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1
Vawda, Aamena. "The learning styles of first year university students." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/358.
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There has been a shift in the South African education system from a purely grade-oriented system to that of a learner-centred outcome-based system of education which challenges higher educational institutions and their faculties to adjust their goals to this system. In South Africa there is evidence of poor academic performance at higher education institutions. Among other things, noncognitive factors may be important mediators of academic success. With the expansion of higher education and the increased emphasis on access, retention and life-long learning, it is a good reason to explore the nature of different learning styles (Healey & Jenkins, 2000). Learning styles and personality types has been identified as significant predictors of academic performance. The present study aimed to contribute to this body of research in general and to Kolb’s (1981) theory of experiential learning and his conceptualisation of learning styles in particular. The aims of the study were to explore and describe the learning styles of first year university students (Aim 1), to explore and describe the learning styles of first year university students per faculty (Aim 2), and to explore the relationship between learning styles and academic performance for students in the various faculties (Aim 3). The study used an explorative descriptive and correlational research method and was conducted within a quantitative framework. Participants were selected using a non-probability convenience sampling technique. The sample was comprised of 391 first year university students to whom Kolb’s Learning Style Indicator was administered as part of the Explore programme during orientation week. Descriptive statistics were used in order to explore and describe the learning style of the learners for the sample as a whole and per faculty. Data for the learning styles and academic performance categories were cross tabulated so as to comment on the relationship between learning styles and academic performance per faculty. Small cell sizes made it impossible to analyse the latter data statistically. Across the six faculties the Accommodator learning style was the most represented, followed by the Diverger learning style. No significant relationship was found between learning styles and academic performance. The implications of the findings for counselling and teaching students are highlighted and suggestions to expand the research through using larger samples are also made.
2
González, Lomeli Daniel, Figueiras Sandra Castañeda, and Noriega María de los Angeles Maytorena. "Learning styles and achievement in first-year university students." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100927.
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A structural model of students' appraisals about their own learning strategies and the effects of these strategies on their school scores is presented. Self-reports of 229 new first-year-students of a public university were analized using a structural equations method. Participants responded to a learning-style questionnaire, and their final first semester course scores were also recorded. The measurement model confirmed the existence of acquisition, memory resources managing, and information processing strategies, very much alike those proposed by Castañeda (1995). Since the model explained only the 7% of the school achievement, the modeling of the dependent latent variable, conformed by a set of observed variables, is stressed and debated.<br>Se presenta un modelo estructural de las valoraciones de 229 estudiantes acerca de sus estrategias de aprendizaje y el efecto en sus calificaciones escolares. Se realizó un análisis de ecuaciones estructurales que utilizó las respuestas a un inventario de estilos de aprendizaje y las calificaciones escolares del primer semestre. El modelo confirmó la presencia de estrategias de adquisición, de administración de recursos de memoria y de procesamiento de información, similar a lo propuesto por Castañeda (1995). Dado que el modelo explicó sólo 7% del aprovechamiento escolar, se discute la necesidad de modelar la variable dependiente como una variable latente conformada por un conjunto de indicadores que den cuenta cabal del logro escolar
3
Essendrup, Eugene. "Patterns of risk-taking behaviour of first year university students." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/135.
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This study investigated risk-taking behaviours among 244 first year students (Male=52 and Female=192). The risk-taking behaviours of the students were grouped into Risky and Violent Behaviour, Tobacco Use, Alcohol and Drug Use, Risky Sexual Behaviour and Unhealthy Dietary Behaviour subscales. Statistically significant correlations were found among all the risk-taking behaviour subscales other than Unhealthy Dietary Behaviours, which did not correlate with the other risky behaviours. Statistical significant sex differences were found regarding risk-taking behaviour that implicated males as higher risk-takers than females.
4
McCune, Velda. "The development of first-year university students' approaches to studying." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/23115.
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Mydin, Kutty Faridah. "First-generation student transition to university : an exploratory study into the first-year experience of students attending University Kebangsaan Malaysia." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/364628/.
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Transition is the movement, the passage of change from one role to another. This research offers an in-depth understanding of how the transition to university is experienced by first-generation students. To explore and understand the process of change underlying the transition process, this research uses qualitative research methods, semi-structured interviews and journal writing. Drawing from the data, a longitudinal case study followed the 16 students’ transition experiences for nine months, from the first semester to the end of the second semester of the first year. The research focused on three fundamental issues: higher education aspirations and decisions, the challenges encountered in the initial week of first year and the adjustment process, arguing that an understanding of these three aspects is necessary for a better understanding of the formation of learner identity. The research findings demonstrate that in the early weeks of university students experienced disjuncture between expectations held prior to commencing university and the reality they encounter. These phases are characterized as experiencing conflict with their new role and anxieties with their ability to manage the academic demands and expectations. Based on the evidence gathered, this is caused by inaccurate information they receive from third parties and during their prior educational experience. Early experience, whether positive or negative, is an important phase within this movement. Students become more active agents by being engaged and identifying difficulties and finding solutions. Student engagement both in class and out-of-class provides them with more accurate information on the knowledge and skills for their learning identity. Academic and non-academic support received both on and off campus comes from a range of sources including lecturers, peers and seniors, parents and family members, all of whom are identified as important contributors to the adjustment process of these first-generation students.
6
Hunt, Allan James. "An Examination of the Narrative Development of First-Year Psychology Students." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366339.
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Emerging adulthood is defined largely by two factors: its changeability and the focus on identity construction. The current trend towards increasing frequency of post-secondary education means that a major event in which these factors manifest with regard to is attending university. University is a time of increasing personal independence and identity development. Despite its contribution to individuation, university has come to be seen by many as the default, with alternative choices often being viewed in contrast with this default option—“if not university, then what?” At the same time, the negotiation of university has implications for future earning potential. Stories provide a unique and useful perspective for understanding the role of university studies in adult development. Stories are inherently about transition, as well as simultaneously being a thing-in-themselves and a metaphor. As a result, the study of the fluid, contradictory, metaphorical yet real, transitional yet discrete, stage of life development associated with commencing university studies is particularly well-suited to being studied through the stories individuals and groups tell about themselves and their experiences.<br>Thesis (Masters)<br>Master of Philosophy (MPhil)<br>School of Applied Psychology<br>Griffith Health<br>Full Text
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Barnes, Naomi Joy. "Facebook Status Updates about the First Year at University: How Student Experience Informs a Learner Centred Transition Curriculum." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365933.
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A learner centred first year transition curriculum is central to a university adapting to global shifts in higher education. Universities are under pressure to graduate highly skilled workers to cope with the demands of a highly technological society. Over the past fifty years, higher education practitioners have: identified the first year of higher education (FYHE) as being critical to the successful completion of undergraduate degrees; implemented programs for improving the co-curricular and curricular experiences of first year university students; and articulated pedagogical practices that should inform the design of institution-wide transition curricula. While there is a rich tradition of research that concentrates on how the experiences of first year students can be improved, only a small portion of the research centralises student voices.
Political and cultural forces are demanding a shift in the conceptualisation of university in the twenty-first century. Recent research suggests that to address the shift, pedagogy should be the focus of academic professional development. This thesis argues that the shift should not be to pedagogy but to learning, and this study conceptualises ways in which this shift can be achieved. This thesis acknowledges the necessity for creating a transition curriculum that helps a university reach these goals, but argues that while past research is highly valuable, building on ideas that were developed in a different communicative, technological and social context will only provide a partial understanding of the needs of contemporary first year students.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Education and Professional Practice<br>Arts, Education and Law<br>Full Text
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Lippi, Angela Luisa. "Critical factors of success for first-year students in four-year institutions : a university, faculty and student initiative /." Abstract, 2009. http://eprints.ccsu.edu/archive/00000568/01/2008ABSTR.htm.
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Thesis (M.S.) -- Central Connecticut State University, 2009.<br>Thesis advisor: H. Jane Fried. "... in partial fulfillment of the requirements for the degree of Master of Science in Counseling." Includes bibliographical references (leaves 51-53). Abstract available via the World Wide Web.
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Abubu, Janiere. "Experiences of first-year University of the Western Cape nursing students during first clinical placement in hospital." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5115_1363011548.
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<p>In nursing education the clinical component comprises an important part of the students&rsquo<br>training. Clinical teaching and learning happens in simulated as well as real world settings. First&ndash<br>year students spend the first quarter of their first year developing clinical skills in the skills laboratory. In the second-term they are placed in real service settings. This study was aimed at exploring the experiences of first year nursing students of the University of the Western Cape (UWC) during their first clinical placement in the hospital. A qualitative phenomenological exploratory study design was used and a purposive sample of twelve nursing students was selected to participate in the study. The research question was &ldquo<br>Describe your experiences during your first placement in hospital?&rdquo<br>Written informed consent was given by every participant and ethical approval was obtained from the relevant UWC structures. In-depth, face-to-face interviews were conducted, audio taped and transcribed verbatim. Transcripts were coded and sub-categories, categories, and themes were extracted during the data analysis process. Trustworthiness of the data collection and data analysis processes were ensured. Many of the first year nursing students described theirexperience in hospital as being stressful. However, the first placement in hospital allowed them to work with real patients and provided them an opportunity to develop a variety of clinical skills. Even though the hospital environment was unfamiliar and the ward staff unwelcoming, the patients&rsquo<br>acknowledged and valued their contribution to patient care. Students tend to seek support from family members and lecturers. It is recommended that first year nursing students be prepared adequately for their first placement in hospital as well as to <br>provide practical and emotional support to students during their hospital placement</p>
10
Dassanayake, B. M. C. Kannitha Chamroonsawasdi. "Factors related to smoking status among first year male students in Mahidol University Salaya Campus Thailand /." Abstract, 2003. http://mulinet3.li.mahidol.ac.th/thesis/2546/4537466.pdf.
