57.1%. The rest, (1 090 or 43.0%), indicated that it was important.

vii. 1 131 (44.4%) indicated that the success of UWC graduates was a very important factor. A total of 1 986 (77.9%) respondents said that it was very important, somewhat important or important. For 312 (12.2%) it was not important and a further 249 (9.8%) could not say.

viii. The fact that a parent or family member graduated from UWC was not an important consideration for 1 072 (41.9%) respondents. 885 (34.6%) could not say. These two total 1 957 (76.6%). 280 (11.0%) thought it very important, 163 (6.4%) important and 156 (6.1%) somewhat important. These three total 599 (23.5%). The relatively low number of the important responses, just under one quarter, is of concern (compare responses in Questions 29-31). It seems to indicate that the respondents are resistant to attending the alma mater of their parents and family members.

ix. A third of the respondents, i.e. 871 (34.3%) indicated that a talk given by a UWC staff member was not important. Almost another third (788 or 31.0%) indicated that they could not say. The remaining third thought it important (884 or 34.7%).

x. The majority of the respondents pointed to UWC graduates getting good jobs as an important influencing factor for choosing UWC, namely, 1 588 (62.1%). A fifth (533 or 20.8%) of the respondents indicated that they could not say and 436 (17.1%) said it was not an important consideration.

xi. The highest response tally was in the category “not important” for studying away from home with 1 078 (42.0%) indicating such. A further 510 (19.9%) could not say.

xii. These two categories totalled 1 588 or 61.8%. However, for a fifth (519 or 20.2%) of respondents, it was a very important consideration.

5.2.5 Academic success and personal agency

We then delved into the students’ perception of their abilities and skills to deal with identified issues, preferred personal resources for advice and their problems and concerns applicable to them.

a) Issues pertaining to their studies and personal skills (Table 10).

i. On the question of their ability to succeed with their studies, the vast majority (2 222 or 86.0%) thought their ability to be above average (44.4%) or very good (41.6%); 357 (13.8%) described their ability as average; 3 (0.1%) as below average, and 2 (0.1%) as poor.

ii. On their ability to work in a group or a team, 1 689 or 65.5% of students described their ability as very good (30.7%) or above average (34.8% or 898). In the average category were 751 (29.1%); 109 (4.2%) in the below average category and 31 (1.2%) said that they viewed themselves as poor with group work.

iii. The vast majority (1 993 or 77.8%) of the respondents viewed themselves to be able to persist despite obstacles. Again the “above average” category had the highest frequency with 1 051 (41.0%) respondents followed by the “very good” category with 36.8% (942). 525 (20.5%) said they were average; 41 (1.6%) below average and four (4 or 0.2%) students declared themselves to have poor resilience.

iv. Students then rated their self-confidence. The “average” category showed to be on par with the “above average” and “very good” categories, i.e. 752 (29.3%). The “very good” and “above average” categories remain high with 1 614 (62.9%) with little difference between the two categories. 161 (6.3%) described themselves as low in self-confidence and 38 (1.5%) as very low.

v. A discernible difference was found in the response pattern of Q. 43p and a previous question, Q.10e, about their ability to manage time effectively. The “average” category with 919 (35.8%) respondents in Q.43p have the highest frequency followed by “above average” with 880 (34.3%) out of 2 568 responses. “Very good” was 520 (20.2%), “below average” 204 (7.9%) and “poor” 45 (1.8%). These results point to the need for support in developing this skill.

vi. Regarding the ability to write, 1 865 (72.3%) respondents viewed themselves as very good and above average; 616 (23.9%) thought they were average; 78 (3.0%) as

below average and 20 (0.8%) students declared themselves as poor in writing. The input of tutors and lecturers who mark the students’ assignments, tests and examination scripts will be useful in corroborating or disproving these responses.

b) Persons whom students might approach for advice if the need arises (Table 41).

i. Student counsellor. The responses were as follows: very likely or likely: 1 873 or 74.6% and unlikely or very unlikely: 563 or 22.5% (Table 41a). This augers well for the high level of confidence shown for the student counselling service.

ii. Friend. The two positive categories (very likely and likely) together total 1 941 (77.3%) to approach a friend for advice. The unlikely responses total 495 (19.7%) (Table 41b).

iii. Lecturer. An overwhelming majority indicated that it was very likely (988 or 39.3%) or likely (887 or 35.3%) that they will approach a lecturer for advice, totalling 1 875 (74.6%). Others said it was unlikely (393 or 15.6%) or very unlikely (166 or 6.6%) (Table 41c).

iv. Peer facilitator. A total of 1 116 (44.6%) indicated that it was very likely that they would approach their peer facilitator for advice; 882 (35.3%) said it was likely, giving a total of 1 998 (79.9%). 301 (12.0%) said it was unlikely and 145 (5.8%) that it was very unlikely (Table 41d).

v. Parents. The very likely responses totalled 1 519 (60.5%) and the likely responses numbered 546 (21.8%), giving a total of 2 065 (82.3%). The total unlikely responses were 380 (15.1%) (Table 41f)

vi. Family members. 973 (38.8%) said that they would very likely approach a family member for advice; 739 (29.4%) said it was likely giving a total of 1 712 (68.2%). The unlikely responses totalled 411 (16.4%) and very unlikely 291 (11.6%) (Table 41g).

c) Problems and concerns that students were dealing with at that time.

Twenty problems/concerns were presented in four categories to respondents. They had to indicate if it was applicable to them. The results are presented below (Table 43).

A. General

i. University life adjustment

Adjustment to university life was a concern for an overwhelming majority of respondents. 1 222 (47.7%) indicated that they strongly agreed and 952 (37.2%) that they somewhat agreed, totalling 2 174 (84.9%) (Table 43a).

ii. Adjustment to living away from family

The adjustment to living away from their family was a concern for almost one half of the respondents (1 187 or 46.4%) (Table 43b).

iii.

Career concerns

Over three third of the respondents had career concerns: 1 071 (42.0%) indicated strong agreement and 849 or 33.3% somewhat agreement, totalling 1920 or 75.3% (Table 43c)

iv. Lifestyle concerns

The response pattern indicated that respondents had lifestyle concerns: 915 (36.0%) strongly agreed and 909 (35.7%) somewhat agreed, totalling 1 824 or 71.7% (Table 43d).

B. Anxiety and sadness

v. General anxiety and nervousness

Almost half (1215 or 47.5%) of the respondents (2 557 in total) indicated that anxiety and nervousness were real concerns. For 779 (30.5%) it was somewhat of a concern, totalling 1 994 (78.0%) (Table 43e)

vi.

Fear of academic failure

An overwhelming majority of responses pointed to a fear of academic failure: 1 614 (63.2%) strongly agreed that it was a fear and 584 (22.9%) said they somewhat agreed, totalling 2 198 (86.1%) (Table 43f).

vii. Loneliness

758 (29.7%) indicated that they strongly agreed that loneliness was a concern; 669 (26.2%) indicated that it was somewhat of a concern, totalling 1 427 (55.9%) (Table 43g).

viii. Shyness

Shyness is also a strong concern for 877 (34.3%) respondents and somewhat a concern for 761 (29.8%), totalling 1 638 (64.1%) (Table 43h)

ix. Feeling sad

Feeling sad was a strong concern for 558 (22.0%) students and somewhat a concern for 622 (24.5%), giving a total of 1 180 (46.5%) (Table 43i)

x. Feeling tired, low energy

1053 (41.5%) strongly agreed that they experience tiredness and low energy; a further 781 (30.8%) declared somewhat agreement, thus totalling 1 834 (72.3%) (Table 43j).

C. Relationships

xi. Family problems

763 (29.9%) strongly disagreed that they experienced family problems; 561 (21.9%) somewhat disagreed, totalling 1324 (51.8%). 465 (18.2%) strongly agreed and 501 (19.6%) somewhat agreed, totalling 966 (37.8%) (Table 43k)

xii. Problems between student and parents

A minority of respondents, 314 (12.3%), indicated problems between themselves and parents; 403 (15.8%) saw it as somewhat of a problem, totalling 717 (28.1%). The majority of respondents indicated that they strongly disagreed, i.e. 1 000 (39.2%), and 522 (20.5%) disagreed somewhat, totalling of 1 522 (59.7%) (Table 43l).

xiii. Problems between student and friends

1 014 (39.9%) students indicated a strong disagreement about problems with friends, while 649 (25.5%) somewhat disagreed, totalling 1 663 (65.4%). 398 (15.7%) said they somewhat agreed and 146 (5.7%) strongly disagreed, totalling 544 (21.4%) (Table 43m)

xiv. Coping with broken personal relationships

Coping with broken personal relationships was not a problem for the majority of the respondents with 954 (37.4%) strongly disagreeing and 479 (18.8%) disagreeing somewhat, totalling 1433 (56.2%). However, 320 (12.5%) agreed strongly and 445 (17.4%) agreed somewhat, totalling 765 (29.9%) (Table 43n).

xv. Peer pressure

1 042 (41.6%) indicated that peer pressure was not a problem and 471 (18.8%) somewhat disagreed, totalling 1513 (60.4%). There was 286 (11.4%) who strongly agreed and 434 (17.3%) who somewhat agreed, totalling 720 (28.7%) (Table 43o)

D. Academic concerns

xvi. Time management

The response pattern for time management points in a clear direction: 1 240 (48.5%) respondents strongly agreed that it is a problem and 841 (32.9%) said it was somewhat of a problem, totalling 2 081 (81.4%). Somewhat disagreed responses totalled 285 (11.1%) and strongly disagreements numbered 148 (5.8%) (Table 43p).

xvii. Study skills

Again, the lack of study skills is of concern. 1 016 (39.8%) indicated that study skills were a strong concern and 920 (36.0%) was somewhat of a concern, totalling 1936 (75.8%). 366 (14.3%) somewhat disagreed that it was a problem and only 205 (8.0%) indicated it was not a concern (Table 43q).

xviii. Writing skills

727 (28.5%) indicated that their writing skills were a concern for them and a further 716 (28.1%) said that it was somewhat of a concern, totalling 1443 (56.6%). 443 (17.4%) did not think it was a problem and 584 (22.9%) disagreed somewhat. This correlates closely to the responses in Q 42d (Table 43r).

xix. Reading skills

The total number of students who disagreed and agreed that their reading skills were a concern are identical. Those who agreed total 1 222 (48.0%) with 585 (23.0%) strongly agreeing and 637 (25.0%) somewhat agreeing. Those who disagreed strongly total 612 (24.0%) and 610 (23.9%) disagreed somewhat. These values differ slightly to those in Q 42b (Table 43s)

xx. Test or exam strategies

Almost one half (1 239 or 48.2%) of the 2 570 respondents strongly agreed that test and exam strategies were a concern for them and a further 803 (31.2%) indicated that it was somewhat of a concern, totalling 2042 (79.4%) responses. 177 (6.9%) strongly disagreed that it was a concern, while 290 (11.3%) disagreed somewhat (Table 43t).

d) Need for additional tutoring

Students were asked about their need for additional tutoring in English, reading, computer literacy and writing. Their responses are summarised below (Table 42)

i. English

About half of the responses were in the two “agree” categories (strongly agree: 520 or 20.3% and somewhat agree: 726 or 28.4%) that they would need additional tutoring in English, totalling 1 246 (48.7%). The other half was in the two disagree categories, namely “strongly disagree”: 656 (25.6%) and somewhat disagree: 472 (18.4%), totalling 1 128 (44.0%).

ii. Reading

The two disagree categories together had a higher frequency with “strongly disagree” at 975 (38.3%) responses and “somewhat disagree” at 553 (21.7%), totalling 1 528 (60.0%). However, the “agree” categories totalled approximately a third of the responses which was 554 (21.8%) for “somewhat agree” and 282 (11.1%) for “strongly agree”, totalling 836 (32.9%).

iii. Computer literacy

A clear picture emerged here. The agree categories totalled 1 782 or 69.3% (more than two-thirds) with strongly agree at 952 (37.0%) and somewhat agree at 830 (32.3%). The two disagree categories totalled approximately a quarter: 678 (26.3%). Tertiary studies require proficiency in computer literacy. It is commendable that UWC has introduced this module in most study programmes from the first semester.

iv. Writing

Similar to the picture emerging with additional tutoring of English, here also half agreed and less than half indicated that they do not need additional tutoring in writing skills. Thus, 517 (20.2%) strongly agreed and 769 (30.1%) somewhat agreed, totalling 1 286 (50.3%) that agreed they need tutoring. 660 (25.8%) strongly disagreed and 450 (17.6%) somewhat disagreed that additional tutoring in writing was necessary, totalling 1 110 (43.4%).

e) Academically related and repeat questions

In this section, four new academically related questions were posed and six varied ones similar to previous questions to determine the consistency of the responses. Students

selected a response to specific actions as it pertains to their first year of studies in 2019

(Table 44)

i. Change degree

1 006 (39.5%) indicated that there was no chance that they would decide to change their degree and 738 (29.0%) indicated very little chance that this may happen, totalling 1 744 (68.5%); 243 (9.6%) indicated that there was a very good chance and 182 (7.2%) a good chance, totalling 425 (16.8%).

It will be interesting to determine the faculties and courses for which the latter students are registered. This will alert faculties to the importance of engaging students early about their career plans and subject choices.

ii. Complete degree in 3 or 4 years (minimum time)

1476 (57.9%) indicated that there was a very good chance that they will complete their degree in the minimum time (3 or 4 years); 764 (30.0%) said there was a good chance, while 167 (6.6%) indicated that there was some chance, totalling 2407 (94.5%). In the very little and no chance categories, there were only 142 (5.6%) responses.

Unfortunately, the retention statistics reveal a different picture of the performance of first year students.

iii. Pass all subjects

1 147 (45.1%) indicated that they will pass all subjects in 2019; 1 089 (42.8%) said there was a good chance and 294 (11.6%) said there was some chance, totalling 2 530 (99.5%). Only 10 (0.4%) said there was very little chance that they will pass all their subjects and 2 (0.1%) said there was no chance.

It is alarming that some students, at the start of their studies, were not confident or already doubtful about their chance of passing their first year subjects. The need for tracking students’ performance from the first evaluation assignment or test is critical.

iv. Need assistance with subjects

872 (34.4%) indicated that there was a very good chance that they would need assistance with their subjects; 821 (32.3%) indicated that there was a good chance and 712 (28.1%) that there was some chance, totalling 2405 (94.8%). Only 111 (4.4%) said there was little chance and 22 (0.9%) that there was no chance.

This is closely linked to the previous question. The high number who thought that they would need assistance with their subjects reveals the level of confidence or lack thereof.

v. Talk to lecturers and tutors

1 116 (43.8%) indicated there was a very good chance they will talk to their lecturers and tutors; 843 (33.1%) said there was a good chance and 462 (18.1%) said some chance, totalling 2 421 (95.0%). Only 105 (4.1%) said there was very little chance of this happening and 22 (0.9%) said no chance. The number of students who were open to approach their lecturers and tutors shows a strong correlation with those in Question 41c. The tally of those who were averse in Question 41c is higher.

vi. Participate in volunteer/community work

Starting with no hours per day, 1 619 or 62.7% did not do volunteer or community work in their final year at school. The numbers then decreased with the increase in hours spent on volunteer work: 439 (17.0%) did less than 1 hour per day; 286 (11.1%) between 1 and 2 hours per day; 125 (4.8%) between 2 and 3 hours, and 112 (4.3%) more than 3 hours per day.

Just over one fifth of the respondents (555 or 21.9%) indicated there was a very good chance that they will participate in volunteer or community work during their university studies; 607 (23.9%) said a good chance and 820 (32.3%) said there was some chance. These totalled 1982 (78.1%). 403 (15.9%) said there was very little chance and 155 (6.1%) said there was no chance (Q 44e)

The correlation of the two sets of data is weak. Only 37.2% (962) stated that they did volunteer or community work while in their final year of school (62.7% or 1 619 did not do anything) yet 78.1% (1 982) stated that they would participate while at

university (22.0% or 558 said that there was no or little chance). However, there seems to be a high willingness to participate while at university.

vii. Participate in extra-mural activities

The respondents who indicated that there was a very good chance that they will participate in extra-mural activities numbered 690 (27.2%); 634 (25.0%) said there was a good chance and 704 (27.7%) said there was some chance, totalling 2028 (79.9%). Only 351 (13.8%) said there was very little chance and 161 (6.3%) no chance.

These values correlate to those in Question 20c.

viii. Socialise with someone of another racial group

1 798 (70.9%) indicated that there was a very good chance that they will socialise with someone of another racial group; 544 (21.4%) said there was a good chance and 141 (5.6%) said there was some chance, totalling 2 483 (97.9%). Only 36 (1.4%) said very little chance and 18 (0.7%) said no chance.

The majority of students were amenable to engaging with students other than their own group.

ix. Seek personal counselling

491 (19.3%) indicated that there was a very good chance that they would seek personal counselling; 454 (17.8%) said there was a good chance and 735 (28.9%) said some chance, totalling 1 680 (66.0%). This is two-thirds of the total respondents. 632 (24.8%) indicated there was very little chance and 233 (9.2%) said there was no chance.

