The Digitally Disadvantaged: Access to Digital Communication Technologies among First Year Students at a Rural South African University

2017 ◽  
Vol 15 (1) ◽  
pp. 175-191 ◽  
Author(s):  
Toks Oyedemi ◽  
Saki Mogano
Keyword(s):  
South African ◽  
Digital Communication ◽  
Communication Technologies ◽  
First Year ◽  
Rural South ◽  
First Year Students

Depressive symptoms in first year students at a rural South African University

2020 ◽  
Vol 265 ◽  
pp. 579-582
Author(s):  
Anthony L Pillay ◽  
Jabulani D Thwala ◽  
Indira Pillay
Keyword(s):  
Depressive Symptoms ◽  
South African ◽  
First Year ◽  
Rural South ◽  
First Year Students

scholarly journals Significance of Proficient Communication on Career Choice Among First Years in Rural South Africa

2021 ◽  
Vol 9 (2) ◽  
pp. 173-198
Author(s):  
Chinaza Uleanya ◽  
Mofoluwake Oluwadamilola Uleanya ◽  
Gedala Mulliah Naidoo ◽  
Yasmin Rugbeer
Keyword(s):  
Career Choice ◽  
South African ◽  
Quantitative Research ◽  
Parental Influence ◽  
Career Choices ◽  
First Year ◽  
Rural South ◽  
First Year Students ◽  
Career Information ◽  
Adequate Information

Career choice involves the selection of one occupation over another. It is very important as it gives people focus on what career to follow. However, a lack of adequate information on career choice is capable of negatively influencing career choices. Hence, this study examines the significance of the adequate information on career choice among first year students using a selected rural South African university. A quantitative research method was employed for data collection. Purposive and random sampling was used to select the institution and sample respectively. Questionnaires were administered to 375 randomly selected first year students studying in the selected rural South African university. The findings of the study show that career choice is important and can contribute to the success of students. Attempts are made to communicate about career pathways with students while in high schools through the provision in the curriculum. Various factors ranging from parental influence, teachers, presence or absence of career counsellors, amongst others affect the career choice of students. The study recommends that education stakeholders, inclusive of parents, should be informed on the need to guide students in making informed career choices. Career information centres should be made available to students in various locations in the country.

scholarly journals Knowledge and practice of condom use among first year students at University of the North, South Africa

Curationis ◽  
2001 ◽  
Vol 24 (1) ◽  
Author(s):  
K Peltzer
Keyword(s):  
Condom Use ◽  
South African ◽  
Sexual Practices ◽  
First Year ◽  
Expiry Date ◽  
First Year Students ◽  
The North ◽  
The Mean ◽  
Male Sex ◽  
Knowledge And Practice

The aim of the study is to investigate knowledge and sexual practices with reference to correct use of condoms among first year South African University students. The sample consisted of 206 participants, 146 female and 60 male, the mean age was 20.9 years (SD=3.4), with a range from 17 to 34 years. Results indicated that one third (29.2%) of the sample reported never using condoms, 35.4% always, 19.8% regularly and 8.5% irregularly in the past three months. About 90% levels of correct answers for condom use were found for the items of ‘condoms as protection against STD and AIDS’, ‘expiry date of condoms’, and ‘re-using condoms’. More than 15% were not aware that a condom should be put on before any contact with the vagina. The most common mistakes with respect to condom use were ignorance about the correct moment to put on a condom (56%), and when to take off a condom (55%). Male sex and especially increasing recent sexual encounters was associated with correct condom knowledge. The most common reasons for not using a condom were ‘I do not have the AIDS virus’ and ‘I thought I was safe’ seems to indicate a low perceived susceptibility. Findings are discussed in view of condom promotion programmes.

A Comparison of South African and International First-Year Students’ Counselling Needs and Preferred Counselling Sources

2012 ◽  
Vol 23 (1) ◽  
pp. 106-114 ◽  
Author(s):  
Lionel Nicholas ◽  
Maria Damianova ◽  
Mzamo Ntantiso
Keyword(s):  
International Students ◽  
South African ◽  
First Year ◽  
African Students ◽  
First Year Students ◽  
Learning Skill ◽  
Counselling Needs ◽  
First Year University ◽  
Personal Career ◽  
Structured Questionnaire

This study investigated the personal, career and learning skill needs of first-year university students, their preferred counselling sources, and compared South African and international students. Respondents completed a structured questionnaire (N = 567) with more than half reporting a moderate to high need for assistance with their concerns. Women had a significantly greater need for assistance with the bulk of listed concerns than men. International students had a significantly greater need for assistance than South African students and were particularly concerned about xenophobia. These results may assist administrators and counsellors to develop strategies to address identified student needs.

scholarly journals The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Naomi A.N.Y. Boakye
Keyword(s):  
Reading Instruction ◽  
South African ◽  
Self Efficacy ◽  
Academic Literacy ◽  
Reading Proficiency ◽  
First Year ◽  
Tertiary Institution ◽  
First Year Students ◽  
Affective Factors ◽  
The Relationship

Self-efficacy, which is the belief about one’s ability to perform a task successfully, has been widely acknowledged as important in learning. This affective factor, though not explicitly evident, has been said to play an important role in academic performance. However, its role in reading development has not been widely investigated. To determine the relationship between self-efficacy and reading proficiency, a study was conducted with first-year students in a South African tertiary institution. Students’ self-efficacy levels were elicited through a questionnaire and their reading proficiency was obtained through the Test of Academic Literacy levels (TALL), which essentially assesses reading proficiency. An analysis of variance showed a robust relationship between reading self-efficacy and reading proficiency for this cohort of students. Regression analysis conducted with other affective factors showed self-efficacy as the best predictor of students’ reading proficiency. Results are discussed as they relate to previous research and recommendations are made to include the development of self-efficacy in reading instruction.

scholarly journals Perceptions of First-Year Students from Disadvantaged Backgrounds on E-Learning at a South African University of Technology

2021 ◽  
Author(s):  
Serathi Molokwane ◽  
Luther-King Zogli
Keyword(s):  
Student Perceptions ◽  
South African ◽  
Specific Reference ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Learning And Teaching ◽  
University Of Technology ◽  
School Career ◽  
E Learning

The introduction of innovative e-learning and teaching methods at universities of technologies necessitates the examining of students’ perceptions of these methods in the promotion of student success. In South Africa, the majority of first-year students are not exposed to technology-aided learning methodology during their high school career, especially those from disadvantaged demographics. The purpose of the study is to examine student perceptions regarding their experience of e-learning at a South African university of technology with specific reference to the success of first-year students from disadvantaged backgrounds. Using qualitative research methods through semi-structured interviews, the researchers discovered that first-year students from disadvantaged backgrounds are experiencing challenges in terms of access to resources such as computers, laptops and reliable internet connection. Furthermore, inadequate training on the use of online resources and unsatisfactory performance during online assessment were discovered and these are heightened by the Covid-19 pandemic. First-year students from disadvantaged backgrounds are exposed to a variety of barriers that have an adverse impact on their success. The study recommends that higher education institutes provide the necessary resources to facilitate seamless assimilation of first-year students into the new environment.

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