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Mance, Oyku. "The Factors Making First- Year University Students Vulnerable To Pathological Eating Attitudes." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607901/index.pdf.
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The purpose of the present study was to find out variables that make first year university students vulnerable to eating disorders. Pathological eating attitudes&rsquo<br>association with height and weight, family meal patterns, perceived social support, family values and socio-demographic variables were assessed. 299 first year university students from the Department of Basic English at Middle East Technical University participated in the study. Five assessment devices- Demographic data form, the Eating Attitude Test (EAT&ndash<br>40), Family Eating Attitude and Behavior Subscales, the Multidimensional Scale of Perceived Social Support, and the Traditional Family Values Questionnaire were administered. ANOVAs were conducted to assess differences on eating attitudes between participants in terms of gender, with whom they lived, perceived family type, socio economic status, body mass index and weight satisfaction. Stepwise multiple regressions were conducted to appraise to what extent perceived social support, family meal patterns, traditional family values and demographic variables predicted eating attitudes of first year students. The participants who perceived their family as traditional reported more pathological eating attitudes in dieting, preoccupation with food, social pressure on weight factor. Regression analyses for female participants revealed that dieting, parents occupation, body mass index (current / desired) perceived social support- family, relationships with family and kin, and perceived family income were associated with pathological eating attitudes. Regression analyses for males revealed that dieting, father occupation, desired body mass index and relationships with family and kin were associated with pathological eating attitudes. These findings were discussed with reference to relevant literature. Future research topics were suggested and therapeutic implications of the study were discussed.
12
Workman, Jamie L. "Undecided First Year College Students' Experiences with Academic Advising at Miami University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1369836009.
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Yaffe, Marvin. "First-year university students' adjustment to university life as a function of relationships with parents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22934.pdf.
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14
Power, John James. "A study exploring disordered eating patterns in first-year university students : student and service needs." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675424.
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A qualitative study exploring disordered eating in a small group of first-year undergraduate students studying for professional health care related degrees (n=12) illustrating what support mechanisms and services are required for those 1st year students experiencing or at risk. Key issues emerging: Lack of understanding to the nature/risks associated with disordered eating and the use of disordered eating as a stress coping mechanism. For some of the students their patterns of disordered eating seemed to predate their arrival at university. Disordered eating was perceived negatively and as a mental health issue, they were consequently reticent to acknowledge to the university or in some cases to approach student counseling, being wary of the academic/ professional consequences. This was possibly reflected in a sometimes concealed /sub-clinical experience. Loneliness was an issue for some. A number of the students were evidently wary of eating in more public refectories. Almost all of the students felt very positive about their arrival at university and that their experience with disordered eating could potentially add to their repertoire as future health care professionals. Conclusion: The University could further develop its outreach to new students with a more consistently supportive program including stress training and more support via student buddying; and extend its program on positive mental health to reduce a sense of stigma within the student population. Personal tutors and student health care facilities need to be consistently trained in the understanding and person centered approach to students experiencing disordered eating, particularly the sub-clinical group. The University could consider some small changes and adaptations to the refectory eating areas to better facilitate at risk students. Finally the University could perhaps better use the first few months of student's arrival at university to help embed a program to develop a stronger sense of coherence and wellbeing.
15
Moleli, Malehlohonolo Florence. "Protective factors that could foster resilience in first year students." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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Large numbers of students tend to experience failure and dropout in their first year at university. The fundamental aim of this research was to explore protective factors that could foster resilience amongst first year students. It is hoped that resilience research can give young adults the skills and support to survive academic challenges with the help of the university. This study undertook to determine resilience traits that could contribute to academic success. Students who enrolled at the University of the Western Cape for the first time during the year 2003 participated in this study.
16
Muckert, Tammy Deanne, and T. Muckert@mailbox gu edu au. "Investigating the Student Attrition Process and the Contribution of Peer-Mentoring Interventions in an Australian First Year University Program." Griffith University. School of Applied Psychology, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030226.171200.
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This program of research had two related aims: (1) to explore the problem of student attrition in the context of an Australian higher education institution, and (2) to investigate the efficacy of peer-mentoring as a retention strategy. Participants in this program of research were students commencing first-year studies in the School of Applied Psychology across two cohort years: 1996 and 1997. In 1996, a classic pre-test/post-test experimental design was adopted, with students (N = 118) randomly assigned to either a peer-mentoring treatment group or a control group. In 1997, while a classic pre-test/post-test design was also adopted, all students from this year (N = 162) participated in the peer-mentoring program. Thus, it was intended that the 1996 control group would be utilised for comparison with both the 1996 and 1997 treatment groups. Students were surveyed pre- and post-intervention across a number of personal, demographic, and academic achievement (e.g., tertiary entrance rank, and grade point average) variables. Students academic integration, social integration, institutional commitment, and goal commitment were measured using the Institutional Integration Scales (adapted from Pascarella and Terenzini, 1980). Students participating in the peer-mentoring program also completed a range of measures in order to evaluate its efficacy. The first part of the research program focused on the measurement and prediction of student retention and academic performance. The results of confirmatory factor analyses indicated that a six first-order factor solution provided the most parsimonious explanation of students responses to the Institutional Integration Scales. The six Institutional Integration Scales demonstrated moderate to good levels of reliability, with results being comparable to those achieved in previous studies. The results of structural equations modelling analyses suggested that students peer group interactions influenced their interactions with faculty, and both of these factors, along with their faculty concern for student development and teaching, influenced students academic and intellectual development, which in turn influenced students institutional and goal commitments. These results were taken to indicate the potential value of peer-based processes in aiding students institutional and goal commitment and subsequently reducing levels of student attrition. Given that significant differences were found between the 1996 and 1997 cohorts on a number of pre-test measures and other key indicators, investigations regarding significant predictors of students re-enrolment into second year and their first year grade point average were conducted separately for the two cohorts. The results of logistic regression analyses indicated that students first year grade point average was the only consistent and significant predictor of their re-enrolment into the second year of study across the two cohorts. Multiple regression analyses revealed that students tertiary entrance ranks and previous university attendance were consistently significant predictors of their first year grade point average across the two cohorts. Equipped with a better understanding of the factors that affect student attrition and academic performance, as well as the relationship between those factors, the second part of the thesis focused on the efficacy of two formal, group-based peer-mentoring relationships in assisting first year students make a successful transition to university. However, given that significant differences were found between the 1996 and 1997 cohorts on a number of pre-test measures and other key indicators, it was not possible to evaluate the efficacy of the 1997 peer-mentoring program relative to either the 1996 peer-mentoring program or control group. Nevertheless, the 1996 treatment and control condition groups were found to be equivalent on pre-test measures and indices, and thus were able to be compared. Overall, the results of a series of one-way ANOVAs revealed that the 1996 peer-mentoring program was found to have a positive effect on enhancing students re-enrolment into second year, persistence intentions, academic performance and self-reported adjustment, which was consistent with the direction of findings in previous studies. However, for a range of reasons, the effect of the 1996 peer-mentoring program on a number of these variables was not strong enough to reach statistical significance. Although there were trends towards significant differences between the 1996 treatment and control groups on a number of variables (i.e., students in the 1996 peer-mentoring program evidenced higher grades in PB11002: Introduction to Cognitive and Biological Psychology; and PB11008: Research Methods and Statistics; as well as higher scores on the Peer Group Interactions scale than students in the control group), the only significant positive difference of the 1996 peer-mentoring program was the improvement of students academic performance in one first year subject (i.e., PB11006, Introduction to Research in the Behavioural Sciences). Finally, exploratory factor analyses and reliability analysis of a mentoring functions scale revealed strong support for the presence of one, highly reliable, general mentoring function. Both the 1996 and 1997 program participants ratings of the performance of this general mentoring function were significantly and positively correlated with their self-reported academic and intellectual development. In addition, the 1997 program participants ratings of the performance of this general mentoring function were significantly and positively correlated to their self-reported peer group interactions, institutional commitments, goal commitments, and persistence intentions.
17
Muckert, Tammy. "Investigating the Student Attrition Process and the Contribution of Peer-Mentoring Interventions in an Australian First Year University Program." Thesis, Griffith University, 2002. http://hdl.handle.net/10072/367846.
