the transition from school - a university's role in pre-entry

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Sentrum vir Voornemende Studente••••

Centre for Prospective Students

THE TRANSITION FROM SCHOOL -

A UNIVERSITY’S ROLE IN PRE-ENTRY

Celeste NelCeleste NelCeleste NelCeleste NelCentre for Prospective StudentsCentre for Prospective StudentsCentre for Prospective StudentsCentre for Prospective Students

Stellenbosch UniversityStellenbosch UniversityStellenbosch UniversityStellenbosch University

CONTEXTUALISATION

The South African school system is producing students who do not easilysucceed in higher education.

National statistics indicates a 40% drop out in the first year

Findings from various studies have shown that students are increasingly underprepared and therefore not ready for higher education studies.

“No, I was not (prepared). At school, the only thing they do is spoon feed.”

The problems resulting from the gap between school and university have been aggravated by the inequalities that still exist in the secondary school system.

“...because in our type of school (previously disadvantaged school) you do not work that hard, and suddenly you have to do this mass of work - it just gets too much...”

The gap between school and university is also increased by Higher Education Institutions that are insufficiently equipped to accommodate learners –particularly learners from disadvantaged backgrounds.

WHO’S RESPONSIBLE?

“The time is right for South African higher education to stop moaning about matric and the poor quality of learners produced by the school system. Instead, the higher education sector needs to send a clear signal about the entry-level competencies it expects of entering students. Thereafter, higher education should develop partnerships with FET colleges and the school sector as to actively engage with them and the community with a view to developing learners who are prepared for further studies and the world of work.”

Foxcroft en Stumpf (2005:18)

AIM

To propose framework for a holistic and integrated pre-university intervention

• according to which a university can play a role at school level

• to prepare prospective students more effectively for university studies

• and thus facilitate a smoother transition from school to university.

METHODOLOGY

• Learners' perception or experience on transition

1) pre-entry school phase2) after enrollment at university

• An interpretative approach

• Case study design.

Second phase of inquiry:• Study group: A representative group of first-year students who participated in the bursary project and enrolled at Stellenbosch University.

• Qualitative data on the transition process was obtained by means of semi-structured interviews.

First phase of inquiry: • Study group: 213 black learners in grade 12 from 70 schools in the Western Cape who attained an aggregate of 70% and higher at the end of Grade 11 and participated in a Stellenbosch University bursary project.

• Quantitative data on identified variables that could play a role in the transition from school to university in the final school year of the study group was obtained by means of a questionnaire.

LITERATURE OVERVIEW

The importance of the transitional phase

• The successful transition from school to university plays a decisive role in academic success and through-put rates (Bubb, 1991; Maxakato, 1999; Prins, 1991;

Roberts, 1994; Thomas & Quinn, 2007).

• The highest drop out from higher education takes place in the first academic year and mostly in the first six months – thus in the transition phase (Tinto, 1993; Terenzini et.al., 1996a; Maxakato, 1999; Brawer, 1996; Tait et.al., 2002; Nakasa, 2003; Thomas & Quinn, 2007).

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LITERATURE OVERVIEW

Culturaladaptation

Financial circumstances

Academic adaptation

Social and emotionaladaptation

Unrealisticperceptions and

expectations

Inadequacies and

inequalitiesin the school

system

Gap between school and university

TRANSITION

(Mumba et.al., 2002; Nair, 2002; Nel, 2006)

(Tinto, 1993; Maxakato, 1999; Troskie-de Bruin, 1999; Mji, 2002; Nair, 2002; Sedumedi, 2002; Lourens & Smit, 2003; Hay & Marais, 2004; Foxcroft & Stumpf, 2005; De Klerk et.al., 2006; Kivilu, 2006),

(Tinto, 1993; Yorke, 1999; 2002; Tait et.al., 2002; Ollerman, 2002; Sedumedi, 2002; Bojuwoye, 2002; Lowe & Cook, 2003; Nel 2006)

