Office of Student Services and Development

A publication of the Research and Information Arm of the Office of Student Services and Development (OSSD), The University of the West Indies (UWI), Mona.

Volume 1

The University of the West Indies, Mona

The Ability of Students to Succeed Academically Students at a Glance

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Contents

Research & Information Arm..................................1

Introduction...............................................................3

Student Academic Performance..............................4

Socialisation...............................................................5

Structural Characteristics & Institutional Environment........................................5

Student Effort.............................................................6

Age...............................................................................9

Gender.......................................................................10

Educational Attainment of Immediate Family.....11

Educational Attainment of Mothers......................13

Educational Attainment of Fathers........................14

Traditional vs Non-Traditional High Schools.............................................................15

About Students at a

GlanceThe Office of Student Services and Development (OSSD), embarked on this study to investigate the backgrounds of students entering the University of the West Indies (UWI), Mona in order to create a profile of first-year students at the University. The primary objective of this venture was to provide the University and its departments with a basic understanding of the composition of the students entering the University and their needs which will allow the respective departments to make informed decisions.The University of The West Indies First Year Survey sought to gather information over a six month period on the nature, practices, and an estimation of student success and its environment. The study investigated the needs and expectations of the students. It also examined the students’ needs through an assessment of their family backgrounds.

This is the second of a series of publications that will focus on the realities of our students. Other series will focus on the Ability of Students to Succeed Academically (Volume 2) and the Ability of Students to Finance their Tertiary Education (Volumes 1 & 2).

Carlton Lowrie, Director of Student Services and Development

Shinique Walters, Research Officer

Mikhail Williams, Research Assistant

Motivation & Ability of Students.........................16

Co-Curricular Activities.......................................17

Self-Directed Activities.........................................19

Voluntary Work.....................................................20

Time Spent in Recreation......................................21

Financial Background............................................22

Time Spent Sleeping..............................................23

Household Income.................................................25

Proficiency in English Language..........................26

Conclusion..............................................................28

References...............................................................30

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Objectives

To provide and support the research, data, and information needs of the UWI, Mona

To examine student affair programs, policies, and initiatives

To support institutional planning, policy formulation, program effectiveness, and administrative decision- making

To inform policies and guide best practices

To conduct, initiate, and support systematic research and evaluation.

To examine the institutional impact and effectiveness of student affairs and other campus programs and practices on student development and outcomes

To assess organizational effectiveness, and the educational and career outcomes of UWI students

To collect and analyze student’s data beginning with pre-enrollment

characteristics

To assess student development, perception and satisfaction

To assess the undergraduate experience

To measure and report trends in student characteristics, behaviors, attitudes. satisfaction, retention and graduation

To have periodic evaluation on the impact and effectiveness of student program and services based on the goals and objectives of the programs and services

To provide data to internal and external stake holders and sponsors

To bridge the communication gap acting as a centralized medium for pushing information

To act as a structured medium of advertising development programs offered by the department

Research & Information Armof the Office of the Director of Student

Services & Development

DOsS

of the Office of the Director of Student Services & Development

Measuring the academic performance of students is particularly challenging due to the fact that student

performance is a product of socio-economic, psychological and environmental factors. Therefore, student academic success is highly dependent on a number of other things external to the student. Particularly, as the quintessential first-year university student, one encounters a variety of new challenges and issues concerning the process of adjusting to the new and intimidating environs. One such test during this transitional stage is the ability to build new relationships while modifying existing relationships with family and friends (Tinto, 1975, 1993). New students also need to learn study habits for an academic milieu that is different from secondary school, as well as learn to live as relatively independent adults. Independence also refers to the ability to manage time and money with efficacy. Several key findings from the 2003 Your First College Year survey emphasize the importance of these factors in holistically comprehending the scholastic achievement of students (Keup & Stolzenberg, 2004).

It is constantly reiterated by pedagogic pundits that student academic success during the first year of college is a reflection

of student’s intellectual, social and personal experiences within the institution. The formal and informal interactions the students have with either academic staff or with fellow students will impact their cognitive development which implies the importance of socialization to the achievements of students (Pascarella & Terenzini, 1991; Tinto, 1993). Several factors have been offered in one prominent theoretical model used to promote academic success among first year students (Kuh, 1999; Pascarella & Terenzini, 1991; Tinto, 1993). Academic success within the college environment is affected by a combination of variables related to each of these factors (Pascarella & Terenzini, 1991). One must also consider student background characteristics, agents of socialization, structural characteristics, institutional environment, and student effort, which are the five factors presented in Pascarella and Terenzini’s theoretical framework (1991). It is noteworthy that certain variables have been predetermined prior to a student’s enrollment that mediate the confounding effects of the college experience, namely: academic aptitude, self-concept, psychological state, personality, aspirations, and demographic characteristics.

INTRODUCTIONSTUDENT ACADEMIC

PERFORMANCE

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Not surprisingly, research suggests that attrition is strongly influenced by academic performance, although it is clearly not the

only factor. McKenzie and Schweitzer (2001) suggested that “high academic achievement is not necessarily related to retention and poor academic performance does not always result in attrition”. Research suggests a wide variety of factors as predictors of student academic performances. However several factors are commonly recognized (Grebennikov & Skaines, 2009):

• Academic achievement and qualifications prior to entry to university;

• Academic achievement in prior university units of study;

• Gender; • Age; • Socio-economic status and background;• Socialization;• Structural characteristics;• Institutional environment; • Student enrollment;• Place of residence.

In addition, student performance is affected by different factors such as learning abilities because new paradigm about learning assumes that all students can and should learn at higher levels but it should not be considered as constraint because there are other factors like gender and age that can affect student’s performance (Hansen, Joe B.2000). McDill, E., 1989, Levin, H., 1986) B.A Chansarkar and A.

Mishaeloudis (2001), explained the effects of age, qualification distance from learning place etc. on student performance. The performance of students is also affected by place of residence. It is also found that those who live near the university perform better than other students. Yvonne Beaumont Walters, Kola Soyibo,(1998) further elaborated that student performance is very much dependent on SEB (socioeconomic background): “High school students’ level of performance is with statistically significant differences, linked to their gender, grade level, school location, school type, student type and socio-economic background (SEB).” Kirby, Winston et al. (2002) focused on student’s impatience (his time-discount behavior) that influences his own academic performance. It was found that weak students do better when grouped with other weak students in the context of the University. This holds significant applicability to the mundane workings of the University as students of a faster learning ratio are more likely to intimidate and move ahead of students who learn at a slower pace.

Another factor is economic background, as lower income students fail to establish a strong connection to the University. It is stated that minority students are less likely to become involved in the decision making-process of the institution. They are also less likely to form meaningful relationships with peers, lack the necessary involvement which leads to dissatisfaction with the university experience and impacts minority student’s academic success (Berger & Braxton, 1998; Murtaugh, Burns & Schuster, 1999).

