scholarly journals Effectiveness of Secondary School Guidance Programs in Preparing Learners for Successful Transition to University: A Case of Moi University

2021 ◽  
Vol 2 (3) ◽  
pp. 88-95
Author(s):  
L. Athiemoolam ◽  
R. Njage
Keyword(s):  
Secondary School ◽  
Mixed Methods Research ◽  
Pearson Correlation ◽  
Simple Random Sampling ◽  
First Year ◽  
Transition To University ◽  
First Year Students ◽  
Successful Transition ◽  
Guidance Programs ◽  
School Guidance

The study aimed to establish the effect of secondary school guidance programs in preparing students for successful transition to university. Mixed methods research design was used which included the use of both quantitative and qualitative methods to generate data using a concurrent triangulation approach. Purposive sampling was applied to sample first year students in Moi University and proportionate sampling together with simple random sampling was used in the selection of 375 participants comprising both male and female students. Data were collected through questionnaires and focus group discussions. Quantitative data were analyzed using descriptive (mean and standard deviation) and inferential statistics by means of SPSS (Pearson Correlation Coefficient), followed by linear regression to test the hypothesis. Thematic analysis was used for qualitative data analysis. The findings of this study revealed that high school guidance programs do not support learners adequately in preparing them to transition to university. The study recommended the implementation of more enhanced collaboration between schools and universities for successful transition.

scholarly journals Variability of Academic Adjustment of First Years among Public Kenyan Universities

2020 ◽  
Vol 5 (8) ◽  
pp. 1456-1467
Author(s):  
Osoro Gladys Nyaboke ◽  
Dr. Callen Nyamwange ◽  
Dr. Enock Obuba
Keyword(s):  
Mixed Methods Research ◽  
Public Universities ◽  
Survey Design ◽  
Academic Adjustment ◽  
Simple Random Sampling ◽  
Test Method ◽  
Cluster Sampling ◽  
First Year ◽  
Research Approach ◽  
First Year Students

Adjustment to University was defined in terms of academic; the study endeavoured to determine the influence of orientation programme on first-year students' academic adjustment in public universities in Kenya; Mixed methods research approach was used. The study utilized a descriptive survey design. Twostage cluster sampling, simple random sampling, and purposeful sampling techniques were employed to obtain 479 respondents from the target population of 71,285. The study was conducted in nine public universities in Kenya between January and April 2019. Data was collected using three research instruments: a questionnaire, focused group discussions, and in-depth interview schedule. The tools were validated by two experts from Kisii University, while reliability was determined through the test-re-test method in a pilot study for a first-year student questionnaire. Both qualitative and quantitative techniques (Content Analysis, Means and Standard Deviations, Factor Analysis, Analysis of Variance (ANOVA), and Post-hoc t-tests) were utilized to analyze data with the aid of the computer-based Statistical Package for Social Sciences (SPSS) version 22.0. Research hypotheses were tested at α ≤ 0.05 level. Findings indicatethat the duration of the orientation programme, activities and how they are carried out together with the location and size of the universities in terms of the student population and organizational structure do influence the level of adjustment realized by first-year students. Besides, academic adjustment was higher in old universities than in new universities. This will inform the design and implementation of diverse guidelines and programmes suitable to meet first-year students' requirements.Further, results will enlighten first-year students to recognize their situation and be encouraged to seek more timely assistance and services. The study recommends that when developing orientation programmes, universities need to identify specific desired outcomes in all areas of first year students’ academic adjustment and create programmes that align with those unique demands.Universities may consider adopting an extended orientation programme by integrating orientation materials into the curriculum during the first semester.

scholarly journals Qualitative Analysis of Student Perceptions: “Some Advisors Care. Some Don't.”

2017 ◽  
Vol 37 (2) ◽  
pp. 44-54
Author(s):  
Ruth V. Walker ◽  
Alexandra I. Zelin ◽  
Carolyn Behrman ◽  
Rachel Strnad
Keyword(s):  
Student Perceptions ◽  
Academic Advising ◽  
State Institution ◽  
Transition To College ◽  
Guidance Counselors ◽  
First Year ◽  
Perceived Effectiveness ◽  
First Year Students ◽  
Individual Interviews ◽  
School Guidance

University-based academic advising at a large, Great Lakes state institution was designed to support first-year students' transition to college. We conducted individual interviews and facilitated story circles with 162 students to determine their perceived effectiveness of advising. Analyses revealed four overarching themes: student difficulty making the distinction between roles of high school guidance counselors and postsecondary academic advisors, advisor communication, student desire for a relationship, and advisor accessibility. On the basis of data gathered, we developed a model for understanding the formation and maintenance of student advising perceptions.