(Seymour en Hewitt 1997; Maxakato:1999; Eiselen & Geyser, 2003; Fraser & Killen, 2003; Foxcroft & Stumpf, 2005; Thomas & Quinn, 2007),

(Larose & Roy, 1999; Brown, 2002; Sedumedi, 2002; Botha et.al., 2005)

(Richardson & Skinner, 1992; Pascarella & Terenzini, 1991; Rendón, 1992; Troskie de-Bruin, 1999)

(Tinto, 1993; McGrath & Braunstein, 1997; Seymour & Hewitt, 1997; Yorke, 1999; De Beer, 2006),

THE NECESSITY FOR A PRE UNIVERSTY INTERVENTION

• If higher education institutions want to improve their retention rates, intensive interventions are necessary at the earliest possible phase - not only to identify potential students at risk, but to also prepare prospective students for higher education (Pascarella & Terenzini 1991; Padron, 1992; Troskie-de Bruin 1999; Eiselen & Geyser, 2003; Bitzer & Troskie-de

Bruin, 2004).

• In various studies a variety of pre-university and partnership projects at higher education institutions that aim facilitate access and transition, are being discussed (Chaffee, 1992; Padron, 1992; Foxcroft & Stumpf, 2005; Thomas & Quinn, 2007; US, 2006; Frick, 2007a). Some programmes focus specifically on information dissemination on study opportunities whilst others aim to prepare students academically for the transition.

However, the interventions appear to be fragmented .

There seems to be no holistic and integrated approach towards pre-university interventions in schools that articulate with the extended support programmes

for first year students.

EMPIRICAL RESULTS

Culturaltransition

Socio-economic and financial

circumstances

Academic transition

Social transition

Gap between school and university

TRANSITION

Expectations and school background





GAP BETWEEN SCHOOL AND UNIVERSITY

Almost 88% of the grade 12 respondents indicated th at they were well prepared by their schools for university studies an d 92% felt that they were ready for higher education.

“No, my school did not prepare me… the stuff that we learn here (at university) – it looks like school is light years behind...” (Student from a disadvantaged school)

“…a school in area X (previously disadvantaged school) is not a school if you compare it to like, normal schools, or like the school I went to (privileged school). They didn’t really have like Science labs, even, and Languages, they didn't -English isn’t very good, and study methods and results and things like that, it’s just not…very good….I think I would feel…maybe inferior if I came from that background…” (Student from a privileged school)

GAP BETWEEN SCHOOL AND UNIVERSITY (cont)

Deficiency in the level of skills in core subjects such as mathematics and physical science as well as in computer skills were found.

“…some of my friends that studies Theoretical Physics (with me)...most of them attended Mathematics Olympiads, and this and that and a lot of things. Our school (referring to a disadvantaged school) did not offer this...they had like connections and everything, Mathematics Olympiads, and they have computers, and if you had landed there your parents would have had money.…” (Student from a disadvantaged school)

ACADEMIC TRANSITION

Unrealistic academic expectations

“I was so used to get A's and stuff, so get used to like, no, you're not going to get A's and that's probably more realistic…”

“I think I’ve expected too much. I was number one at my school and I expected to happen here as well, but it didn’t work that way”

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ACADEMIC TRANSITION (cont)

School background

“…but there are students who had higher grade at school...they have an advantage...but they said that the way they do it now (at university) is not the same as at school, but at least they have the background. We have nothing...” (Student from a disadvantaged school)

But, in spite of initial difficult academic transit ion…

“…you're scared because you're thinking maybe you know, I'm from a disadvantaged school and so they don't think that you're that clever, you have to prove yourself…Ja, I did, and the way I try and do it is by speaking in class more often…So I started off very small in tut groups, with tuts, starting speaking, stating my point, and it doesn't matter if I'm wrong, so long as I'm saying something...the first time I did it, it was in Criminal Law, I spoke and I just, afterwards I phoned my mom and it was like, 'I spoke in front of the whole class now, and there's white children in class, Mommy, I knew the answer and I thought, that's okay to me.” (Student from a disadvantaged school)

ACADEMIC TRANSITION (cont)

The successful transition from school to university studies does not onl y require academic achievement. It also demands an adjustment in students’ a cademic skills, habits, attitudes and qualities.

