Die Eerstejaarervaring Die Eerstejaarervaring en studente-en studente-ontwikkelingontwikkeling

Antoinette van der MerweCeleste Nel

Alten du PlessisPieter KloppersDonna Weakley

Werkswinkel programWerkswinkel program Bekendstelling Insette

Hoe lyk die voorgraadse voedermark? Hoe presteer die eerstejaars, hoekom en hoe hou ons tred? Hoe lyk die studente se leefwêreld? Watter tipe psigo-sosiale behoeftes het eerstejaarstudente?

Tafelgesprekke (4x10 minute) Bydraes volgens tafel tot Wiki (20 minute) Samevatting en afsluiting

Die Voorgraadse VoedermarkDie Voorgraadse Voedermark

Celeste NelSentrum vir Voornemende Studente

17 Augustus 2007

MATRIEKUITSLAE 2006(528 525 kandidate)

Getal kandidate Persentasie

Slaagsyfer 351 503 67%

Matrikulasievrystelling 85 830 16%

Wiskunde HG 25 217 4.8%

Natuur- en Skeikunde HG 29 781 5.6%Bron: Senior Certificate Report 2006

MATRIEKUITSLAE EN BEVOLKINGSGROEP2006

Swart Bruin Wit Indiër

Getal % Getal % Getal % Getal %

Slaagsyfer 272 890 61.6% 28 181 81.9% 41 268 97.1% 9 387 92.3%

Matrikulasie-vrystelling

51 180 11.6% 5 902 17.1% 22 018 51.8% 5 641 55.5%

Wiskunde HG 10 256 2.3% 1 375 4.9% 2 384 23.5% 10 495 24.7%Bron: Moneyweb

DIE US AS KEUSE

2%

11%

18%

18%

24%

29%

29%

32%

38%

69%

71%

0% 10% 20% 30% 40% 50% 60% 70% 80%

Ander

Onderwysers/skool

Beursaanbieding

Sportgeleenthede

Naby ouerhuis

Koshuislewe

Taalbeleid

Ouers/familie

Spesifieke program

Akademiese reputasie

Studentelewe

DIE US AS KEUSE EN BEVOLKINGSGROEP• Die akademiese reputasie van die US het ’n sterker rol gespeel in die keuse van bruin (82%) en swart (77%) studente as wit studente (65%)• Die studentelewe was nie vir die swart studente (37%) so ’n belangrike faktor soos vir die bruin (52%) en wit respondente (78%) nie• As deel van die studentelewe het meer wit eerstejaars ook die koshuislewe (34%) as ’n belangrike faktor geïdentifiseer as die ander bevolkingsgroepe (onderskeidelik 19% bruin en 13% swart)• Vir meer swart en bruin eerstejaars was finansiële ondersteuning (onderskeidelik 55% en 44%) ’n belangriker faktor as vir die wit respondente (6%)• Heelwat meer bruin studente (26%) het hul skool en onderwysers as veranderlike geïdentifiseer as swart en wit eerstejaars (beide 8%)• Bykans ’n derde (onderskeidelik 31% en 33%) van die wit en bruin studente het die feit dat klasse oorwegend in Afrikaans aangebied word as ’n rede vir die keuse van die US aangevoer, terwyl dit ’n rol by slegs 5% van die swart eerstejaars gespeel het• Wat die invloed van ouers en familie betref, lyk dit ook asof wit (35%) en bruin (26%) respondente meer hierdeur beïnvloed word as hul swart portuurgroep (16%)