Full textAbstract:
This program of research had two related aims: (1) to explore the problem of student attrition in the context of an Australian higher education institution, and (2) to investigate the efficacy of peer-mentoring as a retention strategy. Participants in this program of research were students commencing first-year studies in the School of Applied Psychology across two cohort years: 1996 and 1997. In 1996, a classic pre-test/post-test experimental design was adopted, with students (N = 118) randomly assigned to either a peer-mentoring treatment group or a control group. In 1997, while a classic pre-test/post-test design was also adopted, all students from this year (N = 162) participated in the peer-mentoring program. Thus, it was intended that the 1996 control group would be utilised for comparison with both the 1996 and 1997 treatment groups. Students were surveyed pre- and post-intervention across a number of personal, demographic, and academic achievement (e.g., tertiary entrance rank, and grade point average) variables. Students’ academic integration, social integration, institutional commitment, and goal commitment were measured using the Institutional Integration Scales (adapted from Pascarella and Terenzini, 1980). Students participating in the peer-mentoring program also completed a range of measures in order to evaluate its efficacy. The first part of the research program focused on the measurement and prediction of student retention and academic performance. The results of confirmatory factor analyses indicated that a six first-order factor solution provided the most parsimonious explanation of students’ responses to the Institutional Integration Scales. The six Institutional Integration Scales demonstrated moderate to good levels of reliability, with results being comparable to those achieved in previous studies. The results of structural equations modelling analyses suggested that students’ peer group interactions influenced their interactions with faculty, and both of these factors, along with their faculty concern for student development and teaching, influenced students’ academic and intellectual development, which in turn influenced students’ institutional and goal commitments. These results were taken to indicate the potential value of peer-based processes in aiding students’ institutional and goal commitment and subsequently reducing levels of student attrition. Given that significant differences were found between the 1996 and 1997 cohorts on a number of pre-test measures and other key indicators, investigations regarding significant predictors of students’ re-enrolment into second year and their first year grade point average were conducted separately for the two cohorts. The results of logistic regression analyses indicated that students’ first year grade point average was the only consistent and significant predictor of their re-enrolment into the second year of study across the two cohorts. Multiple regression analyses revealed that students’ tertiary entrance ranks and previous university attendance were consistently significant predictors of their first year grade point average across the two cohorts. Equipped with a better understanding of the factors that affect student attrition and academic performance, as well as the relationship between those factors, the second part of the thesis focused on the efficacy of two formal, group-based peer-mentoring relationships in assisting first year students make a successful transition to university. However, given that significant differences were found between the 1996 and 1997 cohorts on a number of pre-test measures and other key indicators, it was not possible to evaluate the efficacy of the 1997 peer-mentoring program relative to either the 1996 peer-mentoring program or control group. Nevertheless, the 1996 treatment and control condition groups were found to be equivalent on pre-test measures and indices, and thus were able to be compared. Overall, the results of a series of one-way ANOVAs revealed that the 1996 peer-mentoring program was found to have a positive effect on enhancing students’ re-enrolment into second year, persistence intentions, academic performance and self-reported adjustment, which was consistent with the direction of findings in previous studies. However, for a range of reasons, the effect of the 1996 peer-mentoring program on a number of these variables was not strong enough to reach statistical significance. Although there were trends towards significant differences between the 1996 treatment and control groups on a number of variables (i.e., students in the 1996 peer-mentoring program evidenced higher grades in PB11002: Introduction to Cognitive and Biological Psychology; and PB11008: Research Methods and Statistics; as well as higher scores on the Peer Group Interactions scale than students in the control group), the only significant positive difference of the 1996 peer-mentoring program was the improvement of students’ academic performance in one first year subject (i.e., PB11006, Introduction to Research in the Behavioural Sciences). Finally, exploratory factor analyses and reliability analysis of a mentoring functions scale revealed strong support for the presence of one, highly reliable, general mentoring function. Both the 1996 and 1997 program participants’ ratings of the performance of this general mentoring function were significantly and positively correlated with their self-reported academic and intellectual development. In addition, the 1997 program participants’ ratings of the performance of this general mentoring function were significantly and positively correlated to their self-reported peer group interactions, institutional commitments, goal commitments, and persistence intentions.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Applied Psychology<br>Full Text
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McGhie, Venicia F. "Factors impacting on first-year students' academic progress at a South African university." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20090.
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Thesis (PhD)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Research project explored the learning experiences of two groups of first-year students in the Faculty of Economic and Management Sciences, University of the Western Cape during the course of 2009/2010. The aim was to obtain insight into the learning challenges that these students encountered and the reasons why some of them were less successful in the learning process, while others were successful. The perspective of this study was therefore student centred. The project was undertaken against the backdrop of a higher education institution that caters mainly for so-called ‗disadvantaged‘ and ‗underprepared‘ students. Such students come predominantly from marginalised and poorly resourced education environments and socio-economic backgrounds, which suggests that they would find higher learning challenging and, as a result, would most likely experience failure in the learning process.
The objective of the research project was two-fold: firstly, to identify and determine which factors have an impact on failure or successful completion of the first year of study in this faculty; and secondly, to derive from the data a socially situated, supportive and holistic learning approach that could assist more students to be successful in the learning process. The argument in the study was that learning is socially situated and constructed. To realise the objective, Vygotsky‘s social cultural theory and Bandura‘s social cognitive theory were used as theoretical orientation of the study.
This qualitative, interpretive inquiry was characterised by multiple data collection methods. Qualitative data concerning the perceptions of the participants were generated via written reflective pieces, a questionnaire and individual interviews and content analysis. In addition, quantitative data were collected and this further contributed to the triangulation of rich, in-depth data.
An ‗open coding‘ strategy for the content analysis was used, but the approach for the analysis was not purely inductive. A student-centred analytical framework based in part on theories and findings of five studies conducted on student learning, failures and dropouts, and the context of UWC as HBU served as a framework for the analysis but new sub-themes also emerged from the data collected.
The results of these two Case studies revealed that some of the students experienced multiple learning challenges simultaneously which increased in severity during the course of the academic year, and that, in Case 1, these challenges became too overwhelming and severe for the students and that was why they were less successful; while in Case 2, the students managed to overcome and deal with these challenges successfully. The findings of this project, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of higher education and in the identification of enabling factors that could assist more students to be successful in their first year of study at a higher education institution. The findings provide guidelines for a socially situated, supportive and holistic learning approach that could help higher education institutions to mitigate the cumulative effects of learning on students‘ personal, academic and social lives.<br>AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek ondersoek twee groepe eerstejaarstudente se leerervaring gedurende 2009/2010 in die Fakulteit Ekonomiese en Bestuurswetenskappe aan die UWK. Die doel was om insig te verkry in die leeruitdagings waarvoor hierdie studente te staan gekom het en die redes hoekom party van hulle min sukses in die leerproses behaal het, terwyl ander suksesvol was. Die perspektief in die projek was daarom gerig op die studente en hoe hulle the leerproses ondervind. Die projek is onderneem teen die agtergrond van ‘n instelling van hoër onderwys wat hoofsaaklik vir sogenaamd ‗benadeelde‘ en ‗swak voorbereide‘ studente voorsien. Sulke studente kom meestal uit ‘n gemarginaliseerde opvoedkundige en sosio-ekonomiese agtergrond met gebrekkige bronne, wat daarop dui dat hoër onderwys vir hulle ‘n uitdagings sal wees en dat hulle gevolglik heelwaarskynlik in die leerproses sal misluk.
Die doelwit van die navorsingsprojek was tweevoudig: eerstens, om te bepaal watter faktore ‘n invloed het op die mislukking of geslaagde voltooiing van die eerste studiejaar aan hierdie fakulteit; tweedens, om uit die inligting ‘n sosiale gestruktureerde, ondersteunende en holistiese leerbenadering af te lei wat meer studente kan help om in die leerproses sukses te behaal. Die projek berus op die uitgangspunt dat die leerproses ‗n sosiaal gebaseerde en gestuktureerde proses is. Die teoritiese raamwerk was daarom gebaseer op Vygotsky se sosiale kulturele teorie en Bandura se sosiale kognitiewe teorie.
Hierdie kwalitatiewe, vertolkende ondersoek word deur veelvoudige metodes van inligtinginsameling gekenmerk. Kwalitatiewe inligting oor die deelnemers se waarnemings is verkry deur middel van nadenkende skryfwerk, ‘n vraelys en individuele onderhoude, en die ontleding van die inhoud daarvan. Ook kwantitatiewe inligting is ingesamel, wat tot die triangulering van ryk, diepgaande inligting bygedra het.
Daar is ‘n ‗oopkode‘-strategie vir die ontleding van die inhoud gebruik, maar die ontledingsbenadering was nie suiwer induktief nie. Ontleding het plaasgevind binne ‘n studente gebaseerde ontledingsraamwerk wat gegrond is op teorieë en bevindings uit vyf studies oor leer, mislukking en uitsakking onder studente asook die konteks van die UWK as historiese Swart inrigting. Unieke temas het ook uit die inligting in hierdie studie na vore gekom het.
Die resultate van hierdie twee gevallestudies het getoon dat studente veelvoudige leeruitdagings tegelykertyd ervaar het wat al hoe meer geword het deur die loop van die jaar en dat hierdie uitdagings in die een geval te oorweldigend en straf vir die studente geraak het, sodat hulle min sukses behaal het. In die ander geval het die studente daarin geslaag om hierdie uitdagings te hanteer en dit suksesvol te oorkom. Hoewel die bevindings van hierdie projek gekoppel is aan die konteks waarin dit onderneem is, dra dit nietemin by tot die groeiende kennisbasis oor die terrein van hoër onderwys en oor die bepaling van bemagtigende faktore wat meer studente sou kon help om in hulle eerste studiejaar aan ‘n instelling van hoër onderwys sukses te behaal. Die bevindings bied riglyne vir ‘n sosiale ondersteunende holistiese leerbenadering vir akademiese steun wat instellings van hoër onderwys moontlik sal help om die kumulatiewe effek op die studente se persoonlike, akademiese en sosiale lewens in die leerproses te help verlig.
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Strompolis, Melissa Elaine. "First-year college students self-reported problem structure, problem domains, and affective reactions." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000169.
Full textAbstract:
Thesis (M.A.)--University of West Florida, 2009.<br>Submitted to the Dept. of Psychology. Title from title page of source document. Document formatted into pages; contains 72 pages. Includes bibliographical references.