STUDENT ACADEMIC PERFORMANCE

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Socialization occurs through interactions with faculty and peers on campus (Pascarella et al, 1994). Positive social interaction with these groups influences

student academic success (Pascarella & Terenzini, 1991; Tinto, 1993). Contact with faculty inside and outside of class exposes students to ideas, values, and beliefs which encourage the learning process. Faculty members have the ability to build influential relationships with students on campus that lead to measurable gains in academic knowledge and skills (Pascarella & Terenzini, 1991).Similarly, contact with peers, is an important

part of student’s daily life because this type of interaction allows them to receive information about the workings of the institution and its community. Incorporation into the academic and social communities of the institution facilitates cognitive development (Pascarella & Terenzini, 1991). Social engagement occurs through involvement in a range of activities that requires interaction with peers and faculty. Athletics, clubs, societies and organizations, and employment on university campuses are all aspects of social engagement (Pascarella & Terenzini, 1991).

University campuses with residential options, inadvertently target social and cognitive growth, and are more likely to see these features coupled

with academic success for their first year students (Pascarella & Terenzini, 1991). This structural characteristic has been noted to a significant impact on the cognitive processes involved with student-learning. It is important to indicate that the structural composition of a university, specifically its organizational aspect, creates the framework within which students interact with campus groups. Therefore, depending on the level of student-friendliness inherent in this structure, student interactions will be

encouraged. The structural characteristics of the institution and the socialization process are reinforced by the institutional environment with which an individual interacts. Environments that are academically and socially engaging promote student academic success (Kuh, 2003). The university environment is composed of structures, policies, programs, and services that influence cognitive development among students in classrooms and outside of the immediate academic setting (Pascarella&Terenzini,1991). However, environments that are too bureaucratic may intimidate students and thwart the level of social interaction needed to succeed.

SOCIALISATION

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STRUCTURAL CHARACTERISTICS AND INSTITUTIONAL ENVIRONMENT

STUDENT EFFORTSOCIALISATION

Academic success is not entirely dependent upon the institutional context and is highly dependent on the work ethic of the student involved.

It is argued that society is more likely to benefit from increased tax revenue and fewer demands on social services (Hagy & Staniec, 2001; Lowell & Suro, 2002; Vernez & Abrahamse, 1996) if individuals earn a bachelor’s degree (National Center for Public Policy and Higher Education, 2004). Nevertheless, there is so much that the ethos of the University can have on the successes of the students involved. The institutional context can only foster the betterment of the student, but it is very dependent on the focus and determination of the individual. The student’s university experience is greatly affected by the effort with which they pursue academic endeavors. Students must make an effort to engage in social and academic experiences in order to reap the rewards (Pascarella & Terenzini, 1991). Student retention and progression rates are a matter of concern for most institutions in the higher education sector (Burton & Dowling, 2005; Simpson, 2006; Tinto & Pusser, 2006).

There is a considerable body of information examining the reasons for students’ attrition and what can be done in order to alleviate or remedy high frequency. For example, Middleton (2002) examined the reasons for students dropping out of UK universities in their first year of study and noted correlations between the age, financial status and mode of entry into university. Some Universities focus on other non-academic risk factors alone such as membership of ‘first

generation students or minorities’ (Mason &Verdel, 2001). There is also substantial literature concentrating on the first year experience at the university.

Another major factor is the student’s grasp of the English language and their ability to engage the language. English proficiency can deter individuals from enrolling in university (Vernez& Abrahamsen, 1996). Those who do enroll may struggle academically because of their lack of proficiency with the language as this can prevent them from understanding lectures (Kiang, 1992). In addition, language barriers and associated cultural differences initially affect a student’s ability to learn new material (Gray, et al, 2001; Vernez & Abrahamse, 1996. These adjustment issues negatively influence academic success and integration into the university culture (Gray, et al 1996).

The situation at the University of the West Indies, Mona is not unique as first year students’ academic performance is an area of concern. Often times it is noted that first year students enter with certain limitations which disadvantage them in comparison to other students who do not face such limitations. This is corroborated by the data presented as students were asked to rate their academic achievement. The categories consisted of excellent, very good, good, average and poor. From the response 29.7 % rated their academic performance as excellent, 30.8% rated their academic performance as very good. However, 11.9 % rated their performance as average while .8% rated it as poor.

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STRUCTURAL CHARACTERISTICS AND INSTITUTIONAL ENVIRONMENT

The researcher then found it prudent to look further to discover what some of the factors were which were responsible for the low number of students who believed themselves to be within the ‘excellent’ quartile. It was found that these factors such as age, gender, the educational attainment of anyone in the immediate family of the student. Other factors which were examined included:

• Highest level of education completed by mother;

• Highest level of education completed by father;

• Description of the high school attended;

• Utilization of hours in a week or a day; • Hours spent doing self-direct activities;• Hours spent volunteering;• Participating in co-curricular

activities;• Hours spent relaxing, socializing, and

watching TV;• Hours Spent sleeping.

A more detailed analysis will now be done as to how students rated their academic level upon entrance. Also, some of the factors that prevented them from performing at an optimal level were examined.

How would you rate your academic achievements until now? Frequency Percent Valid Percent Cumulative Percent

Excellent 326 20.7 29.7 29.7

Very Good 338 21.5 30.8 60.5

Good 294 18.7 26.8 87.2

Average 131 8.3 11.9 99.2

Poor 9 .6 .8 100.0 Total 1098 69.8 100.0

Missing System 476 30.2 page 7

To which age Group do you belong? * How would you rate your academic achievements until now? How would you rate your academic achievements until now? Excellent Very Good Good Average Poor TotalAge Group less than 18 years 9 2 4 2 0 17 18-22 243 270 223 100 7 843 23-27 21 36 26 17 1 101 28-32 9 14 22 4 0 49 More than 32 years 25 13 18 7 1 64Total 307 335 293 130 9 1074

From the data presented of 1074 respondents, it was observed that majority of the students attending the University of the West Indies fell in the ‘18-22’ age group which had a total of 843 respondents. 333 of the 843 fell within the ‘18-22’ group rated their perceived academic achievement below ‘Very good’. In addition 101 students responded from

the 23- 27 age group and more than 49.5% of the persons in this category felt that their academic achievement was not ‘Excellent’ or ‘Very Good’. This also speaks to the fact that because the student population is younger, there is a greater expectation that they are more likely to succeed academically.