These values correlate favourably with those in Question 41(a) and is a good measure of the consistency of responses to this question and relevant information for Student Support Services.

x. Work for pay

614 (24.1%) indicated that there was a very good chance that they will work for pay in 2019; 440 (17.2%) said there was a good chance and 630 (24.7%) said there was some chance, totalling 1 684 (66.0%). 481 (18.9%) said there was very little chance and 386 (15.1%) said there was no chance.

The inference from Question 8 is interesting. Almost the same percentage of those who were not employed in 2018 said that they would like to work in 2019.

5.3 Findings from Qualitative interviews

After the first semester of 2019, a sample of the first-year UWC students, 51 in total, who completed the survey in January 2019, were interviewed. With the benefit of hindsight, we ascertained how students experienced and managed their social and academic integration during the first semester.

A. SOCIAL INTEGRATION

1. Impression of UWC after the first semester

An overwhelming majority of the students viewed UWC in a positive light. Of the 90 responses, 75 (83.3%) were positive. Half of the 75 responses (38 or 50.7%) said that UWC was a welcoming, comfortable, friendly, free, accommodating and supportive environment. Also, 17 (22.7%) said that the people at UWC were friendly and approachable. These response frequencies contribute 55 (73.3%) out of the 75 (Table 1.1). Only one category of the negative responses has a frequency count of note, which is 7 (7.8%) out of the total responses of 90. These students felt that UWC presents an overwhelming and difficult experience (Table 1.2).

All the responses should inform The Student Experience by reinforcing the positives and address the negatives.

2.1 Whether students made friends with others doing the same course and of different race/cultural groups

Fifty or 98% reported that they made friends with students in the same course and 48 or 94% made friends of other race/cultural groups (Table 2.1.1 and 2.1.2).

2.2 Value of the friendships

The value of having made friends with students doing the same course was for academic support, the highest response frequency of 26 (47.3% of 55). Nineteen (19 or 34.5%) responses, the second highest frequency, indicated that the friendships provided emotional support. These together constituted 45 (81.8%) of the 55 responses (Table 2.2.1)

The highest response frequency (21 out of 44 or 47.7%) indicated that the value of having made friends with students of other racial or cultural groups was that they learned about other cultures. Nineteen respondents (19 or 43.2%) indicated that the friendships enabled them to be more open-minded, accepting of others and grow personally (Table 2.2.2). These two categories constituted 40 (90.9%) of all response frequencies.

3.1 Involvement in extra-mural/co-curricular activities

29 (56.9%) respondents participated in 31 campus-based extra-mural or co-curricular activities while 22 (43.1%) indicated in the negative (Table 3.1). Nine (29%) were at the gym and 3 (9.7%) in the Gender Equity Programme. The remaining 19 responses represented a wide range of activities mostly of a sporting and cultural nature (Table 3.2.1). The off-campus extra-curricular or co-curricular activities included religious activities (church and church choir) constituting 8 (53.3%) out of 15 responses followed by tutoring school children with 2 (13.3%) responses (Table 3.2.2)

Of the 19 reasons why students did not participate in extra-mural/co-curricular activities, 16 (84.2%) had to do with time constraints which included time need to focus on academics (6), time for travel (5), time to adjust to campus life (4) and time to learn time management (1) (Table 3.2.3).

4. Whom respondents turn to for advice and/or support for personal and/or academic issues, and the help provided Nine (9) categories were discerned of persons that students turn to for advice and/or support for personal issues. Friends (26 or 36.6%) and family members (26 or 36.6%) represent the highest frequencies of the responses. This is followed by their peer facilitator (5 or 7%), the students who find the solution on their own (5 or 7%) and a psychologist (3 or 4.2%). The mentor and people from the church represented (2 or 2.8%) each (Table 4.1).

Here also, nine (9) categories were discerned of persons that students turn to for advice and/or support for academic issues. Again, friends (12 or 21.8%) represented the highest frequency, followed by tutors (10 or 18.2%), then lecturers, peer facilitators, student mentors and family members all on 7 (12.7%). The Centre for Student Support Services had one (1 or 1.8%) mention (Table 4.2)

Of the 56 responses, emotional support represented the highest category (23 or 41.1%) of the kind of help that persons provided The remaining 33 (58.9%) included a form of academic support, namely, “to cope and understand the work” (19 or 33.9%), to “provide information” (9 or 16.1%), to “provide other perspectives” (3 or 5.4%) and “provide coping strategies” (2 or 3.6%) (Table 4.3).

5. Positive and negative influences that the school experience had on students’ preparation for university?

Forty (40 or 78.4%) respondents indicated that their school experience had a positive influence of their preparation for university. Teaching self-reliance and independence had the highest frequency as a positive contribution from the school (16 out of 44 or 36.4%) towards preparing students for university. Another response worth mentioning is that “…. hard work pays off” (4 out of 44 or 9.1%) (Table 5.1).

The other responses are also important for the management of a university and schools to note.

University staff responsible for recruitment and marketing should inform school communities (teachers, learners and parents) what learners could do to better prepare for tertiary studies.

Eleven (11 or 21.6%) respondents specified the negative influences that the school experience had on their preparation for university. Of the 24 responses, 6 (25%) indicated that they were not prepared for the workload at university. Spoon-feeding by teachers was mentioned by 4 students (16.7%); not being prepared for anything at all and assignment writing mentioned by 3 students each (12.5%) (Table 5.2)

6. What OTHERS could have done, during high school, to better prepare students for university?

Most of the 26 categories of responses to the question of what others could have done, during high school, to better prepare students for university have a single frequency. Nine (17.6%) indicated the ability to handle pressure and to take care of their mental health. Other things were the ability to work independently (8 or 15.7%), time-management (5 or 9.8%) and to work hard (4 or 7.8%). Seven (7 or 13.7%) of the students indicated that they were well prepared (Table 6.1).

UWC and high schools could do well to heed this list of 26 categories.

7. What STUDENTS could have done to better prepare for university

Students also have a responsibility to better prepare for university. The 62 responses were discerned into 23 categories. The highest frequency is that they should have studied more in high school (12 or 23.5%). This is followed by “learned time management” (10 or 19.6%); knowledge of how the university works (8 or 15.7%) and asking others how they coped (4 or 7.8%). The reason for the low-frequency counts has to do with the diversity of responses (Table 7.1).

Again, this list could be invaluable for UWC and schools to share with learners wishing to attend a university. The need for time management skills is also stated in the quantitative survey.

8. What students did during the first semester to adapt to university life?

Students identified the things they did during the first semester to adapt to university. The response categories were 26 and the frequency count 87. The top six things were making friends and socialising (17 or 33.3%), time management (15 or 29.4%), prioritising work (10 or 19.6%), talking to lecturers and tutors (6 or 11.8%), attending all classes and joining the First Year Experience programme (4 or 7.8%) each (Table 8.1).

In their endeavours to assist first-year students, the Centre for Student Support Services and the student mentorship programmes may find great value in the list.

9. What hampered the adjustment and success of students, and what they did to minimise the possible negative effects

The responses of 41 students generated 19 categories with a frequency count was 65. Ten (10) students indicated that nothing hampered their adjustment and success. Highest amongst the categories were peer pressure to do fun things or socialise (11 or 26.8%), followed by work pressure or workload (8 or 19.5%), financial pressures (5 or 12.2%), deficient time-management and long travelling time (4 or 9.8% each), and stress and anxiety (3 or 7.3%) (Table 9.1).

Regarding the action taken by the 41 students to minimise the possible negative effects of the obstacles to their adjustment and success, 21 categories were realised with a frequency count of 48. The highest of 9 or 22% was for talk, work and do things with friends, 8 (19.5%) said that they worked on their time-management, 3 (7.3%) each joined a peer mentoring programme, prepared for lectures, socialised less and sought advice from a mentor. Four (4 or 9.8%) acknowledged that adjustment was needed but did nothing about it (Table 9.2).

10.1 Concerns students had about financing their tuition, accommodation, textbooks, course readers and daily expenses (e.g., travel, food and

personal items)

Twenty-nine (29 or 56.9%) respondents had no concerns about financing their tuition, accommodation, textbooks, course readers and daily expenses while 22 (43.1%) indicated that they had concerns (Table 10.1).

10.2 Plans students have to address these concerns

The financial concerns of the 22 students were placed in nine (9) categories with a frequency count of 26. The highest frequency was a general statement that they did not have enough money to pay for everything (10 or 38.5%). The second highest frequency was for “pay for tuition” (6 or 23.1%). Then, “to buy textbooks and course readers” (3 or 11.5%) and 2 (7.7%) for “to find better accommodation” (Table 10.2.1)

Regarding plans to address the financial concerns, six (6 or 27.3%) students said that they work after classes and/or on weekends. Three (3 or 13.6%) indicated that they will still apply for a loan or bursary. Four (4 or 18.2%) said that they had no plans (Table 10.2.2).

10.3 Whether their financial concerns negatively influence their ability to function optimally and academic success

Eleven (11 or 50%) said that it had a negative influence on their ability to function optimally and academic success. The other half indicated no influence (Table 10.3)

10.4 How the financial concerns negatively influence their ability to function optimally and academic success

Thirteen (13) students with six categories explained how the financial concerns negatively influence their ability to function optimally and academic success. Four (4 or 30.8%) indicated that they could not buy textbooks and course readers, 3 (23.1%) were worried about funding for the following year (2020) and another 3 (23.1%) had guilt feelings about the financial hardship for their families (Table 10.4).

11.1 Description of their living/housing circumstances

Fourteen (14 or 27.4%) indicated that they lived in a UWC residence; 13 (25.5%) lived in their family home; 10 each (19.6%) were in private boarding and a private student residence; 2 each

(3.9%) lived in a rented separate entrance of a house or boarded with a family in a shack of a township (Table 11.1)

11.2 Whether their living/housing circumstances are favourable or unfavourable to their studies

On the question regarding the living/housing conditions of the 51 students interviewed, 37 (72.6%) indicated that it was favourable while the rest indicated unfavourable living conditions (14 or 27.4%) (Table 11.2).

11.3 Elaboration why their living or housing circumstances were favourable or unfavourable

The reasons students put forward as to why their living or housing conditions were favourable, generated nine (9) categories of responses with a frequency count of 41. The response that most needs were catered for had the highest frequency of 26 (63.4%). The assistance of the student leadership in the residences with the well-being of the first years was mentioned thrice (3 or 7.3%) and the fact that the student had his or her own room five times (5 or 12.2%) (Table 11.3.1).

Eight categories of reasons why students regarded their living or housing circumstances as unfavourable were stated. The frequency “for noise” was nine (9 or 37.5%). Six (6 or 25.0%) indicated an unsafe environment as unfavourable and three (3 or 12.5%) indicated a small or crowded room as unfavourable (Table 11.3.2). In many instances, students mentioned more than one unfavourable aspect.

11.4 Explanation by commuter students staying at home as to how they adjusted to the new circumstances being a student

Commuter students staying at home explained how they adjusted to their new circumstances as a student. Their responses were grouped into eight (8) categories with a frequency count of 30. This question pertains only to students staying in their family home [refer to Table 11.1 (2)]. Some students provided more than one response. Eight (8 or 61.5%) of 13 students said that they developed strategies to cope with the work. Seven (7 or 53.8%) said that they developed (increased) self-reliance; five (5 or 38.5%) indicated better time-management and discipline; three each (3 or 23.1%) indicated having learned to cope with their environment and travelling to and from campus (Table 11.4)

11.5 Only students in a UWC Residence, Private student residence or Private boarding had to respond to this question. How they adjusted to their new living circumstance (Table 11.5).

a) UWC residence

Fourteen (14 or 27.4%) students indicated that they stayed in a UWC residence. Thirteen (13) indicated having adjusted to their new circumstances and the response of one (1) student was not documented. Thus, all the students in the UWC residences adjusted well.

b) Private student residence

Ten (10 or 19.6%) students stayed in a private student residence. Six (6 or 60%) of the 10 indicated that they have adjusted to their new living circumstances. Four (4 or 40%) had not adjusted.

c) Private student boarding

Ten (10 or 19.6%) students indicated that they stayed in private boarding. Eight (8 or 80%) indicated that they have adjusted to their new living circumstances. Two (2 or 20%) indicated that they did not adjust well.

B ACADEMIC INTEGRATION

12. We explore how many hours the student spent on self-study (preparation and selfstudy before and after lectures, and for tests and exams) as an element of effective time management.

Of the 51 interviewees, one (1) did not know how many hours s/he spent on self-study, and for nine (9), no information was documented. We used the information of 41 students. The average number of hours spent daily during the week (Monday to Friday) on self-study was 4.4 hours (total of 181 hours divided by 41 students). The average number of hours spent on a Saturday and Sunday on self-study was 3.4 and 3.6 hours, respectively.

13. Results for the June 2019 examination

13.1 Number of modules written for June 2019 examination

The total number of modules written by the 50 students (one student wrote only year modules and thus excluded) was 226. The average number of modules written during the June 2019 examinations per student was 4.5.

Twenty-one students (21 or 42%) wrote five (5) modules each. The second highest frequency was 19 (38%) students for four (4) modules each. These together constitute 40 (80%) students who wrote either 5 or 4 modules each. One student wrote eight (8) modules and another student one (1) only. Four (4) students each wrote six (6) and three (3) modules, respectively. For one student, there were no marks because s/he took only year modules (Table 13.1).

13.2 Number of modules passed in June 2019 examination and symbols obtained

Of the 50 students who wrote June tests or examinations, only one student failed one of the 226 modules written. Thus, one module (0.4%) was failed out of 226 modules written. This was for a student who wrote four (4) tests/examinations. The pass rate was 99.4% (Table 13.2).

The C symbol had the highest frequency of 83 (36.7%) followed by the A symbol with 64 (28.3%); third was B symbol with 53 (23.4%); fourth was 25 (11.1%) for the D symbol and lastly one (1 or 0.4%) for the E symbol (Table 13.3).

13.4 Did the overall results meet your expectations?

Of the 50 students who wrote the June 2019 tests/examinations, 27 (54%) indicated satisfaction with their results. Thus, 23 (46%) were not satisfied (Table 13.4)

13.5 Factors contributing to the success and challenges experienced

13.5.1 Contributing factors to success

Of the 27 students who were satisfied with their results of the 2019 June tests/examinations, 21 (77.8%) mentioned hard work, disciplined behaviour and determination as reasons for their success. Of the 12 categories for success discerned, 5 had frequencies of 3 (11.1%), meaning that 3 students in each category indicated the reasons for their success were “support of parents”; “attending lectures”; “tutorial work”; “good time-management” and “support of friends” (Table 13.5.1)

It is of great concern that only three (3) students ascribed “attending lectures” as a contributory factor for their success. In another survey, it was found that 672 of the 2 181 first-year 2019 UWC student respondents attended between one and four lectures over a three-week period. This took place in 2019 when the traditional face-to-face contact remained the primary teaching mode. Students disclosed factors for non-attendance. “About 37% of the students said they were too busy studying for tests, 28% said lectures were not stimulating enough, and 22% believed the need to complete assignments was too great,” the study indicated (Dano, 19 October 2021). From an academic viewpoint, this is disappointing and seems to be a reflection on the value that students place on lectures.

13.5.2 Challenges experienced if the overall results did not meet with the expectation of the student

Of the 23 (46%) who said that they were not satisfied with their results, six (6 or 26.1%) ascribed it to their unfavourable living circumstances. Another six (6 or 26.1%) ascribed it to the difficulties with understanding the work. Two each (2 or 8.7%) indicated, “not enough time to study” and “time-management” (Table 13.5.2).

14. Consultations with Lecturers and/or Tutors

14.1 Consultation with Lecturers and/or Tutors?

A total of 27 (71%) said that they did consult with their lecturers and 11 (28.9%) did not. Regarding the tutors, 35 students (79.5%) consulted them and nine (9 or 20.4%) did not.

Regarding consultation with both lecturers and tutors, only 10 students (25%) said that they did and 30 students (75%) said that they did not. The majority of students did consult with either a lecturer or a tutor (Table 14.1).

14.2 Value obtained from the consultations

14.2.1 Value in consulting with lecturers and/or tutors

Students shared six (6) benefits of consulting with lecturers and/or tutors. Of these, 33 (67.3%) responses indicated that their understanding and knowledge were enhanced. Another six (6 or 12.2%) responses indicated that their motivation was enhanced; three (3 or 6.1%) indicated increased self-confidence and, similarly, three (3) indicated assistance with assignments (Table 14.2.1)

14.2.2 Reasons for not consulting with lecturers and/or tutors

Five (5) reasons were advanced for not consulting with lecturers and/or tutors. The highest number with a frequency of four (4 or 50%) was for those students who said they found solutions or answers on their own. The other four reasons had single tallies and included the following: lecturers have no patience, shyness, missed an opportunity and asked all questions in the tutorial (Table 14.2.2).