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Fenn-Lavington, Alan. "Insights into the Activity Systems of First-Year University Students: Approaches and Personnel Influencing Student Success." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/377654.
Full textAbstract:
Considerable attention is being afforded to the First-Year Experience (FYE) of University students to enhance student retention and success. The importance of social capital and acquiring academic skills and argumentative essay writing (AEW) in the FYE is seen to be influential for students. More recently, in response to these influences, there has been a trend for Universities to appoint specialist personnel, such as Peer Assisted Study Sessions (PASS) Coordinators, First-Year Coordinators, Mentors, Subject Tutors and various Advisors, whose purpose is to assist in enhancing student success and retention.
The key research question guiding this thesis was - By examining the activity systems of first-year students, what approaches, and, personnel are most influential for student success? The supporting research questions were:
1. In what ways do academic skills development, and especially AEW, influence student success in the FYE?
2. In what ways do support personnel influence student success in the FYE?
Therefore, this study aimed to better understand approaches and support personnel who potentially assist University students to succeed and continue with their studies in the FYE, including how they make decisions about learning new academic skills, including AEW, in a contemporary education environment.
The research used a mixed-methods approach (Creswell, 2010; Neuman, 2011) through a combination of exploratory and descriptive research methodologies conducted in two phases. In Phase One, survey data were collected from 218 Education students at the regional University in Australia being studied. In Phase Two, case studies for four University students were constructed, and subsequently, a cross-case analysis was conducted. The four students in the case studies were:
1 One student who was defined as being first in family to study at University;
2 One student who was defined as not being first in family to study at University;
3 One student who was defined as being a school leaver; and
4 One student who was defined as being a mature age, non-school leaver and a Fail grade.
Data analysis of the student survey provided demographic information about the students surveyed, student perceptions about Orientation, academic skills, AEW skills, support personnel, and themes revealed through student perceptions of aspects of University that influenced student success.
By drawing upon Activity Theory, the study was significant for three main reasons, within the context that the FYE was critically important as it influenced student success and retention which has become a priority for higher education institutions in Australia.
First, it provided insights into the academic skills, including AEW, which students might have before entering University, and their perceptions of how these might influence student success. Second, it provided insights into the ways in which various support personnel might influence student success. Through investigating the activity systems of four University students, the importance of their perceived relationships with support personnel and others, such as other students, were illuminated. This also provided some guidance about who might be best in helping students with their FYE, and, for example, with developing their academic skills, including AEW writing skills. Third, it contributed to the use of Activity Theory through its application in this study within the context of the FYE in higher education.
From the findings reported, implications were identified from the student survey and from the case studies. The thesis concludes with reflections on the study, and suggestions for further research.<br>Thesis (Professional Doctorate)<br>Doctor of Education (EdD)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
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Riley, Paul Anthony. "The beliefs of first year Japanese university students towards the learning of English." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00001495/.
Full textAbstract:
In the field of second and foreign language learning, beliefs, as one of the affective factors, remain relatively unexplored. Failure to address unrealistic student beliefs and expectations may increase student anxiety (Truitt, 1995; Young, 1991), hinder progress, and ultimately lead to a breakdown in learning (Ellis, 1996; Horwitz, 1985, 1987, 1988; Mantle-Bromley, 1995; Peacock, 1999). This study investigates the beliefs about language learning of first year university students in Japan, employing the Japanese language questionnaire developed by Sakui and Gaies (1999). Two student discussion groups were also formed to provide further data. In addition to describing student beliefs, the study explores differences between student beliefs and teacher beliefs, change in student beliefs during a course of study, and relationships between student beliefs and second language proficiency. A total of 661 first year students, and 34 of their class teachers, participated in this study, at a private Japanese university, between April 2002 and January 2003. Data were analysed using Pearson correlation, Cronbach’s alpha, t-tests, and a principal components factor analysis. The students in the study appear to hold a variety of beliefs, to varying degrees. Significant differences were found between student responses and teacher responses for more than half of the questionnaire items, with the four main areas of difference relating to translation, error correction, the difficulty of language learning, and motivation. In terms of belief change, significant differences were found in student responses to almost a quarter of the questionnaire items between two administrations in April and December, 2002. Some differences were also identified between the beliefs of students based on their proficiency scores, but the results here are inconclusive. This study contributes to the growing understanding of the role of beliefs in language learning. Further studies of other student groups, at other institutions in Japan, will enable a comparison of results to help produce a clearer picture of the beliefs and expectations about language learning of students at Japanese universities.
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Dietrich, Leanne B. "Rural students in transition, the first year university experience from a rural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39817.pdf.
Full text
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Ostaniewicz, Alexandra J. "Transitions '98, evaluation of a support group program for first-year university students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/MQ44820.pdf.
Full text
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Henn, Erica D. "A study of injury and its prevention in first-year university dance students." Thesis, Temple University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111320.
Full textAbstract:
<p>The subject of dance and injury has become an increasingly important area of study for sports medicine, education, and dance studies. However, the majority of current research focuses on professional dancers or pre-professional dancers in a conservatory training context. The research typically overlooks dancers in a university setting who pursue baccalaureate-level dance programs. This small-scale research study therefore focuses on collegiate dancers in their first year of study in a liberal arts dance program. As this population often sustains injuries, the thesis project seeks to examine the management of injury strategies and to create injury prevention guidelines for the liberal arts dance department, its dance classes, and a hypothetical syllabus for a first-year injury prevention course. The research methodology adopts three approaches: a survey of the incoming freshman dance class at Temple University; a detailed study of six previously or currently injured dance students through interview; and a critical assessment of the research on dance injury. The injury prevention guidelines developed from the student injury surveys, interviews, and assessments will focus on basic, yet essential, information regarding injury management and misconceptions, and the guidelines will prepare collegiate-level dancers for future injury challenges they may face. </p>
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Kamhieh, C. "The leisure reading habits of first-year, female Emirati university students : an investigation." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11359/.
Full textAbstract:
Educators the world over are concerned about a perceived lack of interest in leisure reading among tertiary level students, particularly in the Gulf Arab states where indigenous cultures have always been predominantly oral. This thesis provides the first in-depth exploration of the leisure reading habits of a convenience sample of first-year female university students in the United Arab Emirates, using data which was gathered through interviews, journal entries, snapshot surveys, questionnaires, conversations and emails and analyzed using a grounded theory approach. Its contribution to the research is that it provides a better theoretical understanding of many key factors related to leisure reading among this particular group. We find their reader identities shaped by their reading habitus which readers are continually developing, in a Bourdieuian sense. It was found that while there is a keen interest in reading the Holy Qura’n, there is a generally low incidence of reading in Arabic, which has serious implications for the current policy on the teaching of Arabic in the region. Two distinct subcategories of reasons for reading were also found, which I refer to as purposes and qana’a. Readers regularly refer to what I labeled qana’a for reading, which are distinct from attitude in that they do not appear to stem from reasoned action or purposes for reading. It is one key factor which distinguishes readers from non-readers. Other findings include: • a three-stage reading journey showing how students become readers; • an expansion of our understanding of encouragement as two distinct factors; • the conditional element of attitudes toward reading whereby attitudes which were previously considered negative or positive are really conditional; • an exploration of the importance of affect vis-à-vis beliefs in bringing about reading.
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Liley, Noel Suzanne. "Assessing the financial management habits of first-year students and seniors at Ball State University." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1204199.
Full textAbstract:
The purpose of this project was to compare the financial management habits of Ball State University first-year students and seniors living on campus.A stratified, systematic sample of 100 first-year students and 100 seniors were surveyed during December 2000. Data were collected on 25 variables, 4 describing personal characteristics, and 21 describing personal financial management habits.It was determined that Ball State University first-year students and seniors have similar financial management habits. Statistically significant differences between first-year students and seniors existed on the following variables: having a student loan, knowing when the loan must be repaid, having one or more credit cards, carrying a balance on one or more credit cards, having a savings account, and recording expenditures in a check register.Financial management is an area that Student Affairs practitioners may want to consider investing more time educating students. Current financial management programs may need to be evaluated for their effectiveness. Using current research, new programs may be developed and implemented.<br>Department of Educational Leadership
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Aguirre, Marco Antonio. "First-Generation Latinos at Pacific Northwest University: Their Adjustment and Experience during Freshman Year." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1025.
Full textAbstract:
This thesis details the lived experiences of ten first-generation Latino students at a large public university in the Pacific Northwest. Their experience and adjustment reveal that they relied on their friends and family, especially their parents for the male participants, for support and encouragement. The help these students received in the form of caring and social capital from faculty and staff during their freshman year ensured that they made a successful adjustment to college. Participants cite influential people and programs that motivated them to succeed and become comfortable in the college student role.
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Chidzonga, Midion Mapfumo. "Transition from high school to university : perspectives of first year students at the University of Zimbabwe College of Health Sciences." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95892.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Introduction:
Literature shows that the transition from high school to university is fraught with challenges
and that there is need to appreciate these challenges from the students’ perspectives and
devise ways of assisting the students navigate them smoothly.
- Aim:
To explore the perspectives of first year students at the University of Zimbabwe, College of
Health Sciences (UZCHS) regarding their transition from high school to the UZCHS and
propose possible ways to manage the transition phase based on the students’ perspectives.
- Objectives : The objectives of this study were to determine the students’ perspectives with regards to
various factors that are known to affect the transition from high school to university.