Age

The first variable that was examined was age. The researcher believed that a relationship existed between an individual’s age and their

perceived academic achievement as many early studies found. Indeed those younger students tended to achieve better degrees than older students. In reviewing these however, Eaton (1980) and Woodley (1984) noted that they had typically been based on

students who had entered higher education direct from secondary school between the ages of 17-21. The “older” entrants had simply stated that they completed secondary school to obtain the qualifications needed to enter higher education. As Woodley, noted: the results probably suggest that bright children admitted early to higher education feared better than those whose entry was delayed while they gained the necessary qualification.

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Gender also can have a significant influence on students’ academic success (Leppel, 2002; Ting & Robinson, 1998). For instance, females may have different priorities (based on competing demands for their time) that influence their academic performance (Leppel, 2002). Males and females may be socialized to the University environment differently because of inequities in the system and this impacts student achievement (Ting & Robinson, 1998). Gender negatively impacts academic success among women who are not socially integrated and who

have external commitments that compete with academic demands (Leppel, 2002). The role of the discussion of gender in the successes of students in academia is of particular relevance in the Caribbean experience. Errol Miller (1991), who coined the term ‘Male Marginalization’, pointed to the fact that there is a phenomenon in the Caribbean which shows the decline of male participation in a the pursuit of higher education and which is apparent in the ratio of men to women enrolled at the UWI.

Gender

From the data presented of 1093 respondents, it was observed that majority of the students attending the University of the West Indies were females which had a total of 769 students of this total 489 rated their academic performance till now as excellent or very good. However 280 female students rated their academic achievement as less than good. 324 males responded of this figure 54% of the males considered themselves to be very good or excellent academically. When the males where compared to their male counterparts It was seen that 66.1 percent of the female population considered themselves more excellent and very good than their male counterparts. The significant component of the literature on student performance, particularly in the Caribbean, has focused upon the role played by gender. Much of this literature has addressed the differential performance, by gender, of students in the Caribbean high

school system. Figueroa (2000) purports that, so long as academic disciplines continue to be defined as ‘male’ or ‘female’ boys will be at a disadvantage in choosing a career in keeping with their aptitude. Male students, he explained, generally underachieve relative to females, with the gap widening at the higher levels. He further explains that the ‘mismatch’ between male gender identity and the educational system has grown. Other scholars have also pointed to the extent to which gender is a critical factor in educational achievement. While much of the focus of male academic under-performance has been on performance in the high school system, there has also been an attempt to examine the extent to which gender explains differences in performance in tertiary education. This has occurred both within the Caribbean region and outside. Extra-regionally, for example, Dayioglu and Turut-Asik (Dayioglu and Turut-Asik,

What is your Gender? * How would you rate your academic achievements until now?

Excellent Very Good Good Average Poor TotalWhat is your Gender? Male 93 84 87 55 5 324 Female 230 254 205 76 4 769Total 323 338 292 131 9 1093

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EDUCATIONAL ATTAINMENT OF IMMEDIATE FAMILY

Has anyone in your immediate family ever attended the University and how would you rate your academic achievements until now?

Excellent Very Good Good Average Poor Total Yes 28 37 38 16 1 120 No 214 284 242 105 5 850 Total 242 321 280 121 6 970

2004) attempted to determine whether there was any significant gender difference in academic performance among undergraduate students at the Middle East Technical University (METU), and if so, what factors gave rise to those determinants. Academic performance is also determined by individual and household characteristics such as student ability. The results from the study showed that the gender gap was in favor of female students as it related to university entrance scores. This was possibly due to the fact that female students were

less successful in the placement exam so that they entered their respective departments with lower scores. Additionally, female students preferred less competitive departments that admitted students with low scores. This might serve to further reduce their level of performance. In the final analysis, however, the researchers found that despite lower university entrance scores and under-representation in most departments, female undergraduate students outperformed their male counterparts while at college.

First generation students also often lack important study and time management skills and

they experience more difficulty navigating the bureaucratic aspects of academic life (i.e. registering for classes, meeting with advisors, choosing a major) due to the lack of university-going experiences in their families. Furthermore, first-generation students generally have less confidence in their abilities to succeed in university, even

when they have the same level of high school preparation and achievement as their peers with parents went to university. In terms of academic integration, first-generation students spend less time studying and less time interacting with faculty (i.e. in advising sessions) and other students (i.e. in study groups) about academics both in and out of the classroom. They are also less likely to use student support services on campus. In terms of social integration,

first-generation students are less likely to socialize with faculty or students outside of class, less likely to develop close friendships with other students, and less likely to participate in extracurricular activities (i.e. academic or social clubs) on campus. A parent’s level of education also impacts on a student academic success. This is important for several reasons when considering the shifting demographic changes in the U.S. population (Horn, 1998). Students

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from households where parents have not obtained a bachelor’s degree are collectively labeled first generation students (FGs) (York-Anderson & Bowman, 1991). FGs are a distinct subgroup in the university bound population who share characteristics that place them at risk in terms of adjustment and persistence (Pascarella, Pierson, Wolniak, &Terenzini, 2004). FGs are seen as different from students who come from homes where a parent has attended college or graduated with a four-year degree (Choy, 2001). Students who have at least one parent who graduated from college are known as non-first generation students (NFGs). Parents’ educational attainment impacts students in several distinct areas. Access to post-secondary institutions, academic preparation, enrollment behaviors, and academic achievement are four areas that place FGs at a disadvantage with respect to academic success (Choy, 2001; Horn & Nunez, 2000; Warburton, Bugarin, Nunez, 2001).It was imperative that the researcher seeks to ascertain whether or non-first-generation students were more confident with their academic achievements. From the data presented above, it was noted that of the 970 students that responded to the survey 58% rated their academic achievements as excellent or very good. What is interesting to note is that 850 of the students were from households that did

not have anyone having attended a University. This therefore implies that these students are at a greater risk (based on previous studies done by other universities) with regards to their academic success. Based on this conclusion, the researcher therefore assessed the relevance of the education of either parent to the performance of the student. Students whose parents have a college or university education tend to experience “University as a continuation” of their academic and social experiences in high school, going to college often constitutes a “disjunction” in the lives of first-generation students and their families. As a result, first-generation students have to make much more complex academic, social, and cultural transitions to university life, especially during the crucial first year. According to Pascarella and his colleagues (2003), “being a first-generation student confers its greatest liability in [the] initial adjustment to, and survival in, post-secondary education.” Thus, whether and how first-generation students can navigate these transitions, particularly during their initial adjustment to college, has an effect on whether or not they can be successful in college and persist to graduation. With regards to social class, relevant research tells us that one’s results and

expectations for the future are better the higher one belongs on the social ladder. Furthermore, one’s educational background enhances where one falls on the ladder. One of the latest studies carried out on performance in tertiary education in Spain (Marchest and Martin, 2002) concluded that upper class students experience a smoother transition than those of lower class. The influence of social class is mediated by cultural levels, which in turn determines family expectations, values and attitudes regarding education. In other words, motivation to achieve depends more on the parent’s level of learning than their level of income (Lorente, 1990). Castejon (1998) finds the child’s perception of family support directly affects performance, while the mother’s level of studies does so indirectly. Other researchers indicates that the most influential family component on performance are not socio–cultural or economic rather those pertaining to the affective or psychological dimensions. That is, although good academic preparation in the parents especially the mother, and a positive cultural environment favor scholastic performance it is an affective and relational variable which must stand out as a factor in performance.