15. Health issues

15.1 Health issues impacting negatively on students’ studies and/or functioning?

Over one-third (35 or 68.6%) of the 51 students interviewed said that they had no health issues which negatively affect their studies and/or functioning. The rest, 16 (31.4%) said that they had health issues (Table 15.1)

15.2 If Yes, elaborate

15.2.1 Health issues which impact negatively on students’ studies and/or functioning

The health issues stated by 16 students are grouped into nine (9) categories. Two students had more than one illness, given the frequency count of 18. The highest frequency, four (4 or 25%), is for both psychological disorders (including anxiety, ADHD and depression), and headaches and migraine. The frequency for sinusitis, eczema and allergies is two (2 or 12.5%) each (Table 15.2.1).

15.2.2 Effects of health issues on studies and/or functioning

Twelve (12) students explained the effects their health concerns had on their studies and/or functioning Five (5 or 41.7%) said they could not study well; two (2 or 16.7%) each said they missed classes, lowered self-confidence and that they had less money to live from because of the costly medication (Table 15.2.2).

16. What motivates/drives you to persist (to continue and complete) with your studies?

Responses about the factors that motivate or drive students to persist with their studies were discerned into 15 categories. Seventy-four (74) responses were documented indicating that some students indicated more than one driver. Self-fulfilment was the most mentioned by students, with a frequency of 25 (49%). The second highest, 18 or 35.3%, was to help their family. Then the response frequencies became much lower: “mother” was in third place with six (6 or 11.8%); then “first in the family to obtain a degree” with five (5 or 9.8%) and “both parents” with a response frequency of four (4 or 7.8%) (Table 16)

17 Group study

17.1 Have you tried studying in a group?

Of the 51 students interviewed, 34 (66.7%) said that they study in a group while the rest, 17 (33.3%) do not (Table 17.1)

17.2 If Yes, what value did you find in the group? If No, why not?

17.2.1

Value of studying in a group

Of the 34 students who derived some value in studying in a group, one (1) of them mentioned two (2) value responses making the total frequency 35. Twenty (20 or 58.8%) said that their understanding was enhanced by studying in a group and four (4 or 11.8%) said that the value was the help they received from peers. Five (5 or 14.7%) found no value by studying in a group yet still did so (Table 17.2.1)

17.2.2 Reasons for not studying in a group

Eight (8) response categories were formed for the reasons of not having tried studying in a group. The frequency count was 29 for the 17 students. Eleven (11 or 64.7%) said that it was distracting; nine (9 or 52.9%) said that they studied better on their own; three (3 or 17.6%) said that the process was time-consuming and 2 (11.8%) said that it confuses a person (Table 17.2.2).

18. Suggestions of how UWC can assist with students’ personal growth and academic success

18.1 Suggestions of how UWC can assist with personal growth

More than one-third (37 or 72.5%) of the students did not have specific suggestions as to how UWC can help with their personal growth. A further six (6 or 11.8%) indicated that UWC had already provided everything needed for personal growth. The other 8 (15.7%) students who responded with one (1 or 1,96%) suggestion each, included assistance with communication abilities; assistance with social skills; marketing of student societies; create places where students can relax, e.g. a wellness centre, labyrinth, zen garden and yoga centre; get motivational speakers in and establish support groups (Table 18.1).

18.2 Suggestions of how UWC can assist with academic success

Regarding suggestions about how UWC can assist with the academic success of students, 17 (33.3%) of the 51 interviewees said that they had no suggestions because all had been provided to ensure academic success. The responses of the remaining 34 students (66.7%) who made

suggestions fall into 27 categories, most of which consist of only one response. The response with the second-highest frequency count of six (6 or 11.8%) was that more residences/ accommodation for the first years from afar would be welcomed. Three (3 or 5.9%) students stated that there should be more communication about where to find information from the right people.

Then two responses each (2 or 3.9%) were made for “appoint more lecturers and tutors for consultations”, “a better transport system for off-campus students” and “more communication about academic resources”.

The rest of the suggestions had a frequency count of only one (1 or 1.9%). The list of single suggestions for UWC to enhance academic success is provided by a cohort of students who have been academically successful during their first six (6) months at UWC. Some of these suggestions were the following:

(a) Guidelines for lecturers and tutors so that they can be more approachable;

(b) More consultation times with lecturers and tutors;

(c) Lecture slides to be made available on iKamva;

(d) The mentoring programme to be better explained during Orientation;

(e) Create a centre for academic grievances;

(f) Make video clips available of lectures;

(g) Communicate study tips campus-wide;

(h) Monitor the mentors;

(i) Make all the support services of the University widely known;

(j) Present courses on how to become a critical thinker and

(k) Offer extra classes for those who need it (Table 18.2).

19. Problems/challenges experienced over the past 6 months or first semester (Table 19)

a. Coping with academic work

Twenty (20 or 39.2%) students disagreed somewhat; 14 (27.5%) agreed somewhat and 12 (23.5%) disagreed strongly that they experienced problems or challenges during the first semester Almost a quarter (12 or 23.5%) of the 51 students interviewed indicated that they had no difficulty with the academic work and four (4 or 7.8%) said that they had problems.

b. Concern about degree choice

More than half of the students (28 or 54.9%) said that they had no concern about their degree choice and almost one fifth (10 or 19.6%) said that they had concerns.

c. Concern about subject choice

More than half of the students (28 or 54.9%) said that they had no concern about their subject choice. Seven (7 or 13.7%) students were more positive, i.e. disagreed somewhat that they had a concern. Fifteen (15 or 29.4%) had concerns.

d. Test and examination preparation

Fifteen (15 or 29.4%) students indicated that they had no problems with the test and exam preparation. A further 15 students (29.4%) were less confident. Twenty (20) students (39.2%) indicated that they had problems.

e. Promotion to 2nd year in 2020

Of the 51 interviewees, 33 (64.7%) were quite certain that they will be second-year students in 2020. Nine (9 or 17.6%) students had some doubts and 6 (11.8%) were fairly certain that they would pass.

f. Change degree in 2020

Five (9.8%) students were certain that they would change their degree in 2020. Seven (7 or 13.7%) indicated that they may do it. Thus 12 (23.5% or over one fifth) were concerned about their degree choice. Most students (33 or 64.7%) were comfortable with their degree choice.

g. Communication with lecturers

Most of the students interviewed (35 or 68.6%) had no problems communicating with their lecturers. Fifteen (29.4%) indicated some difficulties.

h. Time-management

Almost half (25 or 49%) of the students interviewed indicated difficulties with their time management. The other half (also 25 or 49%) indicated no difficulty. One (2%) indicated that he/she did not know (“can’t say”).

i. Reading skills

An overwhelming majority indicated that they had no difficulty with reading skills. Forty-three students (43 or 84.3%) fall into this category. Only six students (6 or 11.8%) said that they might have some difficulty.

j. Writing skills

Of the 51 students interviewed, 42 (82.3%) indicated no real difficulties with writing. Only six (6 or 11.8%) students said that they have some difficulty and one (1 or 2%) said that he/she had a problem in this regard.

k. Computer skills

The majority of the students (36 or 70.6%) indicated no problem with computer skills while one quarter (13 or 25.5%) indicated some difficulty.

l. Self-confidence

Thirty-nine (39 or 76.5%) felt confident. Ten (10 or 19.5%) agreed that they had difficulties in this regard, almost one-fifth of the interviewees. Two students (2 or 3.9%) said that they can’t say.

m. Anxiety

A third of the students (17 or 33.3%) indicated no anxiety at all; 18 (35.3%) said more or less no anxiety; 15 (29.4%), almost a third of the students, said that they have a problem in this regard.

n. Depression

Almost one-half of the students (28 or 54.9%) said that they are not depressed and nine students (9 or 17.6%) were more or less not depressed. Two (2 or 3.9%) said that they were depressed and six students (6 or 11.8%) were more or less depressed. Also, 6 students (6 or 11.8%) said that they were not sure.

o. Group work

Thirty (30 or 58.8%) students indicated no problem with group work and 18 students (35.3%) indicated problems with group work. Thus, more than a third of the students interviewed indicated some difficulty with group work.

p. Personal challenges

Just over half (26 or 51%) of the students indicated that they did not have personal challenges. The other, almost half (23 or 45.1%), indicated personal challenges. Two (2 or 3.9%) said that they could not say.

q. Broken relationships

For 38 (74.6%) students this was not a problem and for eight (8 or 15.6%) of the 51 students interviewed it was a problem. Five (5 or 9.8%) students could not say.

r. Peer pressure

For 43 (84.3%) students this was not a problem or not a major problem. For five (5 or 9.8%) it was a problem and three students (3 or 5.9%) could not say.

s. Relationship between you and your parents

Thirty-four (34 or 66.6%) indicated no real problem in this regard. Six (6 or 11.8%) said that they could not say (were uncertain) and for 11 (21.6%) it was a problem.

t. Relationship between your parents

For the majority, this was no problem: 34 (66.6%) students disagreed that it was a problem. Eleven (11 or 21.6%) students, more than one-fifth, had difficulties in this regard.

u. Felt overwhelmed by academic demands

Only seven students (7 or 13.7%) indicated that they were not overwhelmed by academic demands. However, 12 students (23.5%) said that they were more or less comfortable with academic demands. Thirty-two (32 or 62.7%) students said that they had difficulties in this regard.

v. Maintained a healthy diet and lifestyle

More than half of the 51 students interviewed, 30 or 58.8% said that they maintained a healthy diet and lifestyle. More than a third, 18 or 35.3%, indicated difficulties in this regard. Three (3 or 5.9%) students were uncertain.

5.4 Findings of success factors of matriculants

The success factors of matriculants who completed in 2013 to 2017 as identified by matriculants, principals, teachers and parents were extracted from articles published in newspapers and online after the matriculation results were released. A targeted group of UWC students who completed their first year studies in 2013 was surveyed in January 2014 about their success factors and challenges, and how they dealt with it. A summary of the findings of both studies are presented.

5.4.1 Success factors of matriculants

The top factor identified by an overwhelming number of matriculants was “working hard, always doing your best, being passionate” (143). This was consistent over all five years. Of the 19 top success factors, they ascribed sixteen (16) to personal agency (themselves); two (2) to their principals and teachers; one (1) each to their family-parents-siblings. This is a powerful affirmation from the learners. University staff should explore how to inculcate these skills and attributes into new university students.

The principals, teachers and parents also ascribed the success of these matriculants mostly to the personal agency: “hard work by learners, work ethic, commitment and dedication”. The top three groups of success factors were consistent over all five years. The part played by all three roleplayers is also acknowledged.

5.5 Findings of success factors of first-year UWC students

In 2014, 95 Student Orientation peer facilitators were surveyed about the challenges they faced in 2013 as first-year undergraduate students and how they addressed it. These students were starting their second year of studies. The findings are presented below.

Question 1. What were the five (5) challenges during your FIRST YEAR at UWC?

Factors relating to social and academic integration feature in the top nine (9) challenges identified by 64 of the respondents. The issues relate to adjustment or ‘closing the gap’ (36); affordability (27); academic skills including coping with the workload (25), time management (24) and language (14); making new friends (23), and logistical issues of finding lectures halls (15), accommodation (13) and travelling (13).

Question 2. How did you overcome each challenge?

The top five (5) ways to address the challenges were time management (21), making friends (19), utilising a mentor (16), financial aid (15) and setting goals (13). The remainder were mostly academic in nature (study groups – 7, seeking help from tutors and peers – 7 each, consultation with lecturers – 5 and faculty – 2, extra studying and using a dictionary – 2 each). This was followed by sharpening and developing their personal and social skills, and drawing on peer relationships. These eased the challenges stated in the previous question.

Question 3. During your FIRST YEAR, how much time did you spend PER DAY after lectures / 16h30 with your academic work?

A total of 54 (56.8%) of the respondents reported to spend a maximum of two (2) hours per day after lectures on their academic work while 41 (43.2%) exceeded two hours. This figure is less than the average minimum learning time recommended for modules in the Module Descriptor of the Faculty Calendar and could be a contributory factor for not coping with their workload. The remaining 41 (43.2%) spend more than two hours per day.

Question 4. What was the average symbol for all your modules in the JUNE exam of your FIRST YEAR?

The average symbol for their June 2013 modules was 50% and above. Good academic marks are an important criterion for selection as an Orientation peer facilitator.

Question 5. Did your June marks reflect your potential?

While 42 (45.2%) respondents stated that their June marks reflected their potential, 51 (54 8%) had a higher expectation of themselves. The reasons for the good marks or lack thereof were furnished: hardworking attitude (15) for former and the latter included and acknowledgement that they could have worked harder (32), time to adjustment (12) and lack of motivation (4). Three blamed the lecturers for their unsatisfactory performance.

Question 6. Did you fail any modules in the June exam?

Most respondents (81 or 85.3%) did not fail any modules in the June exam while eight (8 8.4%) failed one module. If a peer facilitator failed more than one module, they were excluded as a peer facilitator Three (3) students were disappointed about failing a module while most of the others who did not fail or perhaps failed one gained confidence from their achievement (18) or increased their motivation (43)

Question 7. What was your average symbol for all modules in the November exam of your FIRST YEAR?

The average symbol of all 89 students for their November 2013 modules was 50% and above. Only seven (7 or 7.9%) scored an average mark below 60% and 92.1% were 60+%. The separate scores were: 60-69% mark – 39 or 43.8%, 70-75% mark – 33 or 37.1%, 75+% - 10 or 11.2%. These students were selected to be peer facilitators based on their good academic marks.

Question 8. Did your November marks reflect your potential?

There was a mixed response whether their November marks reflected their potential. Those who were positive stated the following: 11 maintained their June average, eight (8) did better in the second semester, three (3) adjusted to the workload, four (4) overcame obstacles/distractions and five (5) said that it was worth making sacrifices. Those who were negative about their performance said that they could have done better (29), got lazier (8) or found the work to be difficult (8).

Question 9.

9.1 Did you use any of the following support services in your FIRST YEAR? Tick all that apply.

It is encouraging that the majority of respondents turned to their academic and student service departments for assistance, namely, tutors (76), lecturers (72), peer mentoring (26), career advising (23) and personal counselling (14). The role of friends (72) was also significant.

9.2 What or by whom were you motivated to approach this service/s stated in Q 9.1?

The personal agency stands out of 22 students who realised that they needed assistance with their (academic) work. The persons who motivated them were the following: friends (7), and lecturers and tutors (2 each). As to what motivated respondents to approach the services, nine (9) found it to be easily accessible, staff wanted to help them (8), eight (8) already knew staff at the services, six (6) wished to gain more knowledge, five (5) needed career advising, five (5) needed friends and three (3) were afraid of failing.

9.3 If you did not use any of these services, what were the reasons?

The reasons advanced by students for not using the services included unawareness of the appropriate student services (11) thus pointing to the need for the latter to market themselves

on an ongoing basis, 10 stated that they used their time better and eight (8) did not need the services

Question 10. Name three factors that contributed to success in your FIRST YEAR?

Four groups of people were mentioned including family (39), friends (33), mentors (4) and counsellors (20). Personal agency also played an important role. Top of the list was their hardworking attitude (47), consultation (29), religion (19), time management (19), personal goals (19) and positivity (4). Seven (7) respondents mentioned the available resources. The responses indicate that academic studies demand much personal effort in the first instance accompanied by the support and advice of significant others. Some of these factors mirror the Matric success factors.

5.6 Contributing factors for student success

The best practices of well-functioning high schools in South Africa are highlighted in the report compiled by the Department of Basic Education (Govender, 2018). The criteria used to select the 111 schools in the study included a matric pass rate of more than 95% over the four-year period of 2012 to 2015. The schools had to have more than 100 candidates sitting for the 2016 matriculation exams. Their performance in Mathematics and Science as well as the number of distinctions produced were also taken into account.

Researchers found that one of the most common characteristics of the high-performing schools was the effective use of teaching time. They continued, "Managing teaching time tightly to make every minute count is a prevalent practice in all high-performing schools. To do this, school management teams tighten up their monitoring systems to ensure teachers use time within the day and across the year efficiently and effectively". This is in stark contrast to teacher conduct at many other schools across South Africa, where class time was used to attend workshops, teacher union meetings and memorial services.

Pupils at one of South Africa's top-performing schools report their teachers to the principal if they do not pitch up for class on time. The class captain records details of a teacher's absence or late-coming in a period register which is handed to the headmaster. However, instead of being furious with pupils for "ratting" them out, teachers at the Quintile 2 School welcomed the accountability measure.

A teacher quoted in the Report said, "Pupils must be at school until the very last day. On the last day, we will teach four periods - so there's nothing like us missing time at the end or playing on the field or watching movies. We teach up to the end."

Among the best practices researchers identified at the top schools were:

• Teacher commitment and dedication;

• A capable teaching force, including properly qualified teachers;

• Positive teacher/pupil attitude;

• Rewarding and incentivising pupils; and

• Awareness of pupil wellbeing, including teachers taking the initiative to understand their learning challenges.

