The experiences of black students who dropped out of the masters in educational psychology course at a Gauteng university during the period 2002 to 2006
- Authors: Holmes, Lynn Court
- Date: 2008-06-06T10:30:17Z
- Subjects: Educational psychology study and teaching , Black college students , College dropouts , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:9145 , http://hdl.handle.net/10210/559
- Description: The high drop out rate of black students at Universities and other tertiary institutions throughout the world has been of concern to these institutions, and has been researched for many years. This research looked at the high drop out rate of black students from the Educational Psychology Masters course during the period 2002 to 2006 at a Gauteng University in South Africa. The study investigated the experiences of the participants who dropped out or nearly dropped out of the course and attempted to identify the extrinsic and intrinsic barriers to learning that contributed to this. The researcher made use of an interpretivist, qualitative, case study design to explore the experiences of the black participants. The data collection methods included individual and paired interviews, using open-ended questions, as well as incomplete sentences questionnaires. Themes established were verified by participants at the end of the data collection process. Data was analysed using the constant comparative method and aspects of grounded theory. Six themes emerged as findings, which were discussed in detail. These included three external barriers to learning, namely, “lack of time”; “lack of resources” and “structure of the course and University factors”. Two themes emerged which were discussed as internal barriers to learning, namely “cultural factors” and “lack of skills”. The sixth and final theme fitted under the heading external and internal barriers to learning and discussed “overt and covert racism” experienced by the participants. Recommendations were made to minimise the barriers to learning experienced by the participants, and to better accommodate their needs within the course and University structure. The limitations and strengths of the research were explained and the research brought to a conclusion with recommendations for future research within this realm made. , Prof. J. Pillay & Dr. E. Fritz
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- Authors: Holmes, Lynn Court
- Date: 2008-06-06T10:30:17Z
- Subjects: Educational psychology study and teaching , Black college students , College dropouts , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:9145 , http://hdl.handle.net/10210/559
- Description: The high drop out rate of black students at Universities and other tertiary institutions throughout the world has been of concern to these institutions, and has been researched for many years. This research looked at the high drop out rate of black students from the Educational Psychology Masters course during the period 2002 to 2006 at a Gauteng University in South Africa. The study investigated the experiences of the participants who dropped out or nearly dropped out of the course and attempted to identify the extrinsic and intrinsic barriers to learning that contributed to this. The researcher made use of an interpretivist, qualitative, case study design to explore the experiences of the black participants. The data collection methods included individual and paired interviews, using open-ended questions, as well as incomplete sentences questionnaires. Themes established were verified by participants at the end of the data collection process. Data was analysed using the constant comparative method and aspects of grounded theory. Six themes emerged as findings, which were discussed in detail. These included three external barriers to learning, namely, “lack of time”; “lack of resources” and “structure of the course and University factors”. Two themes emerged which were discussed as internal barriers to learning, namely “cultural factors” and “lack of skills”. The sixth and final theme fitted under the heading external and internal barriers to learning and discussed “overt and covert racism” experienced by the participants. Recommendations were made to minimise the barriers to learning experienced by the participants, and to better accommodate their needs within the course and University structure. The limitations and strengths of the research were explained and the research brought to a conclusion with recommendations for future research within this realm made. , Prof. J. Pillay & Dr. E. Fritz
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The factors that affect student integration into a TVET College
- Authors: Fray, Patrick Godfrey
- Date: 2017
- Subjects: College dropouts
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/267895 , uj:28428
- Description: Ph.D. , Abstract: Annually, many students apply and are accepted into Technical Vocational Education and Training (TVET) colleges countrywide. These students are accepted based on a National Qualification Framework (NQF) level 1 qualification. No pre-selection of students takes place and all eligible applicants are admitted. Many of the students who are selected for programmes in the Engineering, Business, and Information Technology departments experience great difficulty coping with the academic work because of the difference in academic standards and expectations of Secondary School education and the TVET college sector. The high attrition rate of students at Technical Vocational Education and Training (TVET) colleges and other tertiary institutions throughout the world has been of concern to these institutions of higher learning. “At the college under investigation only 103 of the 1108 students that initially enrolled completed the qualification in 2009”(Govender, 2010:7) This research examines the high attrition rate of a cohort of first year students enrolled at a TVET College in Gauteng, South Africa. The motivation for doing so is first, because the first year proves to be an important year in the process of persistence and second because the largest proportion of institutional leaving occurs in the first. This research study also places student attrition within an institutional context and highlights issues at local level where there is potential for improvement that would result in better outcomes for all stakeholders. Tinto’s longitudinal model focuses on the departure from institutions of Higher Education (HE) and, as such, serves as a starting point for this research. It is used within the framework of the third-generation Cultural Historical Activity Theory (CHAT) and serves as a research lens in order to view a bigger picture of student integration within a TVET college. To obtain a good understanding of student attrition or dropout at the TVET college, the researcher makes use of a mixed methods design including both qualitative and quantitative data. Elements of the phenomenological approach were chosen to form the basis of the research design. The reason for using the elements selected is that the study describes the...
- Full Text:
- Authors: Fray, Patrick Godfrey
- Date: 2017
- Subjects: College dropouts
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/267895 , uj:28428
- Description: Ph.D. , Abstract: Annually, many students apply and are accepted into Technical Vocational Education and Training (TVET) colleges countrywide. These students are accepted based on a National Qualification Framework (NQF) level 1 qualification. No pre-selection of students takes place and all eligible applicants are admitted. Many of the students who are selected for programmes in the Engineering, Business, and Information Technology departments experience great difficulty coping with the academic work because of the difference in academic standards and expectations of Secondary School education and the TVET college sector. The high attrition rate of students at Technical Vocational Education and Training (TVET) colleges and other tertiary institutions throughout the world has been of concern to these institutions of higher learning. “At the college under investigation only 103 of the 1108 students that initially enrolled completed the qualification in 2009”(Govender, 2010:7) This research examines the high attrition rate of a cohort of first year students enrolled at a TVET College in Gauteng, South Africa. The motivation for doing so is first, because the first year proves to be an important year in the process of persistence and second because the largest proportion of institutional leaving occurs in the first. This research study also places student attrition within an institutional context and highlights issues at local level where there is potential for improvement that would result in better outcomes for all stakeholders. Tinto’s longitudinal model focuses on the departure from institutions of Higher Education (HE) and, as such, serves as a starting point for this research. It is used within the framework of the third-generation Cultural Historical Activity Theory (CHAT) and serves as a research lens in order to view a bigger picture of student integration within a TVET college. To obtain a good understanding of student attrition or dropout at the TVET college, the researcher makes use of a mixed methods design including both qualitative and quantitative data. Elements of the phenomenological approach were chosen to form the basis of the research design. The reason for using the elements selected is that the study describes the...
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