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A relationship between the mothers’ highest level of education was made with the students’ perception of their academic achievements. For most

Caribbean families it is expected that it is the mother in the household that assists the child with assignments and school related matters. Therefore a mother’s academic level, in part, explains the life chances of the student doing well and interest in tertiary education. From the response it was found and noted that the level of education completed ranged from no high school diploma to Bachelor’s degree. From the

1040 respondents 123 (12%) parents had no high school or diploma equivalent. However mothers who have a high school diploma had a total of 261 responses which accounted for 44% of the respondents. It must be noted that only 83 persons from the 1040 had at least a bachelor’s degree. The most frequent response was that they felt that their academic level is good from all the levels of the mother’s education. With the exception of those mothers who have a bachelor’s degree, most of the students in that category considered themselves to be excellent or very good which was more than 56% of the sample.

EDUCATIONAL ATTAINMENT OF MOTHERS

What is the highest level of education completed by your mother?

Excellent Very Good Good Average Poor Total No High School diploma or equivalent 22 39 45 15 2 123

High School Diploma or equivalent 134 157 115 52 3 461

Post Secondary School other than college 30 37 30 15 1 113

Some College, Associate Degree 88 73 67 30 2 260

Bachelors Degree 24 23 22 13 1 83

Total 298 329 279 125 9 1040

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From the survey above the response had a total of 989 respondents of these 432 fathers had achieved at least a high school diploma or its equivalent. 70 students’ fathers had achieved bachelor’s degree. From the respondents 141 (14%) fathers had no high school or diploma equivalent of this figure 43% felt that their academic performance was not ‘Very Good’ or ‘Excellent’. Based on the responses most students felt that they were good academically from all the varying levels of academic achievements from their father which was a similar situation with mothers.

EDUCATIONAL ATTAINMENT OF FATHERS

The father-child relationship and father’s parenting style have been found

related to wide range of youth outcomes, enrolment (Chan & Koo, 2010) and the school performance of their children (Jeynes, 2007; Jewrell, 2008). Various studies have concluded strong connection between parenting style and their level of academic achievements and the academic achievements of children Conway, 2008. Results of an analysis reveal

that parental involvement has positive influence on the educational outcomes of urban tertiary students (e.g. Grades, teacher class room rating academic attitudes and behaviors [Jeynes 2005; 2007]) highlighted that paternal and maternal perceived parenting style is significantly associated with adolescents' academic achievement at school. Maglio (2006) concluded that different parenting styles and family structures affect student GPA. Paulson (1994) asserted that

demandingness, responsiveness and parental involvement have positive effect on the achievement outcomes of early adolescents. Fathers are often times expected to take most of the responsibility in the family with regards to the finances. And one’s financial stability is often based on one’s academic achievement. It was for this reason that the researcher tried to explore if a father’s academic achievement impacted on how the student viewed their academic performance.

What is the highest level of education completed by your father? * How would you rate your academic achievements until now?

Excellent Very Good Good Average Poor TotalNo High School diploma or equivalent 32 48 46 14 1 141High school diploma or equivalent 127 138 107 56 4 432Post Secondary other than college 34 50 39 12 2 137Some College, Associate Degree 68 61 57 21 2 209Bachelors Degree 20 18 20 12 0 70Total 281 315 269 115 9 989

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TRADITIONAL VS. NON-TRADITIONAL HIGH SCHOOLS

The secondary institution attended is also a variable that was examined as factor that might have

an impact on a student’s academic achievement. For the purpose of the research the students were asked to describe the school attended as traditional vs. non-traditional. Traditional schools are the oldest high schools that are often claimed to be the top ranked as they are often exposed to more resources than their other counterparts and the life chances of one succeeding is greater as these schools are heavily invested or funded by an active Alumni or Past-Students’ Association.The literature on the evaluation of school type effects on measures of performance has grown rapidly over the past decade. For example, the impact of catholic schools on academic performance has received considerable attention in the United States. Evans and

Schwab (1995) studied the effect of catholic schools on high school completion and college enrolment probabilities; they highlight the issues that can arise from self-selection of students into catholic schools and use instrumental variables to identify the effect of catholic school attendance on measures of academic success, concluding that catholic schools raise subsequent educational outcomes. Bertola and Checchi (2002) study a sample of university students from the University of Milan and find that those coming from general high schools score better than otherwise comparable students on a range of performance indicators. They also consider the differences in academic performance between public and private school students. This consideration found that for public schools there was a higher frequency of better student performance, while

religious private schools followed with lay private schools following. The importance of high school types for academic performance is confirmed by Boero et al. (2001) who studied a sample of Italian college graduates and show that the final graduation mark drops significantly if one compares general and technical high school graduates. The issue of public/private school choices is analyzed in Checchi and Jappelli (2002) using subjective assessment of public school quality: they do not find evidence of any quality differential in favor of private school as determinant of the school choice. A theoretical perspective on the optimal school design is provided by Brunello and Giannini (2000), which shows that the desirability of educational stratification cannot be unambiguously judged from an efficiency point of view.

How would you describe the high school you last attended? * How would you rate your academic achievements until now? Excellent Very Good Good Average Poor Total Traditional 118 263 238 105 2 726 Non Traditional 21 33 26 12 0 92 Don’t Know 0 1 0 0 0 1 Total 139 297 264 117 2 819

From the data presented, 819 students responded. From this sample, 726 students regarded the high school that they attended as traditional. Of this figure 52% regarded their academic achievement as ‘Excellent’ or ‘Very Good’. However from the total response, 92 students regarded their high school as Non-Traditional. Of this figure 58 % regarded their academic achievement as

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Fall 2003 survey conducted by the Higher Education Research Institute at

UCLA’s Graduate School of Education and Information Studies found that only 34% of today’s entering the first year had spent six or more hours per week outside of class on academic-related work (e.g., doing homework, studying) during their senior year in high school. The influence that personal variables, such as motivation and ability, have on academic success is well documented, but there is a paucity of research investigating the influence that the time university students spend on various activities,

such as studying outside of class and working, has on their academic success. One reason for a lack of research in this area may be the common belief among most students and academics that more time spent studying outside of class positively influences academic performance and that more time spent working negatively influences academic performance. There are others who believe that it is not only reading, writing, and mathematical abilities that influence academic performance, but also non-ability variables, such as motivation (Barling & Charbonneau, 1992; Spence, self-efficacy (Bandura &

Schunk, Zimmerman, 1989), and optimism (Nonis & Wright, 2003). Although a minimum level of ability is required, it is plausible that non-ability variables will compensate for ability inadequacies to bring about the required level of performance. One question that interests all parties is whether hard work (i.e., more time spent studying) will influence the relationship between motivation and performance. That is, will the relationship between motivation and academic performance be stronger if a student puts more effort or time into studying outside of class compared with those who put in less time?