A deputy principal of a Quintile 3 school said, "The climate has to be right. That's first and foremost. If it is not right, then forget it. No best teacher in the world can be effective in an environment where there is no order and discipline." Examples of how order is maintained at top schools were:

• Ensuring standards of behaviour are clear to staff, parents and pupils;

• Praising and recognising positive and improved behaviour; and

• Upholding agreed standards of appropriate behaviour in a fair and humane manner.

The study concluded that, "The schools that work focus on learning rather than just improving the National Senior Certificate exam results." It is suggested that sharing successes should become a norm among schools and that schools should foster a collaborative culture among teachers that puts the pupils' learning first. These findings resonate closely with the success factors identified in the tables under Section 4.2.1 and 4.2.2.

On 10 October 2021, the Gauteng Provincial Department of Education published a call for service providers to submit bids for a School Improvement Project for their underperforming schools (Gauteng Province Education Department, 2021). The researcher is of the opinion that an audit first be done of the shortlisted schools to determine the competency of the senior management staff and the challenges faced by the schools. The input of the whole school community should be solicited. In this way, the impact of this project in changing the fortunes of underperforming schools will be increased. In addition, simply throwing money at these schools will not necessarily

provide the desired results as there should be a firm foundation on which to build before such an intervention.

The Eastern Cape Provincial Education Department contracted a retired principal to mentor a poorly performing high school in the Eastern Cape. He quickly realised that the core problems at the school were poor management, inefficient use of the teaching time and lack of accountability. He reported that the school principal was the last to arrive in the morning and the first to leave in the afternoon; the lunch break was unusually long as most teachers left the premises with some going home to cook dinner or do their shopping. The mentor reiterated that he was unable to teach professional educators commitment, dedication, positive attitudes, taking initiative, good work ethic, commitment, among other (Middleton, 2021).

The intersection of the three sets of data is noticeable. Coincidently principals, teachers and parents also ascribed consistent hard work and dedication of the learners as their top success factors. The next five factors commended the role of the principals and teachers. The seventh top success factor is “parental support”. The matriculants and UWC students also recognised that they have to take responsibility for their success. They too identified hard work & positive attitude (personal agency) and then family support. The students credited their friends followed by their lecturers, tutors and mentors. These are the messages that new students should hear on their entry into university.

The results of this inquiry are not particularly surprising or groundbreaking. It is known that factors such as “hard work”, “dedication” and “consistency” are crucial for academic success. There were, however, factors that proved less intuitive, or at least, less apparent concerning academic success. These included the balance between curricular and extra-curricular activities, community support, finding inspiration in personal ambitions or spiritual pursuits, and not letting one’s circumstances and lack of resources be a limiting factor. The ongoing tracking of student performance by faculties is critical for student success. Students may not always realise what an acceptable trajectory of success looks like or be in denial about them struggling to cope.

5.7 Conclusion

The intersection of success factors identified by three different sets of respondents is worth noting and provides valuable insights for school educators and university staff involved with the first year experience. In the closing chapter, broad themes will be extracted from the findings and discussed.

6.1 Introduction

More than 10 years after the Report of the Rural Education Access Programme (REAP) in June 2008, the researcher has established that many of the findings of the present study resonate with that of the REAP Report. The title of the REAP report, namely, “Factors that facilitate success for disadvantaged higher education students”, could appropriately also be the title of this report. The participants of both studies are undergraduate students from five different institutions including UWC. However, the sample size of this quantitative study is much larger.

Both reports seek to highlight the struggles and challenges of mostly Coloured and African marginalised students, and place these on the agendas of debates, plans and actions of basic and higher education leadership, staff and programmes. Both reports are intent on enabling success for academically qualifying yet educationally, economically and socially deprived young South Africans. These young people, who have struggled against the odds to Grade 12 in challenging circumstances, deserve attention, opportunity and support to enable their success. Our country will be the richer for their contributions. Since the mid-2010s, little has been said about the conclusions, recommendations and suggestions contained in the REAP Report. It can be asked, “Will this report also simply collect dust on shelves where it is filed?”

The researcher wishes to draw the attention of the basic- and higher education authorities to hear the voices of our learners and students instead of making assumptions about their attributes, potential and challenges In this way, policy makers, educators and administrators of both sectors could foster a deeper understanding about these bright young minds who enter our campuses each year. If this report and similar others merely collect dust on a shelf without informing debates, policy and practice, then the input of thousands of student respondents will be futile. The findings should inspire curiosity and responsiveness to student needs and challenges. Failure to match our talk with decisive action could result in a loss of credibility and trust by our students.

Inspiration for this study was drawn from various activities of the researcher. Surveys were conducted from 2005 to 2009 with first time entry undergraduate students of UWC Three open dialogue sessions were arranged in the late 2000s with first-year students and the former Rector

of UWC, Professor Brian O’Connell. Students spoke their hearts out about the challenges experienced and O’Connell spelt out what the campus expected from them. While interrogating the content of the training for peer facilitators of the Student Orientation Programme (SOP) and the needs of our new undergraduate students, the researcher realised that minimal local research was available. We relied overly on overseas research, personal experiences and anecdotal stories. The idea then emerged to conduct a formal survey among our new students during the SOP to understand their pre-entry attributes and initial campus experiences.

This research project is a contribution to our understanding and engagement with the University processes and services that facilitate students’ entry and their optimal functioning both individually and in groups, creating a sense of belonging, and addressing barriers to and enablers for student success. To this end, staff could move beyond theorising about students struggling, dropping out or taking so long to complete their degree. This study could also expose our blind spots and misconstructions about our students, shed light on what they are dealing with and why some flourish and others not. The retention practices of higher education institutions should be sensitive to the changing student population, and the ‘baggage’ they carry. The researcher also wishes to lift out the personal agency and resilience that gel closely with many UWC students. This large data set has averted narrow conclusions. While some readers might see a bleak picture, the students who were interviewed offer hopeful insights about success among UWC students. Readers will find interesting correlations of student responses posed prior to the start of their studies and after six months

6.2 Minding the gap

In a call for conference papers, the Academy of Science of South Africa (2010) stated that the interface between school and higher education has often been characterised in terms of a discontinuity or ‘articulation gap’. The responsibility for addressing this gap is often relegated to academic development staff. It was suggested that there were limited gains from such a choice. The conference focused on the responsiveness and attentiveness of the higher education sector rather than on the deficiencies of the National Senior Certificate. It seems that the ‘gap’ was already recognised.

Lowe and Cook (2003) viewed the transition of new undergraduate students from school to university as a continuum: smooth with a few bumps for some, challenging but eventually coping

for many and an intimidating leap into the unknown for others. This report speaks to the trepidations, struggles and success factors of students prior to entering university and during their first six months of tertiary studies. The shift from the controlled and supportive environments of school and home to that of freedom and independence where young people have to take responsibility for their academics and personal life has the potential of increasing their anxiety levels and challenging their coping mechanisms and mental health. As students successfully ‘mind the gap’, they will develop the requisite skills and grow in confidence to address the personal, social and academic demands of tertiary studies. Universities should also construct intervention strategies especially for those who show early signs of underperformance.

Student retention, success and departure are central to studies of the first year experience Dr. S. Pather (Directorate of Learning, Teaching & Student Success) conducted a similar study in 2019 among first-year UWC students. In 2020, Dr. E. Archer (Institutional Planning-Research) conducted a further study among the 2020 first-year cohort. Readers are encouraged to compare and contrast these three large data sets for their respective faculty. After three years of online and later hybrid learning and teaching, a new study with the 2023 cohort should provide interesting comparisons and learnings.

The four data sets in this study, namely, Pre-entry Attribute Survey and the subsequent interviews, Matric Success Factors and experiences of UWC students who completed their first year of studies provide thought-provoking information and could serve as a springboard for successfully launching one’s tertiary studies. The school community, comprising educators, learners, families and the local community should cooperate in upskilling learners and encourage greater personal agency. University studies are not a ‘walk in the park’; it is serious business and an expensive endeavour. Students’ past need not determine nor restrain their future. The quantitative data from the survey helps us to understand the ‘bright young minds’ entering UWC - their expectations and attributes. The common denominator of the students in the qualitative study is that they were all academically successful in the first semester of 2019 despite disparities of resources and infrastructure in their school community. Their accounts show that research cannot replicate lived experience. By collating all the data, one will better understand the aspirations and potential of our incoming students and work to improve their university experience and engagement.

According to Tinto (1993), the greater the initial commitment to the institution and goal of graduation, the greater the level of social and academic integration, and thus the commitment to completing the degree. Lowe and Cook (2003) made interesting conclusions that are relevant to this study. They stated, “The key to facilitating an attachment of students to their institution is in large measure fulfilled by the elimination of unrealistic expectations of life at university. The solutions lie at both the pre-entry and post-entry stages” (p. 74-75). The metaphorical gap between school and university expectations, and the under-preparation for tertiary studies, cannot be addressed by universities alone. More and more educators are realising that the problems in basic education will not be addressed effectively in the near future. The consequence is that universities are on their own. Once they accept students, they need to design appropriate interventions to mitigate the challenges. These interventions should promote academic skills, peer circles of learning and support, student-staff engagement and close tracking to identify students at risk, among other. A critical feature is for academic departments and staff of student support services to collaborate intentionally on intrusive, proactive strategies before students experience disengagement. The researcher is of the opinion that the higher education roleplayers must persist in persuading the Department of Basic Education to monitor the performance of each school and intervene where necessary.

6.3 Access without success

The statistics in the 2012 Report of the Council for Higher Education quoted by van Zyl (2013), led the Council to typify our Higher Education as a “low participation, high attrition system”. This creates a wasteful situation of money and talent, and feeds into the narrative of ‘if you don’t pass, you are not fit enough’. Simply throwing money at a problem will not necessarily result in desired outcomes. Despite the United States investing abundant resources at improving student success, the results have not been commensurate. Van Zyl (2013) concluded, “Effort in itself therefore does not improve student success” (p. 3).

Van Zyl refers to several writers in his article. Thomas (2012) clarifies the double-edge challenge “…that higher education institutions have a moral responsibility to take ‘reasonable steps’ to enable the success of the students they have admitted to their institutions”; Tinto (2012) adds that interventions should be relevant to the students’ needs and goals; Lewin and Mawoyo (2014) caution that fragmented and ad-hoc solutions are not likely to succeed. Van Zyl posits an interesting challenge to Keup’s contention that “ universities have a social contract and social

responsibility towards the societies they serve” (cited in van Zyl, 2013, p. 3-4). He states that institutions must effectively teach the students they admit; not the ones they thought they had admitted (based on perception, expectation or experience).

To this end, the University of Johannesburg, in 2010, implemented their data-driven, intentional and contextualised first-year experience programme to afford all students a reasonable opportunity for success and are supported in a holistic and integrated manner. The statement by Tinto (2013, as cited in van Zyl, 2013) is insightful, namely, that improvement in rates of student success requires intentional structured and proactive action that is systematic in nature and coordinated in application. At UWC, we should come to terms that our student population has diversified extensively across race, class, culture, and socio-economic and educational backgrounds and, by implication, their learning needs and potential

6.4 Themes emerging from the study

Several categories of useful information emerge from this study. The first category is the preentry attributes that influence students’ transition from high school to university. This includes the demographic profile of our students; their school and family characteristics; expectations of UWC; motivation to study; and their skills, abilities and concerns. Readers can extract information about students in their faculty on different variables such as sex, age, race, language, school background, province and matriculation results. The information from the qualitative study of students who completed the first semester includes their social and academic integration, and the problems and challenges they experienced

These are supplemented by the Matric success factors and the experiences of first year students. The statements by Schreiber, Yu and Bozalek (2014) about student engagement resonate with this study: “What students do matters; What institutions do matters; Aim to create conditions that matter”. They emphasised the need to develop reliable predictors of student persistence through data analytics and evidence-driven policy development; university-wide conversations; academic and social integration, and subsequent commitment. All this should result in a coherent strategy with an ongoing quality assurance.

If one were to ask, “What is the problem with education in South Africa?” a variety of responses will be given. Each response will be influenced by the personal perspective and experience of

respondents. The key findings from the four studies of this project will be located within six broad themes. These are the failure of our basic education schooling system, socio-economic status, extra-curricular space, decision to pursue tertiary studies and select an institution, social integration and academic integration.

6.4.1 Failure of our basic education schooling system

Several studies and articles about our basic education system point to the dysfunctionality of many, but mostly public, schools across the country and the concomitant failure to develop an effective and sustainable culture of teaching and learning. The headings of the following articles are examples of the disparaging ways in which our basic education system has been described. These include “Time to break shackles of mediocrity in school” (Opinion, 2010); “No quick fix for the crisis in our schools” (Price & Clark, 2011); “Fixing a class-based calamity” (Jansen, 2011); “Inequality shapes lives of millions of children trapped in patchwork web” (Hall & Wright, 2012) and “ state of chronic crisis” in “What is the purpose of our education” (Meyer, 2012) Graeme Bloch in his book, “The Toxic Mix” (2010), presents shocking findings showing that South African learners are consistently underachieving, counting amongst the worst in Africa and the world; 60-80% of our schools are dysfunctional producing barely literate and numerate learners, and that the country is heading for a national education crisis. He identifies the toxic mix of factors that are causing this crisis, taking the government and teachers to task for not performing, as they should, and highlighting the socio-economic challenges that many learners face. Bloch does not leave it at that - he offers solutions to turn the situation around. He gives anecdotal evidence of several schools and individual teachers who are getting it right, leaving the reader with hope for the future It is a powerful call to action.

Ihron Rensburg (2007), former Vice-Chancellor of the University of Johannesburg, made a thought-provoking statement, “Universities are not remedial schools… they cannot fix what has been damaged by a dysfunctional schooling system. This is primarily the work and the responsibility of the state”. He reasoned that while universities understand the legacy of disadvantagement and try their best to assist under-prepared learners to succeed at university, it comes at a great financial cost. He ended by calling for a broad dialogue on the future and funding of higher education

Brian O’Connell (2008), took issue with the introduction of the Outcomes Based Education (OBE) Curriculum 2005 when he asserted that it takes at least 17 years (12 years from Grade 1 to 12) to prepare learners for university studies and that we were not getting it right. Fourteen years later, and we seem to be in a worse space than before. It appears that everything that could go wrong has gone wrong (in basic education). Khumalo (2017) coined an apt phrase when he stated that we have arrived at the ‘winter of our discontent’.

In an article by Groves (2009), Brian Augustine, a Fullbright Scholar at the University of Kwa-ZuluNatal, observed that half of the Chemistry students did not have the basic Science, Maths, numeracy, problem solving and literacy skills needed to be successful at university. He commented further that our high schools are not producing university-calibre students. He asserted, “Schools have given them good enough grades to get into university, but not a good enough education to succeed at university… Their secondary school education set them up to fail. It looks like we’re giving people a chance, but what we’re giving them is an opportunity to fail”. Sarah Howie (2009) of the University of Pretoria responded to Augustine’s claim when she suggested that the solution lies in fixing the schooling system but that, in the short term, universities have to address the challenges.

If one examines the minimum progression guidelines for Grades 4-6 and the promotion requirements for Grades 7-9 (Burger, 2021), the question can be asked, “Have we set the bar too low for learners to realise that success requires consistent, hard work from primary school?”

The researcher concurs that we expect too little from our learners. The culture of learning and teaching needs to be inculcated in the foundation years. The Minster of Basic Education, Angie Motshekga, admitted in 2012 that public schools will never match private schools in academic performance and decried the poor state of public schooling. However, she did suggest that education is a journey If the foundation classes are not strong, learners will not achieve and the next lap gets difficult (Seale, 2012).

Ten years later and the gap between private and former Model C schools, and public schools, especially the Quintile 1-3 schools, seems to have widened. It is expected that by 10 years of age, learners should be able to read with meaning. However, this is not so among many learners and often continues through high school. The Covid-19 pandemic of 2020 has exacerbated the situation. Since 2020, mid-year and final examinations were cancelled for Grades 4-11. After a two-year ‘break’, learners will resume examinations in 2022. The table below reflects the proportion of school-based assessment and end-of-year examination components in the different school phases that was disrupted (Department of Basic Education, 2012)

Several high schools have created a post-matric year focusing on academics. The Treverton Schools have a different offering. Their post-matric learners, who meet the entry requirements

for university, are exposed to a “disciplined” course of adventure activities and life skills. Their reasoning is that learners are too immature to cope with the demands of university life (Van Rooyen, 2009). How much more do learners in public schools need this gap year to prepare for tertiary studies? In response to Peter Clayton’s statement that “… a large component of the country’s secondary schooling system is under-performing”, Adam Habib stated that it “… presents a huge burden for the university system. It’s impossible to make up for the deficit in 12 years of schooling within the space of a couple of years at university” (Webster, 2012).