“…from grade twelve to here is massive…at matric finals we were looking at a stack of what we had to study for this, we thought we would never get through it, we get to the first semester at university, and the textbooks are bigger than the stack of notes we had to go through in matric, and now second semester is now even bigger than the work we did before. So it's just like it accumulates all the time…”

“I've learnt that my study skills are not, it’s not equipped for the type of study I am doing now….Previously I would read through once and know it, and now I have to read through it five or six times, and then, and then most of the time there is not enough time to go through it that many times as well, because the volume of work is just that much…”

“You see, the thing is at matric level, last year…you had a goal at the end of the year…I mean, you knew what you wanted at the end of the year - if you wanted a B on your matric certificate or if you wanted an A, what your goals were…First year, you're thinking, ‘okay, if I don't get Private Law this year, I can get it next year’. You don't have specific goals ....right now, I don't have this big goal at the end of the year...it is not this big A that was hanging over my head last year. So, it's easy to slack off and not be disciplined in your classes, and be more social and active, because you know it is not that important at the end of the year.”

SOCIAL TRANSITION (cont)

Support network and first generation

Regardless of their own educational level , the support role that parents play in the transition phase is imperative to students’ successful adjustment.

“I think she's my motivation in life. She's so wise. And if I have good marks it makes her happy…She's just done so much for everyone. I mean she's a single parent, we're like four…two dependent…sometimes you see like kids going home over the weekends, 'oh my gosh, I whish I could go…‘, but it makes it just so much better when you have holidays. I think, ja…just to know that someone's got your back and if you think things are just too hectic, you know that you've got someone to talk to…”

Some of the first generation students did however indicate that, although they lean on their parents for support, their parents do not always know how to support them :

“… they're not constantly involved, like they'd be there when the report comes out, and when I'm about to write exams, and that, that would be it. But they don't realise that I have to constantly work, all the time, ja…they don't know my workload, they see the textbooks, and they'd say 'oh, we have to buy those textbooks and they cost' and…that's their involvement. And they didn't know that I have to spend time like every single day just, just to keep up and that's not even staying ahead…”

SOCIAL TRANSITION

Importance of social (and academic) integration

The role that friends and fellow students play as support structures is also becoming increasingly important in the transition phase.

“…It’s just better, beacause they know what you are going through, we have cried a lot. It’s not even funny! Espesially before a test...But they (parents) will phone before a test, the evening or the morning...but it is your friends that walk with you into the exam hall...”

The support network in the university residence facilitates the transition process , while private accommodation poses challenges with regard to transport, the use of campus facilities and social integration that could ultimately have a negative influence on the transition process.

”…the residence make everything much, much easier…the first day we had to go to the faculty, you go with the group of people from the residence and you know exactly where to go. And the residence is very supportive. If I was at home, I would have been more unsure as to where I should go, and where’s my classes...I think that, that made the transition easier for me...the residence is part of the orientation programme and you meet people...it makes it easier to know that you have someone to talk to in class....”

CULTURAL TRANSITION

Unrealistic expectations

“I don't know why, but for me it was just scary to, to interact with the white children all the time, you know, except that they are also normal, you think that they're from this model C schools, that they are so intelligent and so cool, and stuff, and you see 'oh my gosh, I can beat them, in schools', and then you like, 'o, okay, we're normal'…Afterwards you see that, but first, initially you think, there's no way I'm gonna (sic) be all these things…I don't know what it is, I'm sorry to say, but white children just look clever, you know, they just do, that's my perspective of it…” (Student from a racially non-integrated school)