‘Excellent’ and ‘Very Good’. However 32% from both traditional and non-traditional considered their academic achievement as good. 105 students from traditional high schools considered there academic achievement as average and none of the students from the non-traditional schools considered their academic achievement to be poor.

The figures above illustrates that there is a deficiency of students entering the University from non-traditional high schools. This further divulges that for most of the information presented, most of the data was received from students from traditional high schools. It has often been thought that students from the traditional schools are more affluent than students from non-traditional schools.

MOTIVATION & ABILITY OF STUDENTS

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CO-CURRICULAR ACTIVITIES

More time spent studying outside of class will s i g n i f i c a n t l y

interact with motivation. The influence that motivation has on academic performance will be higher for students who spend more time studying outside of class compared to students who spend less time studying outside of class. Students who spend the bulk of their after-school and weekend time involved in developmental activities in structured community-based programs or involved in quality time with their parents and families have greater opportunities to interact with positive adult role models (Galbo, 1989). They also have a greater potential for interaction with positive peers who share similar goals and aspirations and can encourage and inspire them to do well in school and spark their interest in future educational and career pursuits. Moreover, structured school-based or community-based after-school and weekend activities, if carried out properly, can provide both rewards and challenges for adolescents that facilitate social, moral, and intellectual development (Nettles, 1991). Evidence from a large body of research suggests that service learning for

adolescents contributes to their development of interpersonal skills, helps them to understand and navigate various formal organizations and fosters a desire for public service and personal satisfaction in adult life (Conrad & Hedin, 1989).Conversely, the more youth gather without positive adult models or positive peer influences, the more likely it is for them to become socialized in practices that are regressive. The potential to develop maladaptive attitudes about schooling, or the future in general, can be greater among adolescents who have unstructured time on their hands (Dryfoos, 1990). A large body of research on social deviance among youth suggests that the disintegration of various mechanisms of socialization, along with certain emergent norms among deviant peers, are among the reasons why some adolescents reject social norms associated with school success and social mobility (MacLeod, 1987; Rivera & Short, 1967; Schwartz, 1987). Studies of educational achievement suggest that participation in academically-related extracurricular activities is linked to higher academic performance and attainment (Holland & Andre,

1987; Braddock et al., 1991). On a cautionary note, the out-of-school activities of higher socio-economic status students have been more widely studied than those of low socio-economic status students (Mahoney & Cairns, 1997). In a recent longitudinal study, Mahoney and Cairns found that school dropout was reduced among at-risk students who had earlier involvement in extracurricular activities as compared to their counterparts who had little involvement. However, until recently, relatively little systematic attention has been placed on how adolescents spend their time out-of-school and the impact of non-schooling experiences on educational outcomes. As noted previously, researchers have attempted to cast light on the issue of time use among adolescents (Csikszentnihalyi & Larson, 1984; Timmons, Eccles, &O’Brien, 1985). Yet, no attempt was made in these studies to connect actual involvement in out-of-school activities to school-specific educational outcomes or students’ levels of optimism about their future. Reviews of research reveal that student investments can be fostered in a variety of structured settings for work and learning in communities,

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During your last year of high school, about how many hours did you spend in a typical 7-day week working on scheduled courses outside of class or lab and how would you rate your academic achievements until now? Excellent Very Good Good Average Poor Total Less than 2 hrs 46 56 44 39 2 187 2-20 hrs 125 177 164 57 4 527 21-30 hrs 99 44 32 15 2 192 31-40 hrs 35 20 8 6 1 70 More than 40 hrs 5 10 11 4 0 30 Total 310 307 259 127 9 1006

A total of 1006 respondents were asked to state the hours spent in a 7 day week doing out of classroom activities such as labs or additional school-related activities. A cross-tabulation was done to examine if any relationship existed with the students’ rating of their academic achievement yet. Of the respondents, 527 students claimed that they did between 2- 20 hours of work per week. Of this figure it was noted that 57%

of the respondents that did 2- 20 hrs of work per week rated their academic performance as ‘Very Good’ or ‘Excellent’. However, 192 students did 21-30 hrs of outside class work of that figure 74% felt rated their academic performance up until now as ‘Excellent’ or ‘Very Good’. 70 students spent 31-40 hrs and 71% of the student rated their academic ‘Excellent’ and ‘Very Good’. And only 30 students did more than

40 hours of work per week; of that number, 50% rated their academic as ‘Excellent or Very Good’. It became evident that the amount of time that the student utilizes for student-related activities has bearing on the rate of academic achievement. The researcher examined the hours spent in engaging self-directed projects or activities and the impact it had on their academic achievement.

including service learning (Conrad & Hedin, 1989), apprenticeships (Rosenbaum et al., 1992), and mentoring. Another trend that is emerging is the increase in the number of college students who are employed either part-time or full time. Students spending less time studying and more time working are two trends that all colleges and universities will have to confront. Lowering academic standards by rewarding minimum effort and achievement (expecting less) is certainly a short-term strategy, but one

that will have negative long-term consequences ( Flaxman et al., 1988; Freedman, 1988, 1993). It is on the premise that the researcher examined variables such as: - The time spent on structured scheduled work;- Time spent on self-directed projects;- Doing voluntary work;- Organizing Curricular activities;- Watching TV;- Sleeping;

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SELF DIRECTED ACTIVITIES

Students were asked to state the hours spent in a 7 day week being engaged in self-directed activities and projects. A correlation was done to examine if a relationship existed with the hours spent engaged in self-directed activities and projects and how they rated their academic achievement. Of these 963 respondents it was seen that 567 students claimed that they did between 2- 20 hours of work per week. Of this figure it was noted that 58% of the respondents that did 2- 20 hours of work per week rated their academic performance

as ‘Very Good’ and ‘Excellent’. However, 98 students did 21-30 hrs of engaged in activities and projects. 59% felt rated their academic performance till now as ‘Excellent’ or ‘Very Good’. 45 students spent 31-40 hours and 75 % of the student rated their academic performance as ‘Excellent’ and ‘Very Good’. And only 30 students did more than 40 hours of work per week of that 55% rated their academics as ‘Excellent’ or ‘Very Good’. The researcher also tried to look at the amount of time engaged in voluntary work.