In a review of the book, “The Toxic Mix” by Graeme Bloch (2010), O’Connell (January 2010) suggested that the education project should be based on reciprocity of teachers and learners supported by appropriate behaviours of both parties to achieve common goals. He continued, “All functional schools know, understand and practise such behaviours. All dysfunctional schools have great difficulty with one or both of these learning agents” While principals and teachers should demonstrate leadership, learners have to show respect, willingness, commitment, enthusiasm and determination towards their educators.

Jonathan Jansen (2011) demonstrated in a chapter titled, “South Africa’s education system: How can it be made more productive”, that our basic education system is one of the least productive in the Southern African region despite our substantial (financial) investment. He ascribed this to the lack of systemic routines and rituals. These include schools starting on time, teachers present every day, class attendance monitored and reported, regular homework and tests, feedback to parents, extra-mural activities, enforcement of disciplinary codes and the maintenance of the school infrastructure. Jansen expanded on the systemic nature of the schooling crisis and called for political intervention to re-establish government authority over schools. This point was reiterated by Price and Clark (2011) who suggested, “Thus the resolution of the crisis in authority and management in our schools system requires government to restore political authority over schools in ways which will ensure that teachers and principals can be held to account” (p. 1).

Price and Clark (2011) expand on, what they term, the deep crisis within our public schools. The social factors contributing to the failure include hunger, overcrowding in schools and homes, and domestic and community violence, among other The five listed factors internal to the education system that contribute to the schooling crisis are:

(i) the ongoing changes and amendments to curricula;

(ii) the availability of learning and teaching materials;

(iii) inadequate organisational support to teachers and the efficacy of the bureaucracy;

(iv) the balance of power between the education departments, principals, teachers and unions; and

(v) teacher efficacy

They conceded that there is no quick fix and concluded that raising the quality of education in this country will take a generation; but if set on the right path, and with the necessary political will, we can produce steady incremental improvements.

This theme hones into the politico-structural aspects of basic education in South Africa and its effect on the First Year Experience. While the numbers across various aspects of the matriculation results are increasing, many persons question the quality of the passes The Minister of Basic Education, Angie Motshekga, announced the national pass rate for the matric class of 2021. A total number of 897 163 (733 197 fulltime and 163 966 part-time) candidates wrote the National Senior Certificate exam in 2021. The national pass rate was 76.4% (or 537 687). The number of learners who attained a bachelors pass was 256 031 (36.4%) and a diploma pass was 177 572 qualifying them to study at university (Makanda, 2022).

The percentage of bachelor passes in the four worst performing provinces from 2014 onwards is consistently lower than the national average, according to Prega Govender (2022). The Western Cape Province had the highest percentage, namely, 45.3% for the class of 2021 The aforementioned article included the comments of two educationists. Rajendran Govender, Dean of the Faculty of Education at UWC, while blaming the past socio-economic injustices that have not been addressed by the government, also apportioned blame to the inappropriate leadership at schools (2018). Chika Sehoole, Dean of the Faculty of Education at the University of Pretoria, stated that school leaders should be held accountable for the performance of their schools.

Lindiwe Mazibuko (2022, p. 19) delved into the 2021 matric results when she questioned our euphoria about the annual matric results. She unpacked that the matric class of 2021 represents only 54% of the learners who started Grade 1 in 2010; of the about 1.5 million of the Grade 1 learners of 2010, only about 560 000 (excluding part-time candidates) - a third - successfully matriculated 12 years later giving an attrition rate of roughly one million. The researcher views this as a distressing scale of failure as every child is a national asset

Universities are increasingly finding that matriculants are insufficiently prepared for higher education studies and broadly ascribe this to inefficient management, supervision and accountability within schools, and the disparities in resource allocation and infrastructure

This theme does not draw directly from the research findings of this project (will be done largely under subsequent themes) but identifies the context and enabling factors that will assist a matriculant to thrive as a potential tertiary student. If this could be achieved, then a good foundation would be laid for an efficient and effective student First Year Experience.

Recommendations

a. The government must restore political authority over schools and ensure that teachers and principals are held to account.

b. The essential infrastructure, facilities and resources must be provided at every school.

c. The number of learners in each Grade 1 cohort who complete matric must increase exponentially.

d. The number and quality of the matriculation offering, especially the bachelor passes, must improve.

e. The number of passes in the STEM and related subjects must increase.

f. All universities, not just some of them, need to accept the burden of responsibility for the underpreparedness of first-year students in the medium term.

g. Universities should work closely with especially their feeder high schools to improve the quality of the academic and personal skills of learners. In this way, students will be better prepared for tertiary studies.

6.4.2 Socio-economic status

In Chapter 4, we reported on the factors that contributed to the success of matriculants. Those skills and insights are also valuable for new tertiary students. We switch the focus now to students ‘at risk’ and what could be done to ensure their success. Levin (2004) defined ‘at risk’ as one whose past or present characteristics or conditions are associated with a higher probability of failing to attain desired life outcomes and includes education, employment, health and social circumstances. He continued that risk is inevitably a prediction about the future based on knowledge of the present and allows us to mediate future problems through present action.

While it is argued that this is a deficit interpretation, it is viewed here as a sociological model

with a cumulative effect over time. Some learners play catch-up on entering university and eventually succeed while further negative actions on others increase their deficit. The limitation of the ‘at risk’ as a paradigm is that it could become a self-fulfilling prophecy thus making the situation worse. The flipside of ‘at risk’ is resilience – how people overcome difficulties and transcend problems that cripple others. Resilience is viewed as part of the ‘strengths-based’ approach.

Levin used the four levels proposed by Terisse (2000, cited in Levin, 2004) to expand his explanation of the risk factors. These are the micro level (e.g. child, family, caregiving), meso level (school, neighbourhood), exo level (social organisation and institutions), and macro level (e.g. economic conditions and social values). Levin (2004) postulated in his report on the Canadian education system that socio-economic status (SES) is the strongest single predictor of many educational and life outcomes; that low status is associated with negative results. He provided examples of these associations from research conducted in several countries regardless of the variables used. While Levin focused on the schooling system, the learnings are useful to first-year students as indicated by the research data. An explanation of each level is presented and tested against the research findings. There would be an overlap across the levels thus making it difficult to fit neatly always into a box.

Micro level (child, family)

The income and educational characteristics of parents and families remain powerful influences on all areas of a child’s development. The studies cited show strong links of higher levels of poverty with poorer educational outcomes and psychosocial functioning. As this persists, the effects spread out to mental and physical health. Other studies found that the higher the educational level of especially mothers, the more likely they will embody positive parenting styles and practices that will rub off onto their children.

Jantjes (1995) reviewed the literature of various approaches on the impact of the home environment and parental support on school achievement. The socio-economic status of the structural approach looks at the family variables such as size, location, composition, type and quality of housing, ethnicity, family income and education. Several researchers stated that the SES variables cannot easily be altered or not at all, and then investigated what parents actually do, despite the limitations, to assist and motivate their dependents’ success at school Learners

from poor households also related stories about their Matric success factors thus supporting the “Home Environment Process” approach. The outcome of Jantjes’ research was a methodology about family process variables that are congruent to learning. The concept of “Zone of proximal development” emerged. The ‘zone’, regarded as the difference between one’s current and potential levels of development, has practical and predictive utility. To this end, Jantjes outlined that there are ‘mediating processes’ for parents and schools to improve the learning and development of learners. The research project in a low socio-economic school where poverty was prevalent provided interesting insights as to how parents can encourage their children’s educational activities. She suggested that a home intervention programme rests on it being an intentional intervention. The conclusion was that we should conceptualise parent involvement beyond ‘mother and/or father’ only and extend it to all caregivers in a child’s life; the more ‘caregivers’ teachers involve, the greater the positive effects the school community would experience due to this mediation, interaction and intervention.

We can glean further interesting information from the study by Barlow-Jones and van der Westhuizen (2016) despite them finding no correlation between the socio-economic status of University of Johannesburg students and their performance in Programming modules. Firstly, students from a higher SES will perform better academically due to a supportive home environment for learning and parents that prioritise education. Secondly, SES is often measured as a combination of education, income and occupation. Cultural capital, usually inherited from one’s family, assists in overcoming or reinforcing the social barriers associated with parental income and education, learners’ schooling, ethnicity and culture. Conversely, they cite authors who found students from a poor SES who performed better than their peers did and ascribed this to “educational resilience”. Other researchers concede that similar students can become committed to making a positive change in their lives and commit to their studies by turning their challenges into opportunities. Thirdly, students from higher SES families are more familiar with higher education through their parents’ experience and thus better prepared for tertiary studies. At least two-thirds of the students surveyed in 2019 were confident about their ability to succeed with their studies and persist despite obstacles. A reality check could be done through a followup study six months down the line.

Research by young mentors of the “Year Beyond Programme” on school dropouts and how to improve academic performance in the Western Cape Province revealed the following socio-

economic challenges: lack of support from families and parents, low esteem in learners and a lack of affirmation from peers, teachers and families (Cruywagen, 2015).

The study of the Organisation for Economic Cooperation and Development (2009, cited in Ancer, 2012) showed that the test results of children correlated with their parents’ practice in the home. Even in poorer families where the school levels of parents are low, but the parents took a keen interest in their children’s education and provided basic educational resources, the learners’ test scores were higher than peers of deprived backgrounds.

Local and international research studies within psychology, school social work and education, among other, have demonstrated that parental involvement in school is a key factor for learners’ achievement and academic success. Lara and Saracostti (2019) did research on the effect of parental involvement on children’s academic achievement in Chile. They listed numerous studies to illustrate different positive outcomes on children’s academic and socio-emotional development by analysing the different parental involvement profiles. These include, among other, communication between family and school, supporting learning activities at home and involvement in school activities. The question then arises, “What positive role should or could parents play in the tertiary education of their children?” Secondly, “How could universities engage meaningfully with the parents and guardians of students?”

The majority of respondents had a positive relationship with their significant others. In the 2019 survey, 2 065 (82.3%) of the respondents said that they would confide in their parents and 1 712 (68.2%) in family members should they experience problems. Almost one half (1 187 or 46.4%) acknowledged that they would have to deal with adjustment issues to living away from their family. Of the 51 students interviewed, 24 stayed in a residence, 15 with their family and 12 in private boarding. These students indicated that they seek advice and/or support for personal issues mostly from friends and family members (26 or 36.6% for each). For academic issues, they contact friends (12 or 21.8%) followed by tutors (10 or 18.2%). Thus, students staying at home, with family or in residence do have a support system in their parents, family members and even friends, in person or virtually, thus providing a good foundation to succeed

The living/housing conditions of 37 (72.6%) students were favourable with the rest (14 or 27.4%) being unfavourable. The reasons advanced for being unfavourable included being noisy (9), unsafe (6), dirty (6) and/or crowded (3), among other. In most cases, students had to find ways

to adjust to their new circumstances. The provision of official student housing is a huge challenge for many universities. The current building project and the plans for the future will provide a welcome relief. The consequence and reality are that those residence fees will not be on par with the current fees.

Meso level (school and neighbourhood)

The study by Zoch (2017) evaluates the relative importance of family, neighbourhood and school quality in explaining variation in standardised test results, reaching and passing matric, university attendance and labour market earnings. The results show how:

- Student wealth and differences in school quality produce vastly different outcomes for a cohort of learners from Grades 6 to 12 in Cape Town;

- Grade 6 children going to the richest 20% of all schools are 30% more likely to pass matric in time, and

- Even children from the poorest neighbourhood would perform well if they attend one of the richest 20% of schools.

Over the past 10 years, the Centre for the Community School (cited in Zoch, 2017) has been working to understand the key elements of a contextually responsive education system. This is amongst the first studies to provide evidence of the importance of quality education in explaining who is enrolling in university and determining subsequent earnings of graduates thus decreasing inequality for this sector in South Africa. From the earnings model, one can conclude that there are increasing returns to education for attending a high quality school.

In South Africa, we experience a migration of learners from poor and disruptive neighbourhoods to schools in middle-income class areas across the racial spectrum, and from rural to urban areas. Yet, given the limited number of quality schools, the segregated location of quality schools, financial as well as transport constraints, Hunter (2015, cited in Zoch, 2017) indicated that only very few children from the poorest 60% actually attend a top quintile school including former Model C schools.

Yamauchi (2011, cited in Zoch, 2017) pointed out that racialised residential areas mean that good schools are located in specific areas. Over a third of children in Soweto, Johannesburg travel more than 6km to a school of which 60% leave the area they live in and only 18% attend their

nearest school. Increasingly, learners are commuting to schools outside of their own neighbourhood: African children are travelling to neighbourhoods of other racial groups or to the city centres; Black learners are going to schools in richer areas than their own; White children and those of high income Black parents are driving to prestigious good and private schools in the city. On the household-level, financial constraints caused by school fees, additional transport and time costs will prevent the poorest children from attending better schools. Because of the strong correlation between family wealth, school choice, neighbourhood and peer influences, it is very difficult to disentangle the relative importance of each factor in schooling and labour market outcomes.

UWC draws their students from diverse geographic areas. The majority of respondents in the 2019 survey (1 510 or 58.4%) attended high school in an urban area (i.e. a large town or city), 389 (15.1%) in a rural area and the rest 685 (26.5%) in a small town. More than two-thirds (1 803 or 69.8%) attended a public school, 529 (20.5%) a former Model C school and 234 (9.1%) attended private schools. A breakdown of the quintile class could provide further interesting data.

Hill (2016, cited in Zoch, 2017) stated that one of apartheid’s enduring (spatial planning) legacies is the high inequality of opportunity for children from different racial groups, socio-economic backgrounds and location. The separate education departments had vastly different resources, curricula and learning environments Zoch (2017) reports that the movement through secondary schooling is still predominantly along racial neighbourhood lines despite 28 years into our new democracy Urban schools in African townships, many of which are still under-resourced with numerous management problems, have not reported racial mixing. By contrast, many former White, Model-C and Indian schools are now more racially diverse (Yamauchi, 2011 cited in Zoch, 2017). The Coloured schools in urban areas and towns have also experienced a similar trend. The results show that the quality of schools in the poor neighbourhoods have to be drastically improved in order to achieve more equal education outcomes.

Altonji & Mansfield (2011, cited in Zoch, 2017) report that in the case where most of the variation of learning outcomes can be explained by parents’ socio-economic status and their involvement in students’ learning behaviour, increasing school funding of the poorest schools will unlikely improve learner outcomes. On the other hand, if parents’ SES is only significant because it is a

proxy for the quality of their child’s school, then improving school quality is likely to have large effects, in particular for the poorest students

It is widely acknowledged that instilling discipline in learners cannot be left entirely to teachers; that it must start at home. In this context, discipline should include personal, social and academic facets (Molefe, 2014). Studies by the Organisation for Economic Cooperation and Development have shown that the most skilful and well-trained teachers have a significant impact on children’s school results and future success (Ancer, 2012).

Two statements are pertinent in describing the role and obligation of principals and teachers, and the responsibility and agency of learners. Firstly, educators should create a conducive environment for teaching and learning so that learners look forward to going daily to school. Secondly, Jacob Zuma (2009), in his role as former President of South Africa, gave the following directive in his state of the nation address, “We reiterate our non-negotiables. Teachers should be in school, in class, on time, teaching, with no neglect of duty and no abuse of pupils! The children should be in class, on time, learning, be respectful of their teachers and each other, and do their homework” .

Research studies on the secrets of SA’s top public schools ascribe success to effective management and teacher commitment and are silent about learner agency. The KwaZulu-Natal’s top matriculant in 2020, Colombe Eyono, explained her success to the Education Reporter as follows, “I don’t know if I had a recipe to success, per se. I think I relied heavily on planning and consistency; breaking things up into smaller chunks as opposed to cramming my learning the night before, but also looking after my mental health and trying to maintain a close relationship with God and my spirituality” (2021).

Let us see what the research results tell us about the amount of time learners and students spent on their academic work. More than one third (888 or 34.3%) of the 2019 respondents reported to have done schoolwork for more than 3 hours per day. The next highest was 759 (29.4%) who spent between 2 and 3 hours; then 713 (27.6%) between 1 and 2 hours; and finally, 197 (7.6%) less than 1 hour per day Twenty-nine (1.1%) reported that they did not spend any time studying, making notes or revising after school. Respondents were asked in the same survey if time management was a problem/concern for them. The response pattern points in a clear direction:

2 081 (81.4%) respondents strongly agreed or somewhat agreed that it is a problem. Twenty-five (49.0%) students who were interviewed stated that they experienced problems with time management.

In the 2014 survey, 54 (56.8%) of the UWC respondents reported to spend up to two (2) hours per day after lectures on their academic work while 41 (43.2%) exceeded two hours per day. The average number of hours spent daily on self-study by the interviewees during the week (Monday to Friday) was 4.4 hours and over weekends was 7.0 hours. “Studying long hours, late into the night and early mornings” was a success factor of 36 matriculants of the 2013-2017 surveys. If this aspect assisted matriculants, should university students not study much more?