- Design:
An evaluative research study design was adopted using a mixed method research
approach sequentially applying a quantitative and qualitative method.
- Method:
Four hundred and eighty six (486) self-administered survey questionnaires with 23 closeended
questions were distributed to all first year students in the UZCHS. Only 16 questions
were analysed for purposes of this research project.
A total of 49 interviews were conducted for the in-depth structured questions interview on a
randomly selected group of students from each of the programmes.
- Results :
The response rate was 51% (246/486) ; 81.4% of students were in the 19 to 20 years age
group; 52% males and 48% females; 44.4% of the students were enrolled in the MBChB
programme. The major challenges faced by the students were the heavy workload; poor counselling
services; sticking to timetables; using the library; poor teacher-student relationships; poor
sense of belonging; living with a diverse population Frustrations at the UZCHS were
identified as arising from academic issues: examinations marks; poor facilities; inadequate
high school preparation for university grades and poor feedback. Students’ financing at university was also of concern to the students. The students found the orientation week most
useful.
The motivation for joining the UZCHS was for career prospects, personal desires and
parental influence. Preparatory information given by the UZCHS was considered adequate
but not sufficiently detailed. Factors that helped students settle in were the initial reception,
orientation week, and the relationships between students, staff and lecturers. The role of
parents, peers and friends in settling in was also highlighted as important.
- Conclusions :
The students’ perspectives on transition are similar to those reported in the literature:need
for pre-university information, better accommodation, improved library facilities, improved
counselling services, lengthening the orientation week, more detailed information about
UZCHS before admission, improve pre-university contact with students ,reduced workload
in order to accommodate extra-curricular social life. Students’ preparation for life and
learning at university should start during high school.<br>AFRIKAANSE OPSOMMING: Inleiding:
Uit die literatuur is ditbaieduidelikdat die oorgang van studentevanaf die
skoolnauniversiteitbaieuitdagend is. Daar is derhalwe ‘n behoeftedathierdieuitdagingsvanuit
die perspektiewe van die studentebeskou word in ‘n poging om hulle op die
meeseffektiewemanierteondersteunentebegelei.
- Doelstelling:
Die doel van hierdie studie is om die perspektiewe van eerstejaarstudente aan die
Universiteit van Zimbabwe se Fakulteit Gesondheidswetenskappe (UZCHS) te ondersoek
wat betref die oorgang van hoërskool na die UZCHS, en wyses voor te stel om die
oorgangsfase te bestuur, gebaseer op die studente se perspektiewe.
- Doelwit:
Die doelwitte van hierdie studie was om te bepaal wat die studente se perspektiewe was oor
die verskeie welbekende problematiese faktore teenwoordig in die oorgang van skool na
universiteit.
- Ontwerp:
ʼn Evaluerende navorsingsontwerp is onderneem deur ʼn gemengde navorsingsmetode te
volg. Dit is opeenvolgend deur ʼn kwantitatiewe en kwalitatiewe metode toegepas.
- Metode:
ʼn Self-administrerende vraelysopname met 23 geslote vrae is ewekansig toegepas en
versprei aan vierhonderd ses- en tagtig (486) studente van die UZCHS. Slegs 16 vrae is vir
die doeleindes van hierdie studie geanaliseer.
ʼn Onderhoud met in-diepte gestruktureerde vrae is ook gevoer met ʼn ewekansig
geselekteerde groep studente (49) van elk van die programme wat aangebied word by die
UZCHS.
- Resultate:
Die responskoers was 51% (246/486); 81.4% van die studente was in die ouderdomsgroep
19 tot 20 jaar; 52% was manlik en 48% vroulik; 44.4% van die studente was geregistreer vir
die MBChB program.
Die uitdagings deur die studente ervaar was onder andere die swaar werklading, swak
studente-ondersteuningsdienste, om by te bly by die rooster, die gebruik van die biblioteek, swak dosent-student verhouding, ʼn swak gevoel van behoort aan, en om deel te wees van ʼn
diverse samelewing. Frustrasies by die UZCHS het hul oorsprong gehad by akademiese
kwessies: eksamenpunte; uitslae en swak terugvoering. Studente-finansiering aan die
universiteit was ook ʼn bron van kommer by studente. Studente het die oriëntasieweek die
nuttigste gevind.
Die motivering om aan te sluit by die UZCHS het verband gehou met loopbaanvooruitsigte,
persoonlike behoeftes en ouer-invloed. Voorbereidende inligting verskaf deur die UZCHS is
beskou is voldoende maar sonder genoeg besonderhede. Faktore wat studente gehelp het
om tuis te voel was die aanvanklike ontvangs, oriëntasieweek, en die verhoudings tussen
studente, personeel en lektore. Die rol van ouers, portuurgroep en vriende om hulle te laat
tuis voel, is aangedui as belangrik.
- Gevolgtrekkings:
Die studente se perspektiewe op oorgang is soortgelyk aan dié wat in die literatuur
gerapporteer word. Daar is ʼn behoefte aan beter studentebehuising en biblioteekfasiliteite en
studente-ondersteuningsdienste, en meer gedetailleerde informasie oor die UZCHS voor
toelating. Studente glo ook dat die oriëntasie week verleng moet word en dat die werklading
verminder moet word om hul buitemuurse sosiale lewe te akkommodeer. Studente se
voorbereiding vir die studentelewe en universiteitstudies behoort reeds op hoërskool te
begin.
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Barbarà, Molinero Alba. "Investigating the factors influencing professional identity on first-year university students: an exploratory study." Doctoral thesis, Universitat Rovira i Virgili, 2015. http://hdl.handle.net/10803/401741.
Full textAbstract:
Considerant que la Identitat Professional actua com a mediadora de la decisió d’escollir un determinat camí professional, la present tesi té com objectiu contribuir en el coneixement sobre aquest fenomen, en l’àmbit universitari, mitjançant la construcció d’un marc conceptual integratiu dels factors que incideixen en el procés de construcció de la Identitat Professional dels estudiants universitaris de primer any.
En primer lloc, s’han identificat els diferents factors que influeixen en la Identitat Professional, a través d’una revisió de literatura exhaustiva i d’un estudi qualitatiu amb estudiants universitaris de Turisme i Geografia, emprant Focus Groups. Amb els factors identificats, s’ha creat un marc conceptual inicial. En segon lloc, s’ha construït i validat un nou instrument que ens permet mesurar aquests factors (Condicionals Externs, Condicionals Personals, i Condicionals d’Experiència Educativa). En tercer lloc, s’ha analitzat la influència que exerceixen aquests factors en la força de la Identitat Professional dels estudiants, mitjançant múltiples anàlisis de regressió jeràrquica. Finalment, en quart lloc, amb la informació obtinguda, s’ha construït un marc conceptual final. Aquest integra els múltiples factors que influeixen en la Identitat Professional dels estudiants de primer de grau, així com, la influencia exercida per cadascun d’ells, considerant, per separat, els graus, les disciplines i la mostra global.
D’aquest estudi es deriven múltiples implicacions per a la universitat en els àmbits de reclutament i d’orientació professional.<br>Considerando que la Identidad Profesional actúa como mediadora de la decisión de escoger un determinado camino profesional, la presente tesis tiene como objetivo contribuir en el conocimiento sobre este fenómeno, en el ámbito universitario, mediante la construcción de un marco conceptual integrativo de los factores que inciden en el proceso de construcción de la Identidad Profesional de los estudiantes universitarios de primer año.
En primer lugar, se han identificado los diferentes factores que influyen en la Identidad Profesional, a través de un revisión de literatura exhaustiva, y de un estudio cualitativo con estudiantes universitarios de Turismo y Geografía, usando Focus Groups. Con los factores identificados, se ha creado un marco conceptual inicial. En segundo lugar, se ha construido y validado un nuevo instrumento que nos permite medir estos factores (Condicionales Externos, Condicionales Personales y Condicionales de Experiencia Educativa). En tercer lugar, se ha analizado la influencia que ejercen dichos factores en la fuerza de la Identidad Profesional de los estudiantes, mediante múltiples análisis de regresión jerárquica. Finalmente, en cuarto lugar, con la información obtenida, se ha construido un marco conceptual final. Éste integra los múltiples factores que influyen en la Identidad Profesional de los estudiantes de primero de grado, así como, las influencia ejercida por cada uno de ellos, considerando, por separado, los grados, las disciplinas y la muestra global.
De este estudio se derivan múltiples implicaciones para la universidad en los ámbitos de reclutamiento y orientación profesional.<br>Taking into account that Professional Identity acts as a mediator to the decision to choose a specific professional path, the present thesis aims to contribute to the knowledge about this phenomenon, in the Higher Education context, through the construction of an integrative conceptual framework of the factors that affect the process of Professional Identity construction of the first-year university students.
Firstly, the different factors that influence Professional Identity has been identified, through an exhaustive literature review and a qualitative study with university students from Tourism and Geography, using Focus Groups. Secondly, a new instrument that let to measure these factors (External Motivation Conditionals, Personal Motivation Conditionals, Educational Experience Conditionals) has been constructed and validated. Thirdly, the influence that the identified factors exert on student’s Professional Identity strength has been analysed by using multiple hierarchical regression analyses. Finally, fourthly, with the gathered information, a final conceptual framework has been constructed. This integrate the multiple factors that influence first-year university student’s Professional Identity, as well as the influence exerted by each of these factors, considering, separately, the bachelor degree, the disciplines and the whole sample.