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Students were asked to state the hours spent in a 7 day week participating in organized in co-curricular activities. a cross tabulation was carried out to examine if a relationship existed between the hours spent participating in organized co-curricular activities and how the students rated their academic achievement. Of these 873 respondents it was seen that 450 students claimed that they did between 2- 20 hours of work per week. Of this figure 54% of the respondents that did 2- 20 hours of work per

week rated their academic performance as ‘Very Good’ or ‘Excellent’. However, 108 students did 21-30 hrs engaged in activities and projects. 56% felt rated their academic performance till now as ‘Excellent’ or ‘Very Good’. 40 students spent 31-40 hours of this category while 57% of the student rated their academics as ‘Excellent’ and ‘Very Good’. 91 students did more than 40 hours of work per week; from this group 52% rated their academic as ‘Excellent’ or ‘Very Good’.

During your last year of high school, about how many hours did you spend in a typical 7-day week par-ticipating in organized co-curricular activities and how would you rate your academic achievements until now? Excellent Very Good Good Average Poor Total Less than 2 hrs 38 57 51 30 2 178 2- 20 hrs 84 168 140 62 2 456 21- 30 hrs 21 40 34 13 0 108 31-40 hrs 8 15 12 5 0 40 More than 40 hrs 18 30 33 9 1 91Total 169 310 270 119 5 873

VOLUNTARY WORK

SELF DIRECTED ACTIVITIES

Students were asked to state the hours spent in a 7 day week participating in voluntary work. A correlation was done to examine if a relationship existed between the hours spent engaged participating in voluntary work and how they rated their academic achievement. Of the 860 respondents, 402 students claimed that they did between 2- 20 hours of work per week. Of this figure, 62% of the respondents that claimed they did 2- 20 hours of work per week rated

their academic performance as ‘Very Good’ or ‘Excellent’. However, 87 students did 21-40 hours engaged in voluntary work. 58% felt rated their academic performance yet, as ‘Excellent’ or ‘Very Good’. 257 students spent less than 2 hours and 41% of the students rated their academics as ‘Excellent’ and ‘Very Good’. Only 34 students did more than 40 hours of work per week of that 55 % rated their academic as ‘Excellent’ or ‘Very Good’.

During your last year of high school, about how many hours did you spend engaging in self-directed projects or activities aNd how would you rate your academic achievements until now? Excellent Very Good Good Average Poor Total less than 2hrs 49 45 63 30 0 187

2- 20 hrs 161 189 146 66 5 567

21- 30 hrs 23 35 23 16 1 98

31- 40 hrs 18 12 11 4 0 45

More than 40 hrs 11 28 20 7 0 66

Total 262 309 263 123 6 963

During your last year of high school, about how many hours did you spend in a typical 7-day week doing voluntary work and how would you rate your academic achievements until now? Excellent Very Good Good Average Poor Total Less than 2 hrs 32 74 104 45 2 257

2- 20 hrs 92 158 99 50 3 402

21- 40 hrs 16 35 24 12 0 87

More than 40 hrs 10 11 10 3 0 34

Total 167 305 265 118 5 860 page 20

Students were asked to state the hours spent in a 7 day week relaxing, socializing and watching TV. A comparative test was done to further examine if any relationship existed with the hours spent participating in these activities and how they rated their academic achievement. Of these 873 respondents, 491 students claimed that they did between 2- 20 hours of work per week. Of this figure 55% of the respondents rated their academic performance as ‘Very Good’ or ‘Excellent’. 120

students spent 21-30 hrs of engaged in relaxing, socializing and watching TV. 50% of that group rated their academic performance as ‘Excellent’ or ‘Very Good’ while 52 students spent 31-40 hours in this kind of activity. 57 % of the student rated their academic ‘Excellent’ and ‘Very Good’. 80 students did more than 40 hours of work per week; from that group 2% rated their academic as ‘Excellent’ or ‘Very Good’.

TIME SPENT IN RECREATION

During your last year of high school, about how many hours did you spend in a typical 7-day week relaxing, socializing and watching TV and how would you rate your academic achievements until now?

Excellent Very Good Good Average Poor Total Less than 2 hrs 34 49 31 16 0 130 2- 20 hrs 89 181 156 62 3 491 21-30 hrs 14 47 42 16 1 120 31- 40 hrs 15 15 17 4 1 52 More than 40 hrs 17 19 21 23 0 80 Total 169 311 267 121 5 873

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Financial need is yet another factor that affects success in university. The difference between University costs and family income creates different of drastic levels of financial need among students (King, 2002). Financial need, and accumulated debt load, negatively affects students’ academic success (Bui, 2002; King, 2002; Somers, Woodhouse, & Cofer, 2004). Financial needs also impact students’ decisions regarding enrollment and living arrangements (King, 2002). For instance, low income students are more likely to live off campus and attend the university part-time than students of a more affluent background. The negative implications this has for academic success is evident in low-income students who are more likely than middle- and upper income peers to drop out of university (King, 2002). Choices students make to finance their education also impact academic adjustment and success (King, 2002). Another important variable that needs to be considered with regards to academic achievement is a student’s ability to finance their education. For instance, despite the tremendous public subsidies by the government made available to students

enrolled in higher education, little is known about the impacts of study grants on academic achievement. Dynarski (2008) concludes that financial aid policies can play a welfare-enhancing role in increasing college graduation rates. However, drop-out rates are high even with free tuition, suggesting that the direct costs of college are not the only impediments to college completion. This suggests that more than tuition reduction is needed in order to substantially increase college graduation rates. Such funding should extend beyond the direct costs to opportunity costs.According to various studies, financial support not only boosts the demand for education, by reducing the opportunity costs of studies, but also helps to increase the flow of graduates from a given cohort of entering students. However, other studies show that the relationship of dropping out to policies that aim to support students varies widely across higher education programs. Accordingly, ceteris paribus, the relative risk of dropping out in any given year in long-cycle programs is 2.1 times greater for students without grants than for students with financial support.

FINANCIAL BACKGROUND

How would you rate your academic achievements until now and how would you rate your academic achievements until now? Excellent Very Good Good Average Poor Total None 28 53 52 22 2 157(I am confident that I will have sufficient funds) Some 113 153 158 67 3 494(But I probably will have enough funds) Major 57 117 76 37 2 289(Not sure I will have enough funds to complete College) Total 198 323 286 126 7 940

Students were asked to state the concerns, if any, regarding financing their education, this was then matched against how they rated their academic achievements up to this level. The researcher examined if the was a relationship between both variables. Of these 940 respondents, 494 students claimed that they had some concerns about financing their education. Of this figure, it was noted that 54% of the respondents felt

that despite their concern their academic achievement was ‘Very Good’ or ‘Excellent’. However, 289 students had major concerns about their ability to finance their education. Of this group 60 % felt rated their academic performance was ‘Excellent’ or ‘Very Good’. 157 students had no concern about financing their education; of this category 51% of the student rated that their academics was ‘Excellent’ and ‘Very Good’.