Clearly, the less time a student spends with their academic work the greater the pressure will be to cope with their workload. It is disquieting that 45.5% of the 2019 respondents stated that the ability to manage their time effectively is “poor, below average or average”. One could ask if this is a cry for help, that students are simply being honest or that they do not have realistic expectations of what it takes to succeed at university. Either way, the lack of this critical skill among almost half of our new first-year students must be an alarm bell for the University academic leadership.

Judith Ancer (2011) provided an interesting spin on the purpose of a school. She reasoned that the reputation of a school should follow what learners do after matric; schools should focus on the futures that await its learners and educate accordingly. To this end, a school’s reputation will be enhanced or decline The same could be said of universities thus the importance of regular tracer studies of graduates.

As a nation, Damons (2020) stresses that we have to address the structural inequalities that prevent learners from realising their full potential and consequently their chance to succeed at university. About 75% of our schools are not receiving the same quality education as that of learners in middle-class areas. The effect of Covid-19 has amplified the structural inequalities in our society. He refers to a community school as one that is integrated in the community - is “of” rather than “in” the community. This approach to schooling requires working with schools, teachers, parents, residents, non-governmental and community-based organisations, government departments and universities to create solutions to current and future schooling

needs. We need to use this opportunity to move away from the notion of getting schools “back to the way they were”, and for re-imagination to be part of the broader social justice discourse and the need for redress in society

Kirk and Jones (2004) outlined seven correlates of effective schools. These are a clear school mission, high expectations for success, instructional leadership, opportunity to learn and time on task, safe and orderly environment, positive home-school relations and frequent monitoring of learners’ progress. Ronald Edmonds (1979) of the Harvard University Graduate School of Education lists the following qualities for effective schools:

a. Strong administrative leadership of the principal;

b. A school climate conducive to learning, and is safe and orderly;

c. General acceptance that instruction is the core activity and primary goal of the school;

d. Acceptance by teachers that all learners, regardless of their background, have the potential to be successful, and

e. A monitoring and assessing system of learner performance tied to instructional objectives.

Edmonds (1979) concludes that the community in which a child resides affects their learning and that learning environments play a crucial role in student success. Students are more motivated, engaged, and have a higher overall learning ability if they study in a positive learning environment

Gregoric and Owens (2015) examined learners, teachers and community representatives’ perspectives and experiences with relationship building between schools and the community. Their findings indicate that while many positive outcomes occur when schools and the community work together, the potential of school-community involvement is not always fully realised. By helping to develop skills and capacities, the community can provide multiple opportunities for achieving and increasing learning and wellbeing outcomes within schools. Relationships between learners, teachers, community, social and business organisations actualise the collective and integrative nature of school-community involvement. Schoolcommunity interactions are inherently complex and multi-dimensional involving the convergence of people, activities and organisations that manifests differently in different schools. Awareness of this confluence, and how it changes over time, is key to understanding the complexity of school-community interactions.

The research by Alam (2015) in rural Bangladesh suggests that there should be a symbiotic relation between the community and school for enhancing childhood education in rural primary schools. The community should extend support and cooperation to schools, and the schools, in turn, should welcome community participation. This means there should be an ecological balance between these two key participants in basic education. The research identified six community factors that affect learners’ quality of education and achievement: financial position, environment, educational status, communication and support given to schools, community childcare, and unity and cooperation among community people. The notion of “rural community roles” is regarded as “doing something for the children” In South Africa this is termed “Ubuntu”; “Your child is my child”. It is a call to increase the responsiveness of people to nurture children collectively and better their lives without necessarily being their biological parents. This research suggests that the human capital and social capital of the community and that of the children reinforce each other in a reproductive loop

A different perspective to the debate is provided by Alloway, T., Alloway, G. and Wootan (2014). They found that where a child lives does not have to determine school success and other factors, like working memory (ability to work with, remember and process information), is a much better predictor of learning outcomes. The study also revealed that socio-economic levels did not predict longer-term academic success, but did affect IQ scores (that measure learning potential), whereas cognitive skills, such as working memory, affected educational opportunity. These findings are important because they establish that working memory is a key building block for learning. ‘Place’ has the potential to engage learners uniquely. When connected by place, learning transcends models and modalities, helping to not only boost student outcomes, but also increase student engagement, agency and community impact. Thus, where one lives does not have to determine one’s school success.

According to the National Education Association (NEA), when schools, families and community groups work together to build connections and support learning, an achievement trajectory is generated. Children will then do better in school, stay in school longer, like school more and enrol in post-matriculation programmes. Instead of complaining about one another, it is useful to form alliances in building mutual commitment to enable learners to succeed thus creating a win-win situation (Levin, 2004).

Exo level (social organisation and institutions)

The 2018 report of Child Gauge revealed that 75% of child-headed households in SA are in the former homelands with many of their parents absent due to issues of migrant labour or orphaned through HIV/Aids, among other. This indicates that poverty is a huge challenge for these households. These children were found to struggle with their schoolwork and home maintenance, have to deal with psychological pressures such as loneliness, grief, fear and stress, are exposed to violence and abuse, and have no support structures. These children have to be the adult figure for their siblings thus traversing a key developmental stage. One can imagine the disruptive burden when the child head starts tertiary studies (Farber, 2018).

The vast majority of first years (2 511 or 97.7%) in the 2019 study were single. Only 46 or 1.8% was married. Anecdotal information suggests that in cases where students’ parents are living apart or both parents are deceased, the grandmother oftentimes raises the child on her social pension and child support grant. Approximately one-half of the respondents in the 2019 survey indicated that both their parents are alive and living with each other (1 301 or 50.5%). The other half said that both parents are alive but are divorced or living apart (799 or 31.0%), and one parent (404 or 15.7%) or both parents (72 or 2.8%) are deceased. The negative impact on the latter group of students often comes to the fore when they approach the university officials on experiencing a crisis. In many cases, it becomes too late or extremely difficult to save their academic careers.

Risk factors exert effects in different ways and at different times in life. One factor may increase the chance of another. There are differing views whether schools can or do create and/or reduce risk in outcomes. Levin stated that the purpose of public schooling is to promote social mobility and counteract negative factors in the lives of learners (op. cit.).

Macro level (economic conditions and social values)

The macroeconomic conditions focus on the factors beyond the learner or family in shaping risk. These include the labour market opportunities and one’s place of residence. Levin stated, “The availability of work, especially secure work with reasonable rates of pay, is critical not only to family income but to the capacity of parents to support their children effectively” He continued, “Neighbourhoods with stronger social supports and greater stability appear to have better outcomes for children”. These and other powerful factors are far outside the control of any

school and university system (op. cit.).

Research cited by Russel Botman (2012), former Vice-Chancellor of Stellenbosch University, shows that, on average, students in residence perform better academically than commuter students. Their living conditions are often much better than those of students in private accommodation and even at home. Students in residence enjoy many privileges. These include reasonable costs; access and proximity to on-campus academic, health and support services and resources; friends; and social and co-curricular activities. Commuter students who rely on public transport are at a great disadvantage having to commute daily. They also contend with a dysfunctional local public transport system: high costs, unreliable, unsafe, overcrowded and much time spent on travelling.

The shortage of adequate accommodation close to the main campus for UWC students remains a critical concern. The living spaces of UWC students include parental homes or with a partner, relatives, friends, alone, private boarding and campus residences. Less than 15% of first-year students can be accommodated on the UWC residences. Among the students of 2019, 43.2% (1 108) stayed with their parents and 18.9% (484) in private boarding. Over two-thirds (64.9% or 1 290) of these students resided more than 10 kilometres from the campus and 44.3% (1 149) used public transport (taxi, bus or train). If the findings of Botman (2012) are considered, then the majority of UWC students are vulnerable and need to work twice as hard to succeed.

In a report published by the Public Economy Project of Wits University, it is stated that by limiting public spending and reducing debt has given rise to the decrease in spending on education, health care and criminal justice system over the past 10 years. In 2009, the government spent R20 000 per pupil in public schooling and R16 500 in 2021 (Faku, p. 3). Higher education is experiencing a similar trend. While enrolment has increased, there has not been a concomitant increase in funding. The estimated cost of university education is R50bn annually. State contributions declined to 40% in 2012 from 49% in 2000. The student contribution increased from 24% to 31% and the country’s weak economic performance is negatively affecting NSFAS (Marwala, 22).

The headcount enrolment of First-Time Entering undergraduate UWC students for 2018 and 2019 were 4 537 and 4 829, respectively. The number of female and male students for 2019 were

2 953 and 1 876, respectively. The majority of our students come from families who are unable to support them adequately during their studies despite UWC being among the lowest for tuition and residence fees in South Africa. The total student beneficiaries in 2018 and 2019 of our two largest financial aid funds were: NSFAS - 7 856 and 9 119, and UWC bursaries - 5 957 and 6 136, respectively. Students of middle-income households are increasingly requesting financial assistance as well (UWC Annual Report, 2019). These students are commonly referred to as the “missing middle” - not qualifying for bursaries, especially from NSFAS, and not affording to pay for their studies.

The ability to fund their studies is the most tangible and critical factor facilitating access to higher education, persistence and completion, and interweaves with other aspects of student success according to Jones, Coetzee, Bailey and Wickham (2008). The stress associated with a lack of funding directly impacts their academic achievement and could lead to social alienation. Their report supports the finding that finances are the most tangible and critical factor facilitating disadvantaged students’ access to higher education and completion of their studies. Price and Clark (2011) echo a similar sentiment, “Historic and ongoing underfunding undoubtedly contribute to the poor performance of township and rural schools - but what is doubly disturbing is our performance relative to many of our much poorer neighbours - how is it that these countries outperform us, when they spend a fraction of what we do on education?”

The financial challenges of UWC students are revealing. Almost two-thirds of the 2 588 (1 690 or 65.3%) 2019 first-year students said that they were not employed during 2018. This included casual or self-employment. Students estimated their parents’ joint gross monthly income as follows: 42.5% (1 055) below R10 000, 23 3% (579) from R10 000 to below R20 000, and 34 2% above R20 000. Almost 60% of the respondents stated that they have concerns about their ability to finance their studies. A high proportion (1 606 or 61.8%) of respondents rely on financial assistance and 35.2% on family resources.

The socio-economic status of families of students who abandoned their university studies played a significant role in the students’ ability to persevere in their studies, according to Letseka (2005).

The three key trends of her study include:

a. The lack of finance is a major impediment for the completion of their studies;

b. First-generation students are more at risk of dropping out, and

c. Students whose parents or guardians were poor and had lower educational levels, were more likely to drop out

The lack of cultural capital presents challenges for many of our students The highest level of formal education beyond Grade 12 of their parents is below 50% - 43.1% (1 105) for mothers and 41.4 % (1 056) for fathers. A total of 1 258 (48.7%) respondents were first generation students. Just under a third (797 or 30.9%) have a sibling studying at UWC or another tertiary institution. Single-parent families and child-headed households often have higher rates of poverty and financial strain that give rise to all sorts of other challenges for a student. Cullinan and Langa (2010) referred to a HSRC study whereby 419 144 South African children were growing up without any parents, 1 899 000 were paternal orphans and 713 000 maternal orphans. Statistics reported by Hartley (2009) reveal that 34% of children lived with both biological parents, 23% with neither and 148 000 households were headed by a child 17 years or younger. The South African Institute of Race Relations survey on South African families estimated that 40% of 18 million (or 7 million) children were raised by single mothers, while 34% (or 6.2 million) stay with both parents. The latter statistic translates to 52% and 29% of Coloured and African children, respectively. The survey also found that 52% of urban African and 30% Coloured parents were single. Africans had the highest number of living absent fathers at 50.2% followed by Coloureds with 37% (Prince, 2009). It becomes clear that to fix basic education the State has to tackle the macro-economic and social issues simultaneously. The research by van Zyl, Gravett and de Bruin (2012) confirm the important role of pre-entry attributes in a student’s ability to integrate successfully into the institution and the importance of the early identification of students at risk.

Recommendations

a. The socio-economic challenges of society must be addressed on the micro and macro levels to establish a firm foundation to build out our education system.

b. School and university spaces must be safe and conducive to effective learning and teaching.

c. A concerted and coordinated basket of support services including adjustment and personal issues, and academic skills should be available to students and/or incorporated into academic modules and/or be a compulsory First Year Experience module.

6.4.3 Extra-curricular space

Planned extra-mural activities and sport have great benefits for youth according to Scott Sloan (2017), a sports scientist. While teaching elementary life lessons, goal setting, positive thinking, teamwork and taking personal responsibility, and embracing healthy lifestyle habits, among other, a learner’s school performance can be improved while they grow in confidence and resilience. This is applicable to tertiary students as well and especially those who were not exposed to diverse extra-mural activities at school. Extra-mural and co-curricular involvement at tertiary level are critical to the preparation for the world of work, building one’s curriculum vitae and the job search.

Case, Marshall, McKenna and Mogashana (2018), reported on the extra-curricular participation of students. Being at university offers experiences to grow and develop beyond the formal curriculum. In one case, the richness of a student’s extra-curricular experience in leadership and social entrepreneurship landed her a job overshadowing her unimpressive academic record. In another case, a student’s employment related directly to his formal degree qualification while his extra-curricular work had a strong influence on his personal capacities.

Commuter students of UWC who rely on public transport are at a great disadvantage. They have to contend with a dysfunctional public transport system, high costs, unreliability, overcrowding and the large amount of time spent travelling. The problems are more acute for students who stay further from campus. Those with part-time jobs will have less time to devote to extracurricular activities. Students in residences and especially the campus-based ones have a greater opportunity to be involved in subject-related societies, leadership structures, student movements and community service.

The findings in the 2019 survey are illuminating. One quarter of the respondents (646 or 25.2%) did not participate in any exercise, sport or extra-mural activities after school; 1 914 (74.8%) spent some or much time on these activities per day. A large number (2 028 or 79.9%) said that there was some, good or very good chance that they will participate in extra-mural activities at university. Only 512 (20.1%) said there was very little or no chance.

Of the 51 interviewees, 29 (56.9%) indicated that they participated in extra-mural or co-curricular activities during the first semester while 22 (43.1%) indicated in the negative. The most popular on-campus activity was going to the gym followed by a wide range of sporting and cultural

activities. Regarding the off-campus extra-curricular or co-curricular activities, religious activities constituted eight (53.3%) out of 15 responses. Sixteen of the 19 reasons why students did not participate in extra-mural/co-curricular activities had to do with prioritising their studies, time for travel (commuter students) and adjustment issues

The level of volunteerism and community work is much lower. Almost two-thirds of the 2019 students (1 619 or 62.7%) did not do volunteer or community work after school while 962 (37.2%) did between less than one hour and over 3 hours per day. A total of 1 982 (78.1%) said that there was some, good or very good chance that they will participate in volunteer or community work during their studies. The response to what students actually did during their matric year and what they wish to do during their studies is inconsistent.

Public transport in Cape Town is perplexing. The taxi, bus and train is used by 1 149 (44.3%) of commuter students. Cars (own car, lift club and drop-off) are the second highest mode or transport (1 071 or 41.1%). Those who said they walk to campus are (455 or 17.5%). Just over two-thirds (64.9%) of our commuter students travel between 11 and more than 40 kilometres to campus. Their chance of participating in campus-based activities are minimal and thus need to seek off-campus opportunities to develop the requisite skills for work. UWC is not situated adjacent to a viable commercial-entertainment hub like Mowbray and Rondebosch is for UCT and Stellenbosch for Stellenbosch University, for example.

Recommendations

a. The campus-based student structures should be accountable to the Department of Student Development and Support. The researcher has experienced that in instances where a University department works closely with a student structure, the latter functions well and delivers on their goals. Student structures that operate independently are largely dysfunctional.

b. Establish circles of learning and cooperation in regional areas of Cape Town where students reside to advance cooperative learning, local community engagement and extra-curricular activities.

c. The University must advocate for the revival and implementation of a safe and secure public transport system that include a continuum of trains, buses and taxis.

6.4.4 Decision to pursue tertiary studies and selection of an institution

The decision to pursue higher education studies has several signposts with a series of successive decisions. These include choices about a particular programme of study and institution. This culminates in an application, selection, acceptance of offer and subsequent enrolment. A learner’s personal identity, life experience, academic achievement, socio-economic status and social-cultural capital also play a role. Between 67-76% of first year students over five years of surveys indicated their main reason for selecting UWC was that they believed it has a good reputation. This was followed by advice and influence of family members, UWC graduates are successful, advice of teachers, UWC graduates get good jobs, UWC offered financial assistance, advice of friends and UWC has lower tuition fees (Middleton, Parker & Peters, 2011). The usefulness of this data, according to Chapman (1981), is to assist university managers to identify the touchpoints for recruitment and marketing, and evaluate the marketing materials and messages that catch the attention of prospective students.

The students in study of Norodien-Fataar (2016) “… activated family capital such as parents’ moral discourses, extended family networks and their mothers’ emotional support as a means of channelling themselves in the direction of university study”. The interviewees also made decisions to avoid the negative influences in their community that would deflect them from pursuing tertiary studies and utilised community support structures to establish a pathway to gain entry into a university.