From this research, multiple implications for the university, in areas such as recruitment and counsellor guidance, arise
30
Amado, Suzi. "Emotional Well-being Of The First-year University Students: Family Functioning And Attachment Styles." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606196/index.pdf.
Full textAbstract:
The present study aimed to reveal the effect of family functioning, attachment styles in romantic relationships, and city of origin on the emotional well-being of first year university students. 286 first-year university students from the Department of Basic English at Middle East Technical University participated in the study. They completed a demographic information sheet, the McMaster Family Assessment Device, the short-form Version of Experiences in Close Relationships Scale, the Beck Depression Inventory, the Beck Anxiety Inventory, and the Hopelessness Scale. ANOVAs were run to find out if there are significant differences in the emotional well-being of participants with different cities of origin and gender. To assess if there are significant differences in the emotional well-being between participants with different attachment styles and cities of origin, ANCOVAs (Gender as the covariate factor) were conducted. Finally, regressions were run to find out the relationship between demographic variables, attachment styles, family functioning, and emotional well-being of first-year university students. The participants who moved to Ankara when they started university were found to report more depressive symptoms than the participants who had been living in Ankara. Further significant differences were observed in the depression and hopelessness levels of participants with different attachment styles. In general, those participants having fearful attachment styles tended to have more depressive symptoms and hopelessness as compared to those having secure and preoccupied attachment styles. Regression analyses revealed that absence of secure attachment style, fearful attachment style, and problems in affective responsiveness in the family were associated with symptoms of depression. Gender, fearful attachment style, and communication problems in the family were found to be associated with symptoms of anxiety<br>and fearful attachment style, communication problems in the family and inappropriate family roles were found to associate with hopelessness. These findings were discussed with reference to relevant literature. Future research topics were suggested and thereupatic implications of the study were stated.
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Goss, Joanne Kate. "The relationship between self-efficacy and ways of coping of first-year university students." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1555.
Full textAbstract:
This is a quantitative, exploratory study focusing on self-efficacy and ways of coping of male and female first-year psychology students at a university in the Nelson Mandela Metropole. The study aimed to explore and describe the relationship between The General Perceived Self- Efficacy Scale and the Ways of Coping Questionnaire of first-year university psychology students. A non-probability convenience sampling technique was employed. The sample consisted of 34 males and 94 females between the ages of 18 and 21 years, who were registered for a first-year psychology module. Descriptive and inferential statistics were used to analyse the data. The results showed moderate correlations between general perceived self-efficacy and problem-focused and focusing on the positive as ways of coping. In addition, the results showed significant relationships between general perceived self-efficacy and problem-focused coping, seeking social support and focusing on the positive as ways of coping. Gender differences with regards to the constructs of coping and self-efficacy were also explored. Limitations of the present research were noted and recommendations for future research were proposed.
32
Carpenter, Donna Lyn, and d. carpenter@cqu edu au. "An Exploration of Learning Environments used by students in a first year University course." Central Queensland University. Computing Sciences, 2006. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070524.132217.
Full textAbstract:
This research involved the design, development and implementation of an online survey instrument to identify the physical learning environments and resources students use when studying an online course. It was found, through a review of the literature, that there was no appropriate instrument available for this purpose. It was also found that the term physical learning environment actually is not well defined in the literature. These two factors have been addressed in this research.
The results obtained from the survey found that students used a mixture of physical learning resources such as textbooks, and online resources such as email and online submission of assessment items. However, none of these resources were used all the time. It was also established that the majority of students preferred to learn at home using either online or paper-based resource material. The results also showed that the library both as a resource and as a learning environment was not being used to its full potential.
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Hoi, Man-Nor Mandy. "Career development of first-year university students, a test of Astin's career development model." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ31034.pdf.
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Sirhan, Ghassan Abdel-Aziz Ahmad. "A study of the effects of pre-learning on first year university chemistry students." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/3989/.
Full textAbstract:
The General Chemistry course was studied over a six-year period (1993/94 to 1998/99). The following areas were examined: (1) In the first year of this study (1997/98), the first step was to look at the history of the General Chemistry course from it's birth in the academic years 1993/94 till 1997/98 to monitor and explore many features of the course: structure, organisation, and the changes made to the course which might affect the original pattern and objectives. The study was aimed to compare students' exam results during the time of this course (1993/94 to 1997/98) and to explore the observations made previously that exam performance was not linked to entry qualifications. (2) The research sought to identify areas of student difficulty, to find out the reasons behind these learning difficulties, and to design materials to reduce obstacles to learning. Using questionnaires and interviews along with a detailed analysis of examination scripts and overall performance of students, a detailed picture was built up of the areas of student difficulties, with some insights into the reasons for these difficulties. (3) Students' opinions about the chemistry course (both at school and university levels) were gathered in an attempt to develop an overall picture of student attitudes, especially those attitudes which might influence performance. (4) The parallel course (Chemistry-1) was also studied for comparative purposes, recognising that its aims and structures were somewhat different.
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Nowlan, Andrew Gerald Parker. "Identifying and exploring discrepancies in study abroad intent amongst first-year Japanese university students." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3007279/.
Full textAbstract:
As participation in study abroad grows at higher education institutions around the world, involvement amongst Japanese students is decreasing. Action has been taken by various stakeholders to address the downward trend; however, this is being done under conflicting interpretations of internationalization. Applying an explanatory sequential mixed methods design (quantitative N=311, qualitative N=10) and pragmatic worldview, this study aims to identify some key factors that contribute to study abroad intent amongst first-year Japanese university students while generating actionable knowledge that may lead to improved domestic curriculum and interest in international opportunities. To accomplish this, the theory of planned behavior is employed alongside second-language (L2) acquisition models that reflect the inherent nature of study abroad involving a foreign language for most Japanese students. Through interpretation of the data, the research first aims to address the primary research question, involving differences between those with strong intent to study abroad and those with weak intent. Particular focus is placed on the attitudinal variable of international posture, as well as perceived benefits and deterrents to study abroad. Secondly, based on identified differences, the defining of a predominantly willing group of students as self-selecting is proposed. These students generally have higher achievement in the L2; prior international experience; greater international posture; a positive association between study abroad and purpose; and a flexible outlook on the traditional higher education practices and traditions in Japan. Finally, this thesis examines how certain self-selecting traits can be fostered in a classroom environment, thus potentially increasing interest in study abroad. If L2 educators can integrate an international dimension into the language curriculum, by means of transformative learning and internationalizing the curriculum, then domestic studies may benefit not only students who plan to study abroad, but also those who genuinely lack the means to participate.
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Teideman, Gillian. "Navigating learning during the first year at university for direct entry Physical Education students." Thesis, University of Brighton, 2017. https://research.brighton.ac.uk/en/studentTheses/6a356b26-8811-4316-baf7-5d69a5d6cfb5.
Full textAbstract:
The purpose of this research was to explore and gain insight into year 1 undergraduate Physical Education student experiences of learning and develop understanding of the means by which students are supported in the transition to university. It explores the perceived cognitive, affective and social demands on learning; and the challenges and barriers faced by students in becoming academic learners in Higher Education. A qualitative phenomenological approach was adopted. Interpretative phenomenological Analysis (IPA) provides a methodological framework and analytical approach that enables an exploration of the individual [and shared] lived experience of the six research participants. The research is idiographic starting with a detailed exploration of individual experience and perspectives, followed by an interpretative analysis that preserves the participant voice. Semi-structured interviews were conducted at three key points during the first year of study and transcripts were analysed using an iterative, hermeneutic approach. A process of abstraction identified four recurrent master themes that capture the student experience of learning. It is by presenting a holistic understanding of the role that ‘Self’, ‘Becoming’, ‘Belonging’ and ‘Motivation’ play in defining student experiences of learning that this research makes its contribution to knowledge. The findings of this research show that student experiences of learning are individually unique and illustrates the importance of re-evaluating transition. Participants were self-aware but held compound self-concepts that are emotionally and socially defined. Situated and meaningful interaction is critical in fostering resilience and a sense of control over learning and tensions between the relational and connected nature of experience are brought into view. Participants encountered disconnection between certain pedagogies and learning, self-determination and the regulation of study. The conclusion identifies a series of developmental themes that can inform understanding and contribute to further research where the agenda for change seeks to respond to student needs through improvements in teaching and learning; student-centred pedagogy, connectedness, emotional coping, inclusion or exclusion, and mastery oriented learning.
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Qinisile, Nomawethu Patricia. "Perceptions of first-year students regarding engaging in sexual behaviours at a university campus." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80301.
Full textAbstract:
Thesis (MCurr)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: The university environment provides many opportunities to be sexually active. University
students are reported as tending to engage in high-risk behaviours related to sex, alcohol and
drugs. First-year university students are reported to be most vulnerable, as they lack
experience to make good and risk-aware decisions when it comes to sexual liaisons.
Available initiatives aimed at improving sexual behaviours of students are reported as being
implemented simply because they work well somewhere else, without prior assessment of the
needs/characteristics of the target population. This can negatively affect their effectiveness.
The following question motivated the study: What factors influence sexual behaviours of
first-year students on a university campus? This study sought to describe the perceptions of
first-year students about engaging in sexual behaviours at a university campus. To answer the
research question, theory of planned behaviour (TPB) was applied as the framework of the
study.