Learning EAP at university: perceptions of high-achieving first-year ESL undergraduates

ELT Journal ◽  
2019 ◽  
Vol 73 (3) ◽  
pp. 306-315 ◽  
Author(s):  
Kevin Wai-Ho Yung ◽  
Natalie Fong
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
High Achievers ◽  
First Year ◽  
First Year Students ◽  
Essential Component ◽  
Individual Interviews ◽  
University Studies ◽  
Written Assignments ◽  
Insight Into

AbstractThis study focuses on the perceptions of learning EAP of first-year undergraduates with high ESL proficiency admitted to an English-medium university in Hong Kong. Two in-depth individual interviews were conducted with nine participants and their written assignments were analysed. The data reveal several challenges facing the high achievers in learning EAP. One evident aspect is how to properly cite academic sources. The participants struggled with selecting suitable texts from sources, paraphrasing them, and using them to support their arguments. They also perceived a need to abandon the recited formulaic expressions which may have helped them score highly in the secondary school examination. This study reveals gaps between the English learnt in secondary school and EAP and offers insight into what first-year students need when they transition from secondary school to university studies. It argues that EAP should be made an essential component of first-year undergraduate programmes.

scholarly journals Easing the transition from secondary school to higher education through recognition of the skills of our students

2016 ◽  
pp. 51-55
Author(s):  
Orla C Kelly ◽  
Odilla E Finlayson
Keyword(s):  
Secondary School ◽  
Short Communication ◽  
Learning Experience ◽  
First Year ◽  
Physical Sciences ◽  
First Year Students ◽  
Business Innovation ◽  
University Level ◽  
The Uk ◽  
Chemical Events

This short communication discusses research, which has investigated students‟ self-perception of their skills. This was to identify which skills they felt most and least confident in upon starting university. General and scientific and practical skills as well as skills related to improving learning were explored. The results suggested that students felt most confident in working in groups, interacting with people to obtain the necessary information and assistance, and observing chemical events and changes among others. In contrast students felt least confident in planning and presenting an oral presentation, analysing and evaluating experimental data, and using the internet and other resources to gain information. Details of how the findings were used to make effective changes to an existing module will be discussed. Furthermore, the relevance of this in terms of supporting our first year students in their transition to university-level work and subsequently planning appropriate modules will be discussed in relation to the recently published results from the UK Physical Sciences Centre Review of the Student Learning Experience in Chemistry and in light of the Department for Business Innovation and Skills Higher Ambitions and Skills for Growth papers.

scholarly journals Comprehensive School Guidance Programs in Nebraska

2018 ◽  
Vol 26 (3) ◽  
Author(s):  
Paul Barnes ◽  
Thomas R. Scofield ◽  
David D. Hof ◽  
Donna Vrbka
Keyword(s):  
Secondary School ◽  
School Counselors ◽  
Relevant Information ◽  
The State ◽  
Department Of Education ◽  
Archival Data ◽  
Developmental Guidance ◽  
Guidance Programs ◽  
Secondary School Counselors ◽  
School Guidance

Archival data from an in-state survey of 428 elementary and secondary school counselors completed by the Nebraska Department of Education regarding comprehensive guidance programs was reviewed for relevant information. This information is discussed relative to the current views and knowledge regarding the state of comprehensive developmental guidance and their implications for school counselors and administrators.  

scholarly journals Development, Implementation and Students’ Perceptions of the Effectiveness of an Interdisciplinary For-Credit Subject to Help Students Transition to University

2019 ◽  
Vol 11 (2) ◽  
pp. 1-13 ◽  
Author(s):  
Heike Schütze ◽  
Jenna Bartyn
Keyword(s):  
Student Retention ◽  
Qualitative Interviews ◽  
Retention Rates ◽  
First Year ◽  
Transition To University ◽  
First Year Students ◽  
University Experience ◽  
First Year University ◽  
Support Students ◽  
Academic Demands

The first year university experience is inherently linked to student retention and success. First year students are often unprepared for the academic requirements of university, which can result in stress, poor student outcomes and low student retention rates. Although there is considerable literature on the challenges students face when transitioning to university, there is limited research on successful interdisciplinary for-credit transition subjects that support students, particularly in Australia. An interdisciplinary for-credit transition subject for first year university students was designed, implemented and evaluated to determine students’ perceptions of its effectiveness in preparing them for the academic demands of university. Thematic analysis of 36 qualitative interviews with students was conducted. Students reported having gained knowledge and confidence in the essential academic skills required for university and therefore felt more prepared. Implementing similar subjects in other settings may provide a strategy to support students’ transition to university.

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