RESEARCH METHODOLOGY
EMERGING PATTERNS
The qualitative analysis began with the predetermined categories, which were guided by the conceptual framework, to summarise and repack the data obtained from the open-ended questions of the questionnaire survey. The data were scrutinised, analysed, classified, summarised and tabulated to complete the basic content analysis. These codes were descriptive and entailed little interpretation as they were contributing a class of phenomenon to a segment of the text. During the basic analyses, recurring patterns or themes, which pulled together the separate pieces of data, were noted. These were followed by the higher level of data analysis, which was interpretive and it was concerned with what was meant by the response, what was inferred or implied. It was aimed at identifying patterns or themes concerning the findings of Phase 2 of the empirical study.
6.6.1 Pattern 1: The importance of pre-selection knowledge of higher education institutions before enrolment
Students seemed to favour word-of-mouth referrals for their choice of higher education institution (see Section 6.3 and Table 6.7). Some students’ apparent lack of research into the higher education sector resulted in them applying too late for entry into their preferred higher education institution. This, along side poor Grade 12 results, resulted in negative responses from the higher education institutions of their choice (see Section 6.3 and Table 6.9). The pattern that transpired indicated that students were not enrolled in the institution regarded as their first choice, mainly due to poor Grade 12 results.
6.6.2 Pattern 2: The importance of environmental issues
The lack of a healthy study environment was highlighted in the responses that described the academic environment in terms of the programme, institutional and demographical environments. Students apparently experienced problems adapting to the higher education environment, managing their time sufficiently (see Section 6.4 and Tables 6.13, 6.17). In addition, they seemingly experienced problems with their study skills (see Section 6.4 and Table 6.15). Many of the responses centred on the unclean and overcrowded facilities, mainly lecture rooms and the library facilities. The pattern observed was that the respondents not only perceived unclean and overcrowded facilities as negative influences on academic performance, but also the excessive noise pollution caused by students loitering outside the lecture rooms and the library facilities (see Section 6.4, in particular 6.4.2).
6.6.3 Pattern 3: Why students did not complete their studies
The first pattern that emerged from the responses was that constraints regarding financial, health and partner obligations hindered students’ academic performance (see Section 6.5). It became apparent that the majority of students were dependent on their parents/guardian for financial assistance (see Section 6.5.1). Students perceived the cost of textbooks as high (see Section 6.5.4) and evidently experienced problems relating to teaching and learning (See Section 6.5.5). The pattern that emerged from the responses regarding teaching and learning highlighted lecturing constraints, which have to be further investigated after completion of the study (see Table 6.32).
From the above identification of emerging patterns, it became evident that the reason for students dropping out of the diploma programmes was independent of the EIP, but dependent on the academic support services provided by the institution.
6.7 CONCLUSION
This chapter presented the findings obtained from the questionnaire survey completed by students who dropped out of the diploma programmes. The results indicated that the following factors had a negative effect on students’ academic performance:
− Students do not sufficiently explore the higher education institutions available for further studies. The majority of students preferred to study at other higher education institutions, not at the VUT.
− Students are not coping with the higher education environment, mainly due to problems experienced with study methods, time management and an excessive workload. A gap exists between the school environment and the higher education environment. According to the students’ perceptions, an EIP would make the transition into the higher education environment easier.
− The library supplied ample study material. However, the students indicated a significant shortage of computers and study halls. Owing to the overcrowded conditions in the library, excessive noise pollution and unclean facilities were experienced by students.
− The majority students resided outside the Gauteng province and, therefore, lived in the residences. The students indicated that they experienced overcrowding and excessive noise pollution (due to parties, gumbas and bashes) near their residences.
− Students experienced financial constraints because the majority of students were financially dependent on their parents or a guardian.
− A few students had to drop out due to health reasons.
− There were students who indicated that they had to contend with extra domestic responsibilities and financial constraints because they had minor dependants. − The majority of students could not afford the prescribed textbooks. Many
students did not have any experience of how to utilise a textbook as they never used them in school.
− The majority of students experienced major problems within the teaching and learning area. Students experienced difficulties with lecturers allegedly applying ineffective teaching and learning methodologies and some of the results obtained here have to be investigated after completion of this study. Owing to overcrowding in the classes, excessive noise pollution (also from students loitering outside lecture rooms) and unclean facilities were experienced by students.
The next chapter provides the synthesis, conclusions and recommendations of the study, which includes a curriculum framework for the EIP in the engineering study field at the VUT.