The study was descriptive in nature. Data were collected by means of a self-administered
questionnaire from a conveniently selected sample of 240 first-year university students from
one campus in the Eastern Cape. The measuring instruments were constructed from the
constructs of the TBP, namely attitudes (ATT), perceived social norms (PSN), perceived
behavioural control (PBC), and behavioural intentions (BI). The SPSS was used to analyse
data for frequencies of responses and multiple regression. Most participants reported being sexually active (85.3%) and the lack of provision of
information on sexual issues from adults (parents (23.3%) and church authorities (10.8%)
was apparent. Perceived social norms were the most prominent factor that showed to be
predictive of sexual behaviours with three significant predictor variables, namely partner age
difference (beta = .059, ρ< .040), number of sexual partners in 3 months (beta = .238, ρ<
.008) and condom use (beta = .095, ρ< .014). Behavioural intentions also showed some
prediction, to a lesser extent, with one predictor variable, namely age at first willing
intercourse (beta = .86, ρ< .001). The results from this study suggested that targeting social
norms in intervention efforts aimed at improving sexual behaviours of first-year university
students in the target population could be beneficial. More studies to explore available social
norms in this target group and intervention to change negative norms are recommended.<br>AFRIKAANSE OPSOMMING: Die universiteitsomgewing bied studente meer geleenthede om seksueel aktief te wees.
Daarbenewens is universiteitstudente na bewering geneig om hoërisikogedrag met betrekking
tot seks, alkohol en dwelmmiddels te openbaar. Eerstejaarstudente word as die kwesbaarste
beskou, aangesien hulle die ervaring kortkom om goeie, risikobewuste besluite oor seksuele
verhoudings te neem. Tog word die beskikbare inisiatiewe vir die verbetering van seksuele
gedrag onder studente blykbaar slegs in werking gestel omdat dit elders goed werk, sonder
om eers die behoeftes/kenmerke van die teikenpopulasie te bepaal. Dít kan die
doeltreffendheid van dié inisiatiewe benadeel.
Die vraag wat as beweegrede vir hierdie studie gedien het, was: Watter faktore beïnvloed die
seksuele gedrag van eerstejaars op ’n universiteitskampus? Die navorsing wou dus ondersoek
instel na eerstejaars se opvattings oor seksuele gedrag en seksuele verhoudings op ’n
universiteitskampus. Om hierdie navorsingsvraag te beantwoord, is ’n teorie van beplande
gedrag (TPB) as studieraamwerk gebruik.
Die studie was beskrywend van aard. Data is met behulp van ’n vraelys van ’n gerieflik
gekose steekproef van 240 eerstejaar-universiteitstudente op ’n enkele kampus in die Oos-
Kaap ingesamel. Die deelnemers het self die vraelys ingevul. Die meetinstrumente is
saamgestel uit die verskillende konstrukte van die TPB, naamlik houdings (ATT),
waargenome sosiale norme (PSN), waargenome gedragsbeheer (PBC) en gedragvoornemens
(BI). SPSS-sagteware is gebruik om die data vir die frekwensie van response en meervoudige
regressie te ontleed. Die meeste deelnemers het aangedui dat hulle seksueel aktief is (85,3%), en die gebrek aan
inligting oor seksuele kwessies vanaf volwassenes (ouers 23,3%) en die kerk (10,8%) blyk
duidelik. Waargenome sosiale norme het as die sterkste voorspeller van seksuele gedrag na
vore getree, met drie beduidende voorspellerveranderlikes, naamlik ouderdomsverskil met
bedmaats (Beta = .059, p< .040), aantal bedmaats in drie maande (Beta = .238, p< .008) en
kondoomgebruik (Beta = .095, p< .014). Gedragvoornemens het ook ’n mindere mate van
voorspellingsvermoë getoon, met een voorspellerveranderlike, naamlik ouderdom met eerste
gewillige seksuele omgang (Beta = .86, p< .001). Die resultate van hierdie studie dui daarop dat intervensiepogings om seksuele gedrag onder
eerstejaar-universiteitstudente te verbeter, by ’n klem op sosiale norme kan baat vind.
Verdere studies oor die bestaande sosiale norme van hierdie teikengroep, sowel as intervensie
om negatiewe norme te verander, word aanbeveel.
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Lemmens, Juan-Claude. "Students’ readiness for university education." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26675.
Full textAbstract:
The aim of the thesis is to investigate the readiness characteristics that determine risk for either failure or withdrawal before students enter university. These relationships are investigated and explained with a literature discussion that includes readiness for university education, student transition, retention and withdrawal theory. The motivation for this research emanates against the challenges that the South African Higher Education in general faces as well as the demands placed on the Faculty of Economic and Management Sciences to supply for the high demand for well equipped financial service professionals. The research project was completed in three phases. In the first phase a structured questionnaire was developed to measure the non-cognitive factors relating to readiness for university education. The purpose of the ‘Academic Readiness Questionnaire’ is to function as a screening test for first-year students that enter university. The Academic Readiness Questionnaire went through a scientific process of test development and standardisation. The overall Cronbach’s alpha for the questionnaire is 0.87, which indicates good internal consistency reliability for the scale with this sample. In the second phase the Academic Readiness Questionnaire was administered to the 2008 cohort of first-time entering students from the faculty of Economic and Management Sciences during the first-year orientation week. The total number of students in the sample is 829 students. In the third phase the students who withdrew from their studies were interviewed telephonically. A total of 42 students were interviewed to determine the salient reasons for withdrawal. Quantitative data were analysed using various descriptive and inferential statistical methods. These include factor analysis, regression analysis and multiway frequency analysis. The telephonic interviews were analysed with content analysis. The main findings reveal that the readiness characteristics show a direct relationship with academic success and intention to withdraw. The number of variables able to predict risk for either failure or withdrawal differ. More variables show a significant relationship with risk for failure than for withdrawal. Furthermore, the research results show that African students have higher academic achievement and are less likely to withdraw, when compared to white students. African students also tend to have higher academic success, compared to white students. The differences in academic success and withdrawal rates among African and white students are due to high school achievement and the number of credits the students register for. White students are also more likely to withdraw voluntarily, mostly within the first couple of weeks or months mainly due to choosing an incorrect study choice.<br>Thesis (PhD)--University of Pretoria, 2011.<br>Psychology<br>unrestricted
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Stier, Mark Martin. "The Relationship Between Living Learning Communities and Student Success on First-Year and Second-Year Students at the University of South Florida." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5133.
Full textAbstract:
The college experience for many students is an exciting and sometimes awe-inspiring journey. For the first time many students find themselves responsible for making life altering decisions that will determine the course of their adult lives for years to come. They are making the decisions to participate in specific academic majors, a variety of housing options and a multitude of extra-curricular activities. Unfortunately, without proper guidance and structure many of these students find themselves unable to cope with the new challenges of academia, faculty staff interaction, peer relationships and financial obligations. It is because of these challenges that institutions of higher education must take a proactive approach in addressing the unique needs of their students.
Of the estimated three million undergraduate college students entering higher education today ". . . nearly 30-40% of these students drop out without obtaining a college degree" (Enochs & Roland, 2006, p. 63). As a result of the challenges faced by these students, institutions are recognizing the importance of developing initiatives and support services to address the deficiencies in maturity, academics and social skills. One such initiative being implemented by institutions is the development and execution of living learning communities. The strengths of living learning communities are their adaptability, affordability and potential to address institutional concerns such as engagement, student persistence rates and academic success. Growing out of the college retention research of Alexander Astin (1993) and Vincent Tinto (1993), this current study examines the relationships between living learning communities and their influence on academic success and persistence rates of students who first matriculated in the Fall of 2010 or 2011, and were still enrolled in the Fall 2012 semester for first-year and second-year students at the University of South Florida.
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Dube, Bonani Hobane. "Transition to university : perceptions of first year Humanities students from impoverished backgrounds at the University of Cape Town." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10350.
Full textAbstract:
This study sought to explore the transitional experiences of students from a disadvantaged background at the University Cape Town (UCT). It set out to examine how students from previously disadvantaged backgrounds negotiated hardships stemming from their historically deprived backgrounds in their transition to university. Purposive sampling was employed in this study and seventeen first year humanities students from rural and township backgrounds were interviewed using a semi-structured interviewing schedule. Interviews were recorded on a digital recorder, transcribed and analysed using qualitative methods drawing on Tesch's eight step model, (cited in De Vos et al , Strydom, Fouche and Delport, 2005).
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Tom, Reyagalaletsa Felicity. "Adjustment experiences and coping strategies of first-year students at the University of Limpopo (Turfloop Campus)." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1699.
Full textAbstract:
Thesis (M.A.( Psychology)) --University of Limpopo, 2015<br>First year at university is challenging. For most students adjustment to social and academic life entails a degree of stress and emotional difficulties. These difficulties can result in a greater risk of first year attrition. The study sought to understand and describe the adjustment experiences of a sample of first year students at the University of Limpopo (Turfloop Campus). Qualitative research was conducted to establish the lived experiences of the participants. Four focus groups were conducted, in all there were eighteen first year participants from different departments. Data were gathered by use of semi-structured interviews which allowed probing. Thematic Content Analysis was employed to glean themes from the data. The study concluded that some of the first year participants struggled to adjust to social and academic life at the institution. This was exacerbated by the presence of insufficient support from university personnel, financial problems, unmanageable workloads, and unfamiliar method of instruction. These participants tended to use negative coping mechanism such as ignoring problems, smoking marijuana and propositioning the opposite sex (males). However, some of the participants had positive adjustment experiences and used positive coping mechanisms such as working hard, interacting with lecturing staff, listening to music, interacting with peers and attending religious events. The study recommended that orientation for first year students should incorporate a programme that helped first year students understand the challenges they are likely to face.
