Transition from High School to University: Challenges faced by First-year B.Ed. Students at a University of Technology in South Africa

Transition from High School to University: Challenges faced by First-year B.Ed. Students at a University of Technology in South Africa

Soundy Patricia Nthabiseng , Lydia Kgomotso Mphahlele & Khashane Stephen Malatji

Issue: Vol.5 No.2 Article 4 pp.112 -122
DOI: https://doi.org/10.38159/ehass.2024524 | Published online 12th February, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

The recent Council on Higher Education report avers that Higher Education in South Africa experiences serious shortcomings in graduate output and outcomes. The report corroborated the general belief pervading existing research into students’ first-year university experiences. Students are unable to cope with the rigours of academics during this transition. Furthermore, research, especially from the field of psychology, also holds that first-year students struggle to succeed in their first year due to emotional and behavioural problems. However, this study argued that the transition from high school to university is a period characterised by mismatches and discontinuities in the lives of students. The purpose of this article was to investigate the mismatch and discontinuities, expressed as the articulation gap in the exposition of the article, experienced by first-year students at a university of technology. Data was drawn, using a cutting-edge qualitative instrument, from selected first-year B.Ed. students. The findings revealed that first-year students’ high school experiences are often not replayed at university. Students experience a myriad of new challenges which require new ways of learning (academic), and new ways of relating to peers (social challenges). The study recommended that universities need to engage in full orientation programmes to narrow the transition gap between high schools and universities. Universities should also provide ongoing programmes for mentoring, counselling and support services to help students navigate social and psychological challenges.

Keywords: Transition; Behavioural Problem; Challenges; Emotions

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ABOUT AUTHOR(S)

Dr. Soundy Patricia Nthabiseng is a Lecturer with a Ph.D. in the field of Psychology in Education from Tshwane University of Technology, South Africa. With her passion for advancing knowledge, her work has been published in reputable journals and a book chapter. She is currently supervising masters and doctoral students. Her expertise encompasses the psycho-social and economic challenges of learners and students. She has presented her findings at international conferences. Dr Soundy continues to contribute to the academic community through research on the Teaching for All-Inclusive Education project with the British Council.

Prof Mphahlele Lydia Kgomotso is a researcher, with the following qualifications: Secondary Teachers Diploma, Bachelor of Education (BA), Honours, Master, Doctoral, Degree in Education Management with HAAGA-HELIA University of Applied Sciences: Helsinki, in Finland, and then obtained a Master of Business Administration (MBA): degree program in Education Management in 2021. She taught at secondary schools for 23 years and acted as a HOD for commercial subjects for 3 years. She was appointed to a permanent position at Tshwane University of Technology in 2008. Promoted as a Senior lecturer in 2016. In 2019, she was promoted to Associate Professor and as an HOD for GET heading both Foundation Phase and Intermediate Phase. She has published 22 articles in accredited journals. She has presented articles locally and internationally.

Prof. Khashane Stephen Malatji holds a PhD in Education: Curriculum and Instructional Studies from the University of Fort Hare. He also holds a Post Graduate Diploma in Higher Education for Academic Developers from Rhodes University. Prof. Malatji is currently an Associate Professor at the University of South Africa, in the College of Graduate Studies. He is the author of 75 articles in accredited journals. Prof Malatji has successfully supervised 26 Masters’ (7 with cum laude) and 20 Doctoral students. In 2018, he was awarded Young Researcher of the Year by Tshwane University of Technology. In the 2020 academic year, he received an award as Emerging Researcher of the Year awarded by EASA. In 2021, he received an award as Senior Researcher of the Year by TUT. Prof. Malatji has delivered papers and chaired sessions at many national and international conferences. His research interest covers teaching and learning; evaluation of teaching, curriculum development; assessment; and teacher development in higher education.

TO CITE ARTICLE

Nthabiseng, Soundy Patricia, Lydia Kgomotso Mphahlele & Khashane Stephen Malatji. “Transition from high school to university: Challenges faced by first-year B.Ed. students at a University of Technology in South Africa.” E-Journal of Humanities, Arts and Social Sciences 5, no.2 (2024): 112 -122. https://doi.org/10.38159/ehass.2024524