Secondary School Learners’ Transition to the University: A Qualitative Research Approach
Mbulaheni Paul Tshisikhawe 
& Buyisani Dube
Issue: Vol.5 No.16 Issue Article 60 pp.3436 – 3445
DOI: https://doi.org/10.38159/ehass.202451660 | Published online 30th December, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The transition of learners from secondary school to university education, while inevitable, has always been marred by myriad uncertainties and challenges. This is especially so for secondary school learners who register in previously disadvantaged higher education institutions. The purpose of this study was to explore the challenges experienced by first-year learners who transition from secondary school to university. The study followed a post-positivist methodological stance. A phenomenological design of the qualitative research approach was used in this research. The study adopted a purposive sampling technique to select two lecturers and ten first-year learners, who were interviewed using face-to-face and focus group interviews. The sample was drawn from the lecturers who taught first-year modules and all first-year learners in the school of education. Data was analysed and interpreted thematically. The study findings showed that challenges related to the orientation of learners, class attendance, language of teaching and learner support compromise the transition of first-year learners, a majority of who end up failing or dropping out of the university. This implies that learner integration and academic growth require supportive interaction with all stakeholders and the provision of resources and facilities. The study concludes that learners should be adequately prepared for the transition from secondary to university to enable them to cope with the social and academic demands of university life. The study has shown that the assumptions of Maslow’s hierarchy of needs theory can profitably be infused in learner transition thinking and practices to yield a successful university life.
Keywords: First-Year Learners, High School Learners, Institution of Higher Learning, Learners, Transition.
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Mbulaheni Paul Tshisikhawe is a Senior Lecturer who holds a Doctor of Education degree in Curriculum Studies from the University of Venda and a postgraduate diploma from the University of KwaZulu Natal, South Africa. He researches and supervises postgraduate studies on school capacity building on learning and teaching, curriculum issues in education, as well as on the impact of school service provision on learner outcomes.
Buyisani Dube is a lecturer in Educational Leadership and Management who holds a Doctor of Education in Curriculum Studies from the University of Venda and being a lecturer at Baisago University in Botswana. He has developed programmes at Diploma, Masters and PHD levels. He has published many research papers in accredited peer reviewed journals.
Tshisikhawe, Mbulaheni Paul & Buyisani Dube. “Secondary School Learners’ Transition to the University: A Qualitative Research Approach,” E-Journal of Humanities, Arts and Social Sciences 5, no.16 (2024): 3436 – 3445. https://doi.org/10.38159/ehass.202451660
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