The data from the 2019 survey endorses the findings above. A high number, 85.4% or 2 203, of respondents indicated that their parent's or guardian’s encouragement was important or very important in their decision to pursue tertiary studies The role of teachers in stressing the importance of tertiary studies was also important or very important (1 793 or 69.5%).

Students also shared how they came to learn about UWC. The touchpoints for marketing include friends and family (1 870 or 71.9%), UWC website (1 264 or 48.6%), UWC brochures (873 or 33.6%), visit to the campus (703 or 27.0%), school visit by UWC officials (619 or 23.8%) and oncampus exhibition (412 or 15.8%).

Family members and teachers had a strong influence on these students’ decision to choose UWC with 68.3% (1 752) and 49.2% (1 263) rating it as important or very important, respectively. The UWC brand and related institutional factors were also attractive to the students. These included good academic reputation (2 016 or 79.1), offer of financial assistance (1 412 or 55.5%), lower tuition fees (1 225 or 48.1%), success of UWC graduates (1 552 or 60.9%) and UWC graduates get good jobs (1 148 or 44.9%).

While UWC cannot directly influence underperforming schools, we could find ways of engaging at least with our feeder schools - schools from which we draw many matriculants - through mentoring, tutoring and exposure to the campus. In this way, UWC could attract applicants who are better prepared for tertiary studies. Trying to be everything to everyone could drain our resources.

Recommendations

a. The Student Enrolment Management Unit of UWC should continue to deepen and broaden their contact and relationship with teachers and principals especially at our high feeder schools.

b. Senior students should be trained to mentor-coach identified Grade 11 and 12 learners from our feeder schools and accompany them to special campus events to build the UWC brand.

c. Successful alumni across all faculties should be profiled continuously on our social media platforms and University website.

d. Lecturers with special interests in topical issues should be profiled to participate in interviews and commentaries on radio, television and social media.

e. Special open days should be arranged to engage parents and sponsors with the campus staff and expose them to the facilities and resources.

f. Current students must be provided the best service from all departments and staff. This is a ‘no-cost’ form of marketing and has a strong persuasive power.

6.4.5 Social integration

For students starting their tertiary journey, many things will be different from their experiences at school. University life will bring along its own challenges and pressure to conform, achieve and meet expectations greater than that at school.

A generation is a group of persons born about the same time. Generational theory deals with groups of people identified as having a similar outlook on life as they were born in a particular era that shaped their collective value systems. A generation is considered to be about 20 yearsabout the shortest time for a person from birth to giving birth. There are six living generational groups commonly referred to as the Traditionalists (born between 1900 and 1945); Baby Boomers (1946-1964); Gen X (1965-1980); Millennials (1981-1995); Gen Z (1996-2010) and Gen Alpha (2011-2025) (Jackson & Middleton, 2005).

Clark (2018) reported that millennials might be the most scrutinised, criticised and debated generation of our time. By understanding the different generations, Price (2009) suggested that university staff might better appreciate the complexity of multi-generational realities, who our students are, what makes them ‘tick’ and what drives them towards change Increasingly, young people are calling for baby boomers, who they claim misunderstand and stifle them, to step aside. While millennials have grown up in a digital and multi-tasking world, the baby boomers have to play catch-up. Millennials have to confront issues of diversity at university and are exposed to so much online information. Staff need to mediate the challenges of different social and cultural orientations. All generations of staff and students need to work towards common strategic and operational goals. Intolerance harms healthy relationship building and leads to mistrust and conflict. For universities to navigate the generational issues, staff need to adjust their leadership and coaching styles to incorporate trust, hearing student voices, clear groundrules and intentions, and inviting exploration and engagement. Our first-year students entrust their career goals and life aspirations to their selected institution. The researcher ascribes to the maxim in the circles of disability, namely, “nothing about us without us” and suggests that higher education institutions should heed this call

In the chapter on “The Broader Student Experience”, Case, et. al. (2018) cast their focus beyond the academic project. While the campus experience supports students’ academic endeavours, it also provides a unique platform for personal growth and dealing with the challenges of young adulthood. For recent matriculants, fitting in socially especially at university, is a huge concern. Those who find difficulty in doing so can experience considerable distress. The issue of old and new friendships can become tricky at times. If a student keeps her/his school friends at university, s/he is less likely to move into new friendship circles thus missing new influences. There is value in having friends doing the same course with who one can form circles of learning

Tinto (1993, cited in Barlow-Jones and van der Westhuizen, 2016), made a strong statement that students needed to detach themselves from their family and school friend groups, and interact with new peers. However, life is also about relationships with significant others. Our parents, siblings, teachers and friends all have an influence on us. While they can influence us, sometimes our learned reactions to others set patterns of behaviour that forge and shape our personalities and worldview.

UWC students have also reported the value in forming friends with students of diverse races, cultures and backgrounds. A total of 2 483 (97.9%) of the 2019 respondents indicated that there was some, good or very good chance that they will socialise with someone of another racial group. Fifty (98%) of interviewees reported that they made friends with students in the same course and 48 (94%) made friends with students of other race/cultural groups. The highest response frequency of 26 (47.3% of 55) indicated that the value of having made friends with students doing the same course was for academic support. In addition, 19 (34.5%) responses, the second-highest, indicated that the friendships provided emotional support. These together constituted 45 (81.8%) of the 55 responses.

The highest response frequency (21 out of 44 or 47.7%) indicated that the value of having made friends with students of other racial or cultural groups was that they learned about other cultures. Nineteen respondents (19 or 43.2%) indicated that the friendships enabled them to be more open-minded, accepting of others and grow personally. These two categories constituted 40 (90.9%) of all response frequencies.

The transition from school to university coincides with that of adolescence to young adulthood for recent matriculants. This is accompanied by change and uncertainty that could result in stress, anxiety and even depression as the tertiary environment is a highly demanding one. The 2017 study by Ford-Kritzinger at Stellenosch University among 1 337 students of varying backgrounds found that 12% of students experienced depression and 15% reported symptoms of anxiety. Students are required to adjust quickly and independently despite the prevalent socio-economic challenges. Working in groups and having reliable peer and parental relationships go a long way in keeping a student focused amidst the storms of life.

On average, about fifty percent of first-year students at UWC are first generation (48.7% in 2019). Analyses of higher education performance in South Africa and elsewhere show that firstgeneration students often find the transition from school to university challenging, especially those from historically deprived educational backgrounds, and are less likely to graduate in the minimum time (Barlow-Jones and van der Westhuizen, 2016). Devlin and Mckay, (2011, cited in Barlow-Jones and van der Westhuizen, 2016), characterise first-generation students as follows:

 unrealistic expectations of lecturers, lectures, exams and the university;

 lower aspirations;

 lacking in self-confidence and thus their reluctance to seek assistance;

 skills set not on par with respect to computer, language of instruction, reading, writing and research;

 lower level of academic preparedness;

 less time available due to working for pay to support themselves and family;

 minimal or no family support for and understanding of their studies;

 longer time to graduate, and

 financial pressures

Spengen, (2013, cited in Pather & Dorasamy, 2018), asserts that students’ lack of advanced knowledge, resources and information that are attained through social networks results in their misunderstanding of higher education. This, in turn, creates unrealistic expectations of students’ social engagement at university and negatively influence their success. Many UWC academic departments seem averse to engaging parents and caregivers of our students for various reasons. The Protection of Personal Information Act, No. 4 of 2013, (POPIA) also places restrictions on sharing student data. Nevertheless, staff are duty-bound to make a difference in the lives of our students

The students interviewed provided interesting insights to three reflective questions about their social and academic integration. Forty (78.4%) out of 51 respondents indicated that their school had a positive influence on their preparation for university. Teaching self-reliance and independence had the highest frequency as a positive contribution from the school towards preparing students for university. Another noteworthy response is that “…. hard work pays off”. The negative influences mentioned included them not being prepared for the workload at university and writing assignments, and spoon-feeding by teachers, among other.

Many suggestions were made about what others could have done during high school to better prepare students for university. These included the ability to handle pressure and take care of their mental health. A study by Universities South Africa found that 20% of students require mental health support (Marwala, 2022). Other things included the ability to work independently, time-management and to work hard. Students also identified the kind of things they personally could have done to better prepare for university. Twenty-three categories were discerned. “Studied more in high school” was the highest response. Learned time management, knowledge of how the university works and asking others how they coped, followed this.

Students did specific things during the first semester to adapt to university. Twenty-six response categories emerged The top six responses included making friends, time management, prioritising academic work, talking to lecturers and tutors, attending all classes and joining the First Year Experience programme. The students in the survey also mentioned the second and third action. On the other hand, the interviewees also identified the barriers to their adjustment and success. These included peer pressure, high workload, financial concerns, deficient timemanagement, long travelling time, and stress and anxiety.

Recommendations

a. UWC and high schools could do well to heed the lists of responses to the various questions to inform their orientation programme and service offerings.

b. University staff responsible for student recruitment and marketing should inform school communities (teachers, learners and parents) what learners could pro-actively do to better prepare for tertiary studies. They will find great value in the long lists of responses.

c. Student counselling services should give greater attention to mental health issues.

6.4.6 Academic integration

At school, the academic performance and discipline of learners rest largely on the educators. Now, at university, students have to take responsibility for their decisions, actions and destination; learn quickly to bridge the gap between school and university; and enter into rewarding relationships with peers, lecturers and staff. If they do this well, the likelihood of persistence is higher. This transition requires academic, social and emotional adjustment, individual judgement and keeping a balance between academic, personal and social needs.

The following academically related challenges were listed by new UWC students:

o class time is much less;

o rapid work rate from the first day of lectures;

o self-discipline as nobody will watch over them;

o caution against peer pressure;

o minimal individual attention;

o the decision to attend lectures, although compulsory, still rests with students;

o independent work is anticipated;

o no coaching for exams, and

o use of the library is essential (Middleton & Parker, 2019).

Honikman (n.a., cited in De Jong, 2013), also reported on the academic problems experienced by new University of Cape Town students. These include coping with different teaching and learning styles; the impersonal environment presented by large classes, minimal contact with lecturers and fellow students, and unfamiliarity with the course content. When one combines these challenges and adds the psych-social-emotional adjustments of adolescence, one realises that some will withstand the onslaught while others will succumb. The more that new students inculcate the success factors while at school, schools prepared them for this new learning environment and they have a supportive home environment, the greater the chance that they will adjust successfully. So, as the university gets to grips with the pre-entry attributes and plans to mitigate the negative factors and support the positive ones, the greater the chance that students will persist and be successful. Unfortunately, students without the necessary social and educational capital tend to struggle on their own until they get a wake-up call on seeing their disappointing first semester examination results. Academic and social integration are two sides of the same (success) coin.

Lowe and Cook (2003) suggested that the closer the school preparation mirrors that of higher education studies, the narrower the ‘gap’ of transition will be for learners. However, research in the 1980s and 1990s revealed that even A-level learners found their preparation for university too narrow. The cultural aspects of higher education are often taken for granted by lecturers who assume that this development will take place through subject teaching. These include teaching style, study skills, note-taking, critical reading and writing, large amount of reading materials, time-management, asking questions in large groups, team-project work and IT competence

Student retention remains an Achilles heel in higher education. About 40% of all first-year students at SA universities do not complete their degrees. Only 22% of the 2010 first-year student cohort completed their three-year degree by 2012 (in three years), 39% completed by the fourth year and 56% by the sixth year (Marwala, 2022) The retention data of UWC shows that on average UWC loses around 20% of students by the start of their second year; and an additional 20% of students in the following two years. UWC success data shows that less than 25% of an average three-year degree cohort completes within regulation time; while a total of 50% drop out (Pather, Oct. 2019).

The literature illustrates that the factors contributing to first-year students’ early departure and retention in higher education are many and varied. Motivation, control issues, self-efficacy, empathy, parental education and anticipatory socialisation are some of the student entry characteristics identified by Braxton, Hirschy and McClendon (2004). One way for institutions to unpack these challenges might be to explore the external student and internal campus environments, and how these affect the students’ institutional commitment.

Inherent in the philosophy of ‘bridging the gap’ and transitioning from school to university is the understanding that under-preparedness is temporary and remedied by appropriate interventions. Several studies (Case, 2007; Honikman, 1982; Klagsbrun, 1992; Woosley 2003; Baker and Siryk 1989, and Malefo 2000, 2003 cited in Middleton, Schreiber & Parker, 2011) emphasise the importance of addressing social and emotional factors in facilitating early orientation and adjustment to the tertiary environment. They also highlight the critical role that initial entry and adjustment play in setting the framework for subsequent success. Poor adjustment on various levels might precipitate poor functioning in academic, social and personal activities. They agree that improved adjustment facilitates overall functioning and that interventions aimed at adjustment, psycho-social functioning and affective improvement need to occur early in their academic career.

The success rate of the 50 students who wrote June 2019 tests or examinations was remarkable. Only one student failed one of the 226 modules written. There were 200 C, B and A symbols. Despite this, 27 (54%) indicated satisfaction with their results while 23 (46%) were not satisfied. Twenty-one (77.8%) mentioned hard work, disciplined behaviour and determination as the main reasons for their success. The majority of students did consult with either a lecturer or a tutor.

The main benefit reported was an enhanced understanding and knowledge of the subject content followed by the consultation being a motivating encounter Two main drivers were identified by these students to persist with their studies, namely, self-fulfilment and to help their family. Mental health issues, especially since the onset of the Covid-19 pandemic and subsequent the isolation of students, has seen a sharp rise across university campuses. Two-thirds (1 715 or 66.6%) of the first-year students in the 2019 survey indicated that they felt overwhelmed by schoolwork at least twice a week during 2018, their final year at school; 589 (22.8%) reported once per week, and 683 (26.5%) more than three times per week. Thirty-two (32 or 62.7%) of the students interviewed reported that they felt overwhelmed by academic demands.

Approximately one-half (1 333 or 51.7%) of the students were overwhelmed by personal problems at least twice per week. Those overwhelmed once per week counted 725 (28.1%) and 583 (22.6%) more than thrice per week. Students identified the problems applicable to them when completing the 2019 survey. Personal adjustment, career concerns, anxiety and sadness, and academic concerns featured the highest (46.4 - 86.1%). Problems and concerns about relationships varied between 21.4% and 27.8%. The lack of academic skills including study-, writing-, reading- and test/exam skills were also of concern by 48,0 % to 79.4% of respondents.

6.5 Value of first-year student research data

Fraser and Killen (2003) suggested three ways of using their research results. Firstly, to provide a supportive learning and teaching environment. Secondly, to minimise the influence of the negative factors. Thirdly, to assist students adapt their approach to tertiary studies. In the study by Pather and Chetty (2016), reference is made to van Zyl, Gravett and De Bruin (2012) who suggested that “a more accurate profile of newly entering students will allow the implementation of more thoughtful early intervention strategies” (p. 4). However, they went further than the ‘what’ and ‘why’ of pre-entry factors to explore the ‘how’ as well.

Pride Surveys (2020) clarifies the reasons for surveying students annually so as to provide a wellrounded educational experience.

a. You don’t know what you don’t know. Longitudinal surveys are a critical component in learning and evaluating what is happening within the university. This knowledge can give you a basis for implementing change that is not based on guesswork and anecdotal evidence.

b. Data lends valuable support in requests for funding.

c. Data assists one to enlist community and donor support that backs up your requests, provides transparency and demonstrates where the university/community coalition can fill in the gaps and be a driving force for change. Data can be used in marketing, social media outreach, infographics, press releases and advertising.

d. Data can show if your programmes are evidence-driven and making a difference once you establish a baseline. Continued evaluations assist in tracking success.

e. Data can help you prioritise and focus your objectives.

The need for schools to prepare matriculants to have realistic expectations of tertiary education programmes is important, according to Bitzer and Troskie-De Bruin (2004). If this is ignored or done inadequately, then universities have to step in and play catch-up from the first day of students’ arrival. Universities should have reliable and updated entry data-profiles of their new students to inform their plans and measure the impact of their interventions. The planners of orientation, induction and mentoring programmes need to know their students - what problems and challenges they are vulnerable to and how to mitigate these. University staff know that the context is quite different from school and should find inviting ways and means to connect with their first-year students from day one. Thus, the role of a purposeful orientation at entry cannot be sufficiently emphasised.

6.6 Starting point to address the challenges

The following goal underpins the Student Development Programmes of the Office for Student Development at UWC: “To build out and maintain vibrant student development programmes responsive to student learning outcomes and meaningfully integrated with the University academic project” (Middleton, Parker & Thomas, 2020). The UWC Student Orientation Programme initiates this relationship and provides a foundation to address aspects of underpreparedness and the anxiety-provoking leap by a high school learner into university studies. This programme is aimed at the induction, transition, adjustment and connection of new first year students to the campus environment and university life, development of supportive peer networks and setting a foundation for retention strategies at the entry stage. It is predicated on the following assumption: by including the first-year student in a social group facilitated by a trained senior student, the orientation phase can be utilised to improve adjustment to campus. At the exit phase, our Career Development Programme seeks to develop career projects and initiatives that facilitate students’ job search and entry into the world of work (Middleton, Schreiber, Parker, 2011; Middleton, Parker & Thomas, 2020).