Minority groups and social integration

“…I don’t share the whole ethos…they have these activities in residence…like ‘inbly-naweek’, where you stay in, the whole weekend and you do everything together with a whole bunch of guys the whole weekend, I can’t do that…it’s more cultural, I mean, the activities that they would do there, would be like ‘tou-trek’, really! I’ve never done ‘tou-trek’, never in my life, down-downs, I wouldn’t participate in down-downs… Okay, all my coloured friends we would refrain from that, or wait for them to do something better…”

New generation

It did seem that students form integrated (predominantly privileged) schools, did not experience the cultural transition to a historically white university as severely as their peers form more homogeneous disadvantaged schools: “…Nooo, I'm so used to it, agh, like my whole life I was surrounded by white people...” (Student from coming from a racially integrated school)

SOCIO-ECONOMIC AND FINANCIAL CIRCUMSTANCES

Students often choose to travel to campus rather than to stay on campus in order to save money.

“…especially being in a res, it's much, much more expensive, like I think we save a lot of money me not being in the res… eating at home, and so, not having so much stuff which you have to buy, and you know, ‘huistops’, and ‘huisdans’ …”

Social participation , especially on a campus where the majority of students are fromrelatively privileged backgrounds, are difficult if you can not afford to take part in most activities that costs money.

“…there is cases where you have friends that go out a lot, regularly...and in these where a man has friends that go out a lot, it cost money and if you do not have that much mosny to give out, it can restrict you socially.”

This could hamper social integration and have an influence on an academically successful first year.

“…it actually worries me though, I know that course is hectic and stuff, my fees come up to about thirty thousand, bursary comes like…twenty odd thousand…Thereabouts, so there's still a part that needs to be paid. So, I'm thinking what if my parents don't pay, and I worry about this all the time. I would spend more time worrying about that, than studying, like, that's also a problem, yes.”

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FRAMEWORK FOR A PRE-UNIVERSITY INTERVENTION

Points of departure

•The framework does not operate on the assumption that it includes all the possible variables that play a role in the transition phase, but it proposes a point of departure for early intervention.

•The proposed framework points to the interdependence of variables that play a role at school level in entering university and the transition to higher education.

• The role played by the socio-economic school classification (in the South African context) as well as the role that expectations (often unrealistic) play in the pre-university and transition phase is taken into consideration throughout.

• Universities should beware of fragmented interventions where every faculty or department works in isolation in schools.



PRE-UNIVERSITY

ENROLLMENT(ACCESS)

TRANSITION

Academic

Social

Financial

Cultural

•Academic achievement•Generic skills•Core subjects

•Career choices

•First generation•Support network

•Socio-economic•Financial support•Accommodation

•School classification

•Academic preparedness•Characteristics, skills,

habits, etc.•Relationship with lecturer

•Teaching and learning situation

•Career choice•Academic support

•Perspective on reality

•Academic achievement

Academic Academic

SocialSocial

•Support network•First generation

•Social integration•Social balance

•Accommodation

•Parents•First generation

FinancialFinancial

Cultural Cultural

•Financial support

Perceptions on language and

diversity

•Financial pressure•Social

integration•Accommodatio

n•Work

•Minority status•Institutional culture

SCHOOL BACKGOUND AND EXPECTATIONS

APPLYING A PRE-UNIVERSITY INTERVENTION

SOCIALLY-Involvementof teachers

-Involvement of parents

CULTURALLY-Role models-Campus visits

ACADEMICALLY-Generic and subject specific

skills-Teachers

-Career guidance-Access

-Academic support awareness

FINANCIALLY-Information on

Procedures- Adequate support- Accommodation

School background and expectations

IN CONCLUSION

Higher education support programmes ought to focus not only on academic transition and adaptation in the first academic year, but also holistically on the relevant academic, social, cultural and financial challenges prospective students experience in the pre-university phase.

In this regard all elements of the university – academic units, support services, administration, accommodation units, bursaries and loans offices as well as student organisations – should be involved.

the transition from school - a university's role in pre-entry

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