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TIME SPENT SLEEPING

Sleep is an important variable that one must mull over when it comes to students’ academic

performance as sleep is vital to productive cognitive function and its potential effects on the student should not be overlooked. There are many studies that focus on the importance of sleep that illustrated the detrimental results of insomnia. Murphy and Segalowitz (2005) studied the effects of wakefulness on test taking. The tests were given after four hours of wakefulness as well as after 20 hours of wakefulness. They concluded that participants were less able to recognize mistakes that were made during the tests after extended wakefulness. Students are well known for sleep deprivation; therefore, Buboltz, Brown, and Barlow (2001) researched the sleep quality of university students. There was a high percentage of sleep problems, which supported past research that college students suffer more from sleep problems than the “normal” adult population.

Fredriksen, Rhodes, Reddy, and Way (2004) conducted a longitudinal study of the effects of adolescent sleep loss during middle school. The participants’ sleep loss had a relationship with more depressive symptoms such as lower self-esteem, and lower grades. Wolfson and Carskadon (1998) agreed and said, “The way adolescents sleep critically influences their ability to think, behave, and feel during daytime hours.” Given that sleep influences one’s ability to think, there has been several studies with the variables of sleep and academic achievement. Trockel, Barnes, and Egget (2000) examined the effects of many health-related behaviors and variables on first year college students’ grade point averages (GPA). “The relationship between sleep habits and higher GPA appears to be the most significant finding of this study and provides strong support for the hypothesis that sleep habits account for some of the variance in first year college students’ GPAs” (Trockel et al., 2000, p. 5).

“Many students who experience academic difficulties, do not realize that poor sleep habits may be contributing to their problem” (Brown, Buboltz, & Soper, 2006, p. 1). Past research focused on university students’ academic performance as influenced by sleep-related variables such as sleep-wake cycles and length of sleep. Kelly, and Clanton (2001) hypothesized that undergraduate students who called themselves “short-sleepers” would have a lower overall grade point average than those calling themselves “long-sleepers.” Moreover, Araujo (2001) explained that the university students’ irregular sleep-wake cycle and deficiency of sleep negatively influenced their academic performance. As most past studies suggested, sleepiness was suspected to have a negative relationship with lower academic performance. The present study hypothesized that the sleepiness level of full-time college students between the ages of 18 and 23 will negatively correlate with their cumulative college GPA.

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During a typical week in high school, how many hours of sleep did you get on average and how would you rate your academic achievements until now? Excellent Very Good Good Average Poor Total Less than 2 hrs 13 9 11 12 1 46 2- 4 hrs 129 45 43 25 2 244 4 - 6 hrs 46 81 54 21 2 204 7- 9 hrs 30 82 81 34 0 227 More than 9 hrs 28 114 90 34 2 268Total 246 331 279 126 7 989

TIME SPENT SLEEPING

Students were asked to state the amount of hours of sleep that they had in a night. The researcher therefore examined if a relationship existed between the hours spent sleeping and how the students rated their academic achievement. Of the 989 respondents, it was seen that 244 students claimed that they got about 2-4 hours of sleep per night. Of this figure 71% of the respondents who slept 2- 4 hours a night rated their academic performance as ‘Very Good’ or

‘Excellent’. However, 204 students stated that they got 4-6 hours of sleep per night. Of that sum, 62% rated their academic performance up to the University level as ‘Excellent’ or ‘Very Good’. 227 students spent 7-9 hours, according to the data presented above; 49 % of them rated their academics as ‘Excellent’ or ‘Very Good’. 268 students had more than 9 hours of sleep per night; from that group 52% rated their academic performance as ‘Excellent’ or ‘Very Good’.

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The purpose of primary education is the development of your weak characteristics; the purpose of university education, the development of your strong.

~Nevin Fenneman

In lieu of this information, it is important that one examines the income of the students’ household and whether this has an impact on their perceived academic achievement.

Various academics agree that the influence the beliefs and behaviors of the parent impacts behavior leading to positive outcomes for children and youth (Eccles, 1993). On this point, Alexander, Entwisle, and Bedinger (1994) found that parents of moderate to high income and educational backgrounds held beliefs and expectations that were closer than those of low-income families to the actual performance of their children. Low-income families instead had high expectations and performance beliefs that did not correlate well with their children’s actual school performance. Alexander et al. suggested that the parents’ abilities to form accurate beliefs and expectations regarding their children’s performance are essential in structuring the home and educational environment

so that they can excel in post schooling endeavors. Halle et al. (1997), using a sample of low-income minority families, also found that mothers with higher education had higher expectations for their children’s academic achievement and that these expectations were related to their children’s subsequent achievement in math and reading. Halle et al. found that these more positive beliefs and expectations predicted higher amounts of achievement-related behavior by mothers in the home as well as more positive perceptions of achievement by the children. Colleges and universities throughout the United States have long offered financial aid to disadvantaged students. As tuition increases continue to outpace inflation, financial need has moved up the income spectrum such that middle-class families are increasingly priced out of the market. As a result, many higher education institutions have been making efforts to extend financial aid beyond low-income students.

What is your best estimate of your household's income for any given month and how would you rate your academic achievements until now? Excellent Very Good Good Average Poor Total Below 25,000 60 89 53 31 4 237 25,000-50,000 130 84 92 33 1 340 51,000-1000,000 98 71 73 33 4 279 100,000- 150,000 7 37 30 9 0 83 Above 151,000 4 23 15 13 0 55Total 303 304 263 119 9 998

Students were asked to estimate their household income for any given month; this was then matched against how they rated their academic achievements yet. The researcher therefore examined the relationship that existed between both variables. Of these 998 respondents it was seen that 340 students had a household income of 25,000- 50,000. Of this figure 63% of the respondents felt that despite their concerns relating to the household income, rated their academic

achievement as ‘Very Good’ or ‘Excellent’. However, 279 students claimed that their household income was between 51,000 -100,000. 60 % of this group felt their academic performance was ‘Excellent’ or ‘Very Good’. 237 students’ household income was below 25,000. 62% of these students rated their academic achievement as ‘Excellent’ and ‘Very Good’. Conversely, 55 students had household income of over 151,000; of this figure 49% of the students felt that their academic achievement was ‘Excellent’ or ‘Very Good’.