Wilson-Strydom (2015, cited in Pather and Dorasamy, 2018), suggest the following foci for firstyear experience interventions: preparation for tertiary studies, academic behaviours and expectations, social engagement and life at university. In recent years, the buzzwords ascribed to first-year experience programmes include “intentional, calculated, conscious and deliberate”. Pather and Dorasamy (2018) advocate for a match between students’ expectations and experience alongside a university’s goals of access and success in an attempt to close the gap.

Lawrence (2005, cited in Barlow-Jones & van der Westhuizen, 2016), list critical discourses that should be held early with first-year students across their subjects. These include attendance of lectures, tutorials and practicals; language of teaching and learning; work in community settings; class participation; academic rules and behaviours; ways of thinking and writing; and assessment. Some of these dialogues could be initiated during an orientation programme and continue into the academic year.

Several proposals for academic practices that could effectively impact student success are contained in the report of the Rural Education Access Programme. These include:

- Prioritising support for first-year students starting with orientation and continuing for at least the first semester;

- Identifying students at risk and engaging with them;

- Providing a bouquet of teaching and learning resources including academic skills training, mentoring and tutoring, and

- Continued support across the senior years (Jones, Coetzee, Bailey & Wickham, 2008).

Graeme Bloch (2014) reminded us that there are schools in the worst areas that still do well. He ascribed this to effective “management and leadership” of especially the principals. Good principals get teachers and School Governing Bodies on board, convince their learners to achieve, instil conducive values and attitudes, and set collective goals in preparation for life after Matric.

Price and Clark (2011) identified critical ingredients for successful schools. These include a mindset of success; credible, visionary and ethical leadership; strong management and internal accountability processes; detailed operational plans; commitment to staff development, and building a culture of teaching and learning. They echo the words of Bloch. They said that there is reason for hope as there are remarkable examples of schools serving poor communities, which face all the same circumstantial and historical odds against their succeeding, yet which can and do work - and we know the ingredients of their success. Perhaps most important of all, it needs a mind-set of success.

The University of Cape Town (UCT) opened an online high school in January 2022 in partnership with a Cape Town-based education technology company, Valenture Institute. This is a pioneering venture. UCT became the first university on the African continent to extend its expertise and impact to the secondary schooling sector through this innovative online modality that has already won international education innovation awards. The school will offer a CAPS-aligned curriculum for learners in Grades 8-11 in any corner of the globe with the opportunity to study at a monthly fee of R2 095 per month, making it one of the most affordable private schools in the country. Grade 12 will be offered from 2023 (Dano, 8 & 19 October 2021). Will those matriculants have problems outlined above in ‘bridging the gap’ into university? Unlikely! Will those cohorts go elsewhere for their tertiary studies? Highly unlikely!

McGhie (2017) aptly sums up the pointers for student success at university. These include personal, proxy (calling on others) and collective agency, and self-efficacy. Learners should be coached about what to expect at university so that they arrive with appropriate expectations, take responsibility for their learning and development, make smart choices and decisions about their friends, engage actively with the academic project, and utilise the resources, opportunities and services availed to them. On arrival, the orientation programme should then reinforce these aspects and provide the knowledge and practical tools for implementation. This should continue into at least the first four weeks of lectures. As former Rector, O’Connell often reminded students on various platforms that tertiary studies is hard work; much more than what they were used to at school. Johan Volsteedt (cited in Roberts, 2014) made an interesting statement, “…learners to be products of their choices and not of their circumstances” (p. 4).

The harsh reality is that fewer matriculants especially from public schools will be adequately prepared for tertiary studies given the added pressures of online teaching and learning since 2020. The impact of a disrupted education since the COVID-19 outbreak has been devastating, with learners between 75% and a full school year behind where they should be, according to latest statistics. Rotational attendance, sporadic school closures and days off for specific grades, have resulted in learners losing 54% of learning time, according to Muhigana (2021), UNICEF South Africa Representative.

We cannot afford that our first-year students develop a complicated relationship with the campus due to the challenges they have to navigate.

Recommendations

a. A mandatory FYE programme for new first-year students should be developed.

b. Grade 11 learners from our feeder high schools should be mentored by senior UWC students and gradually introduced to campus life

c. A system to track the performance of students to keep them motivated must be operational from the first test and assignment, and intervention strategies should immediately kick in.

d. Profile and pre-entry attribute studies of first-year students should be conducted on an ongoing basis especially with the learners whose learning was disrupted by the Covid-19 pandemic.

Many fault lines of the first-year experience in South Africa universities have been elevated in this report and numerous other studies over the past decade. The burden of responsibility lays with the University of the Western Cape to compile a longitudinal profile of our first-year students and intentionally address the challenges and blind spots.

6.7 Closing

Camroodien (1979) provides a summary on the role of the home and the school, and the interrelationship with child development. He points out that the home and family are the cradle for personal growth and development of children, and influencing their behaviour, and psychological and emotional framework, which is then projected in the school environment. On entry, the school should reinforce and build on this foundation to achieve the objectives of basic education while laying the groundwork for future higher education studies and the world of work. The confluence of the parent-home-teacher-school relationship mobilises and integrates the resources of the school community to prepare them for young adulthood. He provides a compelling quotation, “Sow an act, and you reap a habit; Sow a habit, and reap a character; Sow a character, and you reap a destiny” (1979, p. 23).

Student retention is everybody’s business and should not be relegated to a few academic development staff. This report has provided valuable insights to influence and challenge the university community to revisit their understanding, policies and practices of transition, retention, success, and social and academic integration It is hoped that this will lead to incremental and impactful changes.

The statement by the Convenors of the Collaborative Learning Community - First Year Experience of Higher Education Learning and Teaching Association of Southern Africa, Ramrung and Fontaine-Rainen (2020), provide an interesting angle to bring closure to this report

“Every student entering higher education has a first year experience. For some it is a good experience that is characterized by freedom, independent thought, growth in confidence, and intellectual and personal discoveries (Scott 2009). For others, it is an experience characterised by loss of confidence, failure, and disillusionment (ibid). While universities have always talked about the experiences of their first year students in broad and general terms, it is only in more recent decades that a strong focus and sustained conversation on the first year experience (FYE) has found currency on campuses around the world. In recent years, universities in South Africa are deliberately focusing on the FYE. In part, this international and national trend has been fostered by the growing realization that the ultimate success of students at university and their pathway to graduation is strongly shaped by their first year experience (Barefoot 2000). It is also shaped, in part, by the reality that institutions are being asked to do more for students but with fewer resources (van Schalkwyk et. al. 2009), and so universities are examining ways to maximize student retention and engagement in the most cost-effective manner.

Doing more for students with fewer resources often translates into focusing ever more on students and what support and interventions can we (a university) offer to better ensure our students are successful in their higher education career. While this focus is absolutely necessary, staff – those who teach our students and those who offer administrative support to our students – also need to be a focus in our efforts to improve, overall, the first year experience of all students”.

Success for many students might look like escaping vulnerability, risk and suffering. The resilience model implores one to enter into and make sense of vulnerability, risk and suffering and deal with it. The thoughts of three educators resonate well with the mission of higher edcuation.

O’Connell, in his letter to students appealing for an end to the violent campus protests that started on 2 August 2010, said, “UWC is a beacon of light in our nation and it will continue to demonstrate what is possible under challenging circumstances. Its responsibility is to educate its students to reach the highest levels of competence in their fields of study and to serve our muchchallenged nation diligently” (2010). Liza van Wyk anchors the key role of higher education as

shaping competent, service-oriented, principled and critical citizens. However, students cannot be passive onlookers. They must take responsibility for their performance and development by being partners in the process rather than mere subordinates (2012) Newton provides a different angle, namely, that after hearing the voices of students, universities should look behind their questions and demands to the real needs to inform their understanding (2019). Students should heed the suggestion that while they must not forget where they come from, they are not their background.

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APPENDIX A

QUESTIONNAIRE FOR FIRST YEAR STUDENTS

Section 1: Demographic information

1. What is your sex? 1 Male 2 Female

2. What is your age (years)? (Please specify)

3. Please indicate your population group.

4. What is your first / mother tongue language? (Choose only ONE) 1

5. What is your religious affiliation?

6. What is your marital status?

7. How many children of your own do you have?

8. Have you been employed (including casual or self-employed) in the past year? 1 Yes

9. In which faculty will you enrol?

10. How would you best describe yourself on EACH of the following abilities/skills?

(Answer ALL)

11. How will you best describe your computer literacy skills? (Select only ONE)

3 I am very computer literate

2 I am reasonably computer literate

1 I am not confident about my computer skills

12. Do you have access to a computer where you stay?

1 Yes 2 No

13. Do you have a smartphone?

1 Yes 2 No

Section 2: School characteristics

14. When did you complete Matric / Grade 12?

(Please state year)

___________________

15. Where did you attend high school? (Select only ONE) 1

16. What type of high school did you attend? (Select only ONE)

17. In which province did you live during your Matric year? (Select only ONE)

Province

1 Eastern Cape

2 Free State

3 Gauteng

4 Kwazulu-Natal

5 Limpopo

6 Mpumalanga

7 Northern Cape

8 North West

9 Western Cape

10 Not living in South Africa

18. In which language were you taught at high school? (Select only ONE)

19. What overall % did you obtain for Matric / Grade 12?

20. During your final year at high school, how much time did you spend on average DAILY after school doing the following activities? (Answer ALL)

21. How often did you encounter the following in your final year at school? (Answer ALL)

Section 3: Family characteristics

22. How many people (EXCLUDING YOURSELF) are in the house where you are now staying? (If you stay in UWC residence, go to Question 24)

___________________ (Please state number)

23. How many rooms are in the house referred to in Q22 (excluding toilet and bathroom)?

___________________ (Please state number)

24. Where did you stay last year? (Select only ONE)

25. Are your parents: (Select only ONE) 1 Both alive

28. What is your best estimate of your parents’ / guardians’ JOINT GROSS monthly income? (i.e. both salaries BEFORE deductions)

29. Did your parent/s graduate from UWC? 1 Yes 2 No

30. Did your brother/s or sister/s graduate from UWC? 1 Yes 2 No

31. Did any member of your extended family graduate from UWC? 1 Yes 2 No

32. Are you the first child of your family to attend a tertiary institution? 1 Yes 2 No

33. Are any of your brothers or sisters CURRENTLY studying at UWC?

1 Yes

2 No

34. Are any of your brothers or sisters CURRENTLY studying at another tertiary institution?

1 Yes

2 No

Section 4: University characteristics

35. In deciding to study further, how important were EACH of the following reasons? (Answer ALL)

36. How did you learn about UWC? (Mark ALL that apply)

37. Below are some reasons that might have influenced your decision to study at UWC. How important was EACH reason in your decision to come here? (Answer ALL)

38. Where will you live this year while studying? (Mark only ONE)

If staying at a UWC Residence, go to Question 41.

39. How far is UWC from where you are staying now?

40. How will you travel to UWC? (Mark ALL that apply)

41. Should you have a problem during this year, how likely are you to approach the following persons for advice? (Mark ALL responses)

42. Will you need additional tutoring in the following? (Answer ALL responses)

43. The following problems/concerns have been identified by our students. Are these applicable to you? (Answer ALL responses)

44. What is the chance during this year that you will: (Answer ALL)

45. Do you have concerns about your ability to finance your studies?

5 Strongly Agree 4 Agree 3 Disagree 2 Strongly Disagree 1 Can’t say

46. How will you pay for your university studies? (Mark ALL applicable responses)

1 Family resources (parents, relatives, spouse, etc.)

2 Aid that need not to be repaid (scholarship, bursaries, employer, NSFAS, etc.)

3 Aid that will be repaid (loans, etc.)

4 Self-funded 5 I don’t know yet 6 Other ____________________ Please specify

47. If you had a choice, which language would you prefer as a medium of instruction at UWC?

12 Other

(Please specify)

Thank you for sharing your views with us. We greatly appreciate it. Best wishes with your studies. Should you wish to discuss any aspect of this questionnaire, please call Mr Winston Middleton at Tel 021-959 2436 or wmiddleton@uwc.ac.za or go directly to the Office for Student Development, Student Centre (next to cafeteria / lift).

Certain questions were adapted and South Africanised by Winston Middleton and Leolyn Jackson (UWC) with the necessary permission from John Braxton (VanderBilt University, USA), Johan Wassermann (UKZN) and CIRP.

INTERVIEW QUESTIONNAIRE FOR FIRST YEAR STUDENTS

A. Social integration

1. You have been on campus for over six months. What is your impression of UWC now?

2.1 Have you made friends with students: - doing the same course as you? Yes No - of other race/cultural groups? Yes No

2.2 If Yes, what value has come of these friendships for you?

3.1 Are you involved in extra-mural / co-curricular activities? Yes No

3.2 If so, name the activities. If not, kindly give reasons.

4. Who do you turn to for advice and / or support for personal and/or academic issues? How do they help you?

5. What about your school experience had a positive and/or negative influence on your preparation for university?

6. What could OTHERS have done, during high school, to better prepare you for university?

7. What do you wish YOU had done to better prepare for university?

8. What have you done during the first semester to adapt to university?

9. What might have hampered your adjustment and success, and what have you done to minimise the possible negative effects?

10.1 Do you have concerns about financing your tuition, accommodation, textbooks, course readers and daily expenses (e.g., travel, food and personal items)? Yes No

10.2 If Yes, what are your plans to address these concerns?

10.3 Are your financial concerns negatively influencing your ability to function optimally and academic success? Yes No

10.4 If so, explain how.

11.1 Describe your living / housing circumstances.

11.2 Are your living/housing circumstances favourable or unfavourable to your studies? Mark response: Favourable or Unfavourable

11.3 Elaborate.

11.4

Commuter students staying at home

How have you adjusted to the new circumstances of being a student?

11.5 UWC Residence, Private student Residence, Private boarding students only

How have you adjusted to your new living circumstance?

B Academic integration

12. In this section, explore whether student is coping academically given the number of hours in respective Faculty Calendar to be spent on self-study (preparation and self-study before & after lectures, and for tests & exams); how effectively student manages their time.

13. What were your results for the June 2019 exam?

13.1 Number modules written: ____ 13.2 Number modules passed: ____

13.3 Mark/symbol for modules: A ___ B ___ C __ D ___ E ___

13.4 Did the overall results meet your expectations?

Yes No

13.5 If Yes, what contributed to your success? If No, explain the challenges you might be facing.

14.1 Have you consulted with your Lecturers and/or Tutors? Yes No

14.2 If Yes, what value did you find in the consultations? If No, why not?

15.1 Are any health issues impacting negatively on your studies and/or your functioning?

Yes No

15.2 If Yes, elaborate.

16. What motivates / drives you to persist (to continue and complete) with your studies?

17.1 Have you tried studying in a group?

17.2 If Yes, what value did you find in the group? If No, why not?

Yes No

18. Do you have suggestions how UWC can assist with your personal growth and academic success?

19. Have you experienced any of the following problems/challenges over the past 6 months?

APPENDIX C

QUESTIONNAIRE FOR PEER FACILITATORS

Reflecting back on YOUR FIRST YEAR in 2013 at UWC, kindly complete this survey

The purpose of this survey is to understand the challenges YOU faced as a FIRST YEAR student at UWC and what made YOU succeed with your studies. Thank you for being part of this enquiry.

Question 1 What were the five (5) challenges during your FIRST YEAR at UWC?

Question 2 How did you overcome each challenge?

-

Question 3

During your FIRST YEAR, how much time did you spend PER DAY after lectures / 16h30 with your academic work? Tick one box only.

Less than 1 hour 1-2 hours 2-3 hours 3-4 hours More than 4 hours

Question 4

What was the average symbol for all your modules in the JUNE exam of your FIRST YEAR? Tick one box only.

Below 50 % 50-59 % 60-69 % 70-75 % 75+ %

Question 5

Did your June marks reflect your potential?

YES NO

Please motivate/explain.

Question 6. Did you fail any modules in the June exam?

YES NO

What effect did this have on your motivation?

Question 7 What was your average symbol for all modules in the November exam of your FIRST YEAR?

Below 50 % 50-59 % 60-69 % 70-75 % 75+ %

Question 8 Did your November marks reflect your potential? Please motivate/explain.

Question 9

9.1 Did you use any of the following support services in your FIRST YEAR? Tick all that apply.

Service YES NO

Peer Mentoring

Personal counseling

Career advising

Friends

Lecturers

Tutors

9.2 What or by whom were you motivated to approach this service/s stated in Q 9.1?

9.3 If you did not use any of these services, what were the reasons?

Question 10. Name 3 factors that contributed to your success in your FIRST YEAR?