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Zozulya, Maya. "Prevalence of suicidal ideations among first-year students at the University of the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5077.
Full textAbstract:
Magister Artium - MA<br>This mini-thesis aims to gauge the extent of occurrences of suicidal ideations
among a sample of first-year students at the University of the Western Cape. The
study investigates whether differences among those with suicidal ideations exist
with respect to gender, race, religious affiliation and faculty for which students are
registered. The sample of the current study consisted of 161 students from two first year Psychology classes at the University of the Western Cape. Non-probability
convenience sampling was used whereby only those students who attended the two
lectures were asked to participate in the current study. Students self-completed a
questionnaire which included a brief demographic section and a section with the
Beck Scale for Suicide Ideation (BSS). The overall occurrence of suicidal ideations
in the chosen sample was 26%. No significant differences among those with suicidal ideations in terms of gender, race, religion or faculty were observed. The results of this study highlight the importance of establishing prevention and intervention programmes on university campuses to create more awareness about suicide and offer more education to students on this topic in general, as well as to specifically offer counselling and support to students suffering from suicidal ideations.
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Darby, Denise. "Relationships between Major, Performance, Time on Academic Activities, Social Activities, and Gender of First-Year Traditional Students." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7774.
Full textAbstract:
Higher education institutions are tasked with providing opportunities in and out of the classroom that provide students opportunities for a successful college experience. First year student expectations of the college experience initially influence selection of academic and social activities. Unmet or unrealistic expectations may lead to poor academic outcomes, stunted social development, and attrition.
This study focused on traditional first year students at the onset of their college career. Through selection of anticipated field of major study, GPA, and extracurricular activities, students initially identify potential academic activities and potential social activities. This study provided quantitative data in an effort to identify possible relationships between and among those intentions. Student selection of major field of study may drive academic progress and influence selection of social activities.
This study used the College Student Expectations Questionnaire (CSXQ) responses of 3272 first time in college (FTIC) students who attended a large public university in the southeast during the fall 2012 semester.
Results, conclusions, significance, and implications of the work to the discipline are reported here.
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Sieman, Ashley Mouberry. "Motivational Predictors of Academic Cheating Among First-Year College Students: Goals, Expectations, and Costs." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-12042008-105621/.
Full textAbstract:
Academic cheating is a persistent and pervasive problem that threatens the core values of higher education (Burnett, Rudolph, & Clifford, 1998; McCabe, Trevino, & Butterfield, 2001a; Whitely & Keith-Spiegel, 2002). While a significant amount of research has been devoted to exploring the problem of student cheating, much of what exists is descriptive in nature and lacks an overarching, theoretically-based, conceptual framework. This study aimed to fill this gap in the existing literature by proposing and testing a theoretically-based conceptual model of the motivational predictors of academic cheating using a population of first-year college students. The model used in this study was developed based on the combined work of Murdock and Anderman (2006) and Harding, Mayhew, Finelli, & Carpenter (2007) and relied generally on expectancy value theory and, specifically, on the theory of planned behavior, to explore how goals, expectations, and costs influence first-year college studentsâ decisions to cheat. The proposed model was tested using a quantitative web-based survey instrument that was administered during the spring of 2008 to all 4,462 full-time, second semester, first-year students attending a large, public, land grant, institution located on the east coast of the United States. Data were analyzed using a variety of quantitative statistical techniques including multiple and hierarchical regression, general linear modeling, and structural equation modeling. Results provided support for the use of expectancy value theory and, specifically, the theory of planned behavior, as a theoretical model for understanding how motivational factors influence studentsâ decisions to cheat. Results showed that goals and expectations are important for understanding how studentsâ perceive the costs associated with cheating and that attitudes toward cheating and past cheating behavior are among the strongest predictors of intention to cheat and actual cheating behavior. Implications for practice and future research are presented and discussed.
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Hillstock, Laurie Giles. "Exploring pre- and post-admission characteristics of retained first-year students enrolled in non-proximal distance learning programs within public, 2-year colleges." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252424842/.
Full text
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Porteus, Kimberley Ann. "Exploring pedagogical innovation in core curriculum serving first year students in a South African University." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006254.
Full textAbstract:
This study explores the potential for critical pedagogical innovation to expand student learning activity, meaning making and learning agency of first year undergraduate students. The study is located in a larger critical project. Rather than looking to support ‘unprepared’ students to better adapt to the current culture of higher education, the larger critical project looks to the generative potential of new students to elaborate the structure of higher education itself over time. The study emanates from a process of reflective self-critique of one higher education institution in South Africa serving a student population with little access to educational advantage. The emerging critique was located at the interface of institutional practice, student learning activity and the meaning making processes mediating the two domains. This critique gave birth to the pedagogical innovation at the centre of this study. The pedagogical innovation took the form of an activity system, with three sets of pedagogical tools mediating the system: tools to expand the learning practice of students, symbolic tools to expand the critical meaning making toolkit available, and tools designed to build a new learning community better aligned with interactive learning activity. This study is an intervention case study, theoretically grounded in the work of activity and socio-cultural theorists. The pedagogy was embedded within a semester long credit-bearing core course for entering first year students. The study follows the experience of the 652 students participating in the 2010 pilot experience. Upwards of 70% of students suggest that their reading (76%) and writing (71%) practice had changed by the end of the course. Over 80% indicated that the course made them better readers (85%) and writers (84%.) Students suggest that they read and write more and enjoy reading and writing more. They suggest that as motive expanded, activity of reading and writing expanded, complimentary activity expanded (e.g. expression and critical engagement), and participation across a number of domains expanded. Students with less historical access to educational advantage made stronger claims about the pedagogical toolkit than students with more access to educational advantage. This study suggests that under the right conditions, critical pedagogy focusing on student learning activity and meaning making can expand learning practice and meaning making of first year undergraduate students, contributing to an expanding claim on learning agency. It tentatively suggests that this type of learning architecture is well aligned for appropriation of students with less access to historical socio-educational learning privilege, but remains sensitive to the situated nature of historic disadvantage (for example, in campus sites.) The study points to the specific potential of three toolkits: toolkits to mediate expanded learning activity, toolkits to expand meaning making, and toolkits designed to directly reconstitute the learning community itself. The study concludes by extracting some lessons for critical pedagogical innovation serving first year studies into the future. It points to the importance of the domain of learning activity and meaning making, and suggests the kind of changes within the culture of higher education required to better unleash innovation in this area. It points to the generative potential of methods that better combine students and lecturers within pedagogical innovation processes. The study concludes by pointing to the relatively unoccupied area of critical research, whereby the work to expand the learning activity of first year students is aligned to the potential of students to elaborate the structure of higher education itself over time. The study points to three specific research areas: research building stronger pedagogical tools for first year students; research to better understand the critical meaning making project of students; and research to better understand the transformation of the pedagogical inheritance within higher education.
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Matoti, S. N., and M. A. Lekhu. "Problems first-year university students bring to science classes and implications for teaching and learning." Interim : Interdisciplinary Journal, Vol 7, Issue 2: Central University of Technology Free State Bloemfontein, 2008. http://hdl.handle.net/11462/392.
Full textAbstract:
Published Article<br>An exploratory study was conducted to investigate firstly, the contextual problems first-year university students experienced at their respective schools and secondly, the subject related-problems that they could be bringing to science classes and which could later affect their understanding of science concepts. The study is grounded in constructivism. A questionnaire was administered to all the 2007 First-year B.Ed (FET) Natural Science students at the Central University of Technology, Free State. The contextual problems identified by respondents included school, educator, examiner and student-related problems. Subject specific problem areas were identified in biology, chemistry and physics. The paper also reports on the preliminary results of some teaching interventions implemented in the three subjects. A Force Concept Inventory (FCI) test was administered to the physics students, and a concept test for chemistry group. Concept mapping as a teaching and learning strategy has been introduced in biology classes. Further research continues on the effectiveness of these interventions.
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Mwanza, Gabriel. "Social networks : encouraging collaboration among first year undergraduate students at the University of Cape Town." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11495.
Full textAbstract:
The study seeks to gain a rich and in-depth understanding of the nature of students learning, mediated by their participation insocial networks in three learning locations at the University of Cape Town (UCT), namely, (i) formal learning locations, such as scheduled classes and laboratory sessions; (ii) semi-formal learning locations, such as libraries, walk-in laboratories and mingling areas; and (iii) informal learning locations, such as after-hours work, university residences, and weekends in private homes.
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Nibagwire, Jeanne D'Arc. "Factors influencing first year nursing students' career choice at a University in the Western Cape." University of Western Cape, 2020. http://hdl.handle.net/11394/7377.
Full textAbstract:
Magister Curationis - MCur<br>The nursing profession is the backbone of the healthcare system glob-ally. However, due to the ongoing shortage of nurses there is a growing demand for nurses across the world. This demand puts pressure on the continued recruitment of new nursing students. The factors that influence students’ reasons for entering nursing vary and require investigation to improve recruitment practices.
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Nibagwire, D'arc Jeanne. "Factors influencing first year nursing students’ career choice at a University in the Western Cape." University of Western Cape, 2019. http://hdl.handle.net/11394/7430.
Full textAbstract:
Magister Curationis - MCur<br>The nursing profession is the backbone of the healthcare system glob-ally. However, due to the ongoing shortage of nurses there is a growing demand for nurses across the world. This demand puts pressure on the continued recruitment of new nursing students. The factors that influence students’ reasons for entering nursing vary and require investigation to improve recruitment practices