HOUSEHOLD INCOME

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It is the perception of writers that high levels of English language and academic ability and performance are massively affected by class, while Blacquierie (1989) hypothesizes

that because of their impoverished backgrounds, students, particularly in English language proficiency (specifically reading speeds and levels of understanding of subject content) “have missed out on the academic experiences which are necessary to develop some of the concepts and schema they need to deal with tertiary studies of efficiency are a critical factor in achieving academic success.” Vinke and Jochems (1993) indicate that the lower the level of English proficiency, the more important it becomes in defining academic achievements, while Barker (1988) indicates that while students may be able to speak English, they still do not operate at maximum capacity because of the language barrier. In Australia, Holder, Jones, Robinson and Krass (1999) state that most English Language students lack literacy skills for successful university study

A number of factors impact on English Language proficiency and high academic performance. These include:

Rural environment: In some rural areas, English is almost a foreign language where English proficiency exists as a literal rather than an inferential level and where meaning interaction (Souter, Archer & Rochford, 1992) with English is rare (Jackson, 2000).

School teacher English proficiency: Most teachers are young, frequently inexperienced, and often under-qualified. Although they are taught pedagogics, once in the classroom, they revert to the inefficient rote learning systems in which they were taught (Nyamapfene & Letseka, 1995). This approach results in high levels of student

passivity where questions are often discouraged (Blacquierie, 1989). Once students from such an environment enter higher education, many rural teachers themselves have low levels of English proficiency and many operate only at the literal level. Although they are required to teach in English, they teach in the vernacular and hand out summaries and notes in English which the students are required to rote-learn (Jackson, 2000). Unless teacher English language proficiency improves, this situation is unlikely to improve as students have little to learn from their teachers.

Cultural influences: Many third-world students lack critical analytical reasoning power, given their background of rote learning, under-trained teachers, etc. Not all speak English confidently (Farnill & Hayes, 1996). Compared to their counterparts, they are out of their depth in an alien culture.

Learning and memorizing strategies: In order to overcome the problems of inadequate English comprehension, many students in order to survive, resort to rote learning strategies. Although they may have been adequate for the school situation, these strategies are totally inappropriate to the higher education environment.

Problems regarding verbal comprehension: Although students use vernacular language for social situations, they recognize English as the language of education and commerce: thus it is the most practical choice as a medium of instruction (Lazenby, 1996).

Problems regarding transferability of language skills: On average, while it is possible to become reasonably proficient in social conversation in about two years, it takes five to seven years to become competent in verbal-academic skills

ENGLISH LANGUAGE PROFICIENCY

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It was on this premise that students were asked to state whether or not they were successful with the English language proficiency test and if not how many times it took them to be successful. This was then matched against how they rated their academic achievements up to the Univer-sity level. Of these 788 responses, 533 students claimed that they been successful on their first sitting. Of this figure it was noted that 62% of

the respondents felt that despite their concern, rated their academic achievement as ‘Very Good’ or ‘Excellent’. However, 116 students had to redo the test before being successful. Of that number, 36% rated their academic performance till now as ‘Excellent’ or ‘Very Good’. 9 did the test at least 3 times before being successful. 25 students did the test at least 4 times and 5 stu-dents did the test 5 times.

(Cummins, 1984). Trans-linguistic differences: While some aspects of language are transferable to other languages – proficiency in one language facilitates proficiency in another as the basics of grammar, etc. have already been learned – an additional problem is that many black students have not become proficient in their home language (Nyamapfene & Letseka, 1995)

Problems related to written English: Poor spoken English language and reading skills

will impact adversely on English writing skills as these factors are inter-related. It is possible to be fairly fluent in spoken English but be inadequate in writing, and especially academic writing skills as two different types of skill are required.

This simply means that students at the university enter with a number of incompetence’s in the language. The university uses the English Language Proficiency (ELP) test os one of the medium of testing English language proficiency.

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Were you successful on your first sitting of the English Language Proficiency Test (ELPT) and how would you rate your academic achievements until now? Excellent Very Good Good Average Poor Total Yes 233 175 150 70 5 633 No 9 33 51 22 1 116 3 6 2 0 1 0 9 4 20 2 1 1 1 25 5 4 0 0 1 0 5Total 272 212 202 95 7 788

As expected, the academic performance of students is not a simple concept that can be accessed from a single perspective. Indeed, one must look at a number of variables in order to unravel a true understanding of

students’ academic performance. Many researches hypothesize that students’ academic performance is affected by such factors as learning disabilities, race, gender and sex (Hansen, Joe, 2000). Some researchers even attempt to explain the link between students’ achievements, economic circumstances and the risk of becoming a drop-out that has struck striking verisimilitude. The perception of students’ academic performance is also vital in the consideration of student achievement after entering the University.

To address such challenges, the introduction of strategies to ameliorate some of the difficulties that first year students face in adjusting to the lifestyle of the University is an attractive proposal. It is of great importance to address the academic difficulties of new students proactively during the first term of college, rather than waiting for students to make these adjustments on their own—via random trial-and-error. This is underscored by research which indicates that students who earn good grades during their first term are far more likely to persist to graduation than are first-term students who do not experience initial academic success. ( Source)

One way in which colleges can improve both the academic performance and retention of first-year students is by increasing their utilization of campus support services, such as the Academic Support Unit (ASU). Students should be given all available resources to improve their academic standing in a structured student-based and student-friendly environment. Many students will not be able to transition to the University without such support systems. Research clearly suggests that there is a strong relationship between utilization of campus-support services and persistence to program or degree completion (Churchill & Iwai, 1981)

It must be noted that at-risk students seldom recognize that they are at-risk therefore the university should deliver academic support in an intrinsic and exoteric manner- by initiating contact with students and aggressively bringing support services to them; rather than offering services passively and hoping that students will take advantage of them on their own accord. This can be done by identifying students who fit into any of the categories that might have them considered to be at high risk. The students who fit this category should be identified and recommended to the Academic Support Unit for their individual attention. Moreover, information should be sent to all students to ensure that

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CONCLUSION

the entire student population is made aware of all the available assistance to them. In addition, greater collaboration needs to be fostered with the different faculties and support groups like the Academic Support Unit and the Writing Center to arm students with skills to survive and excel academically.

Another feasible strategy is the utilization of a peer collaboration program to aid in providing academic support. Effective academic support programs for first-year students capitalize on the power of peer groups. Interaction between students has long been known to have a positive impact on student retention (Feldman & Newcomb, 1969), and intentionally fostering collaboration among students represents an effective strategy for promoting retention because it fosters students’ social integration into the university community (Tinto, 1993; Braxton, Sullivan, & Johnson, 1997).

Academic success depends not only on cognitive factors, but also on students’ social adjustment, emotional stability, and personal wellness. Comprehensive academic support for first-year students needs to focus on the student as a "whole person," and address the full range of academic and non-academic factors that affect student success. Research repeatedly demonstrates that academic support programs which include different program features, targeting different student needs, are more effective than single-focus programs that are restricted solely to the academic or cognitive domain. More support ought to be given to co-curricular activities as not only do these things complement the academic pursuits of students, develop the society and community, but also fosters the holistic development of students as individuals.

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References

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