INLIGTINGSBRONNE

0%

2%

4%

9%

12%

17%

17%

19%

23%

24%

27%

33%

41%

46%

46%

49%

0% 10% 20% 30% 40% 50% 60%

Ander

US-uitreike

Elektroniese nuusbrief

Psigometriese toetse

Media

Kampusbesoek

Loopbaanuitstalling

Verteenwoordiger van US

Oudstudente

Skoolbesoek

Ope dag

Onderwysers/skool

Prospektus/pamflet

Ouers/familie

Huidige studente

Internet

INLIGTINGSBRONNE EN BEVOLKINGSGROEP• Die meeste wit eerstejaars het inligting oor die Universiteit deur die internet (56%), van hul ouers en familie (52%) of van huidige studente (50%) bekom• Vir die meeste bruin studente was die onderwysers en die skool (58%), sowel as die Universiteit se pamflet en prospektus (53%) en skoolbesoeke (38%), die belangrikste inligtingsbronne• Die swart eerstejaars het die Universiteit se pamflet en prospektus (35%), die internet (34%) en ouers of familie (27%) aangedui as inligtingsbronne• In volgorde van voorkeur, lyk dit asof meer wit en swart eerstejaars inligting deur die internet bekom het as hul bruin portuurgroep• Meer wit en swart studente het ook hul ouers en familie as inligtingsbronne bo die onderwysers of die skool verkies, terwyl die meeste bruin studente hul onderwysers en die skool as inligtingsbron gebruik het• In ooreenstemming hiermee het meer bruin respondente as die ander bevolkingsgroep skoolbesoeke, ’n verteenwoordiger van die Universiteit en loopbaanuitstallings (wat meestal by skole of deur skole aangebied word) as inligtingsbronne geïdentifiseer

Hoe presteer die Hoe presteer die eerstejaars, hoekom eerstejaars, hoekom en hoe hou ons tred?en hoe hou ons tred?

Alten du PlessisHoofkoördineerder: Tredhou

17 Augustus 2007

WIE? Hoe lyk die 1

ste jaars?

Alfa Basis-

vraelys

Resultate

Opvolg-vraelys

Resultate

Vroeë

Steun

Opname

Same-stelling

Gr 12 ver-spreiding

HOE presteer

1ste jaars?

Retensie-

koerse

Gemid

Prestasie

Sukses-koerse

SOS

VA, MA

Kohort-

analises

HOEKOM presteer hulle so?

Ander faktore:

Navorsing

US-faktore:

kwantitatief

US-faktore:

Kwalitatief

Belangrike

voorspel-

faktore

Statistiek,

Neurale netwerke

WAT doen Tredhou reeds?

Hulp:

Geïndivi-dualiseerd

HelpMy

Webwerf

SSVO

Selfhelp

SSVO-

werks-winkels

“If-then”

voorspel-

reëls

WAAR-HEEN nou?

Bewussyn:

Prestasie,

faktore

Stimuleer

navorsing:

Onderrig

Planne vir vehoging van sukses

Hulpplanne

ernstig benader

Integreer aksies: AS en dosente

Wie is ons eerstejaars: Enkele Wie is ons eerstejaars: Enkele waarnemingswaarnemings

1. Meer as 2 uit elke 3 eerstejaars het ‘n matriekpunt > 70%

2. Eerstejaarprestasie meer as 2 simbole laer as in graad 12

3. Ongeveer 85% van eerstejaars bly behoue na jaar 1

4. Eerstejaars slaag gemiddeld ongeveer 75% van hulle krediete

5. Ongeveer 1 uit elke 3 BA, BSc en BComm eerstejaars verlaat die US uiteindelik sonder ‘n kwalifikasie

6. Matriekprestasie enkele beste voorspeller van eerstejaarprestasie

7. Toegangstoetse, welwees, goeie gewoontepatrone en persepsies oor self belangrike addisionele voorspellers

8. Eerstejaarprestasie beste voorspeller van 2de en 3de jaar prestasies!

The psycho-social needs of The psycho-social needs of first year students visiting first year students visiting

the Centre for Student the Centre for Student Counselling & DevelopmentCounselling & Development

Donna WeakleyEducational Psychologist

Centre for Student Counselling and Development

Overview

Do 1st year students actually visit the CSCD?

Who are the students who do visit the CSCD?

So we know who they are, but what are the difficulties they experience? Academic difficulties Emotional difficulties

How do these difficulties affect their academic progress?

Do 1st Year Students actually visit the CSCD?

Yes!!In 2004 - 28% of all CSCD clients were

1st year students.

2 %

3 %

3 %

4 %

4 %

3 %

1 6 %

1 9 %

1 7 %

2 8 %

0 2 0 0 4 0 0 6 0 0 8 0 0 1 0 0 0 1 2 0 0 1 4 0 0

N ag raads

N VT /N A

Oud M aties/O ld M aties

Voornemende student/Prospective student

Vyfdejaar en + /F ifth year +

Vierdejaar en + /Four th year +

Vierdejaar /Four th year

D erdejaar /Third year

Tweede jaar /Second year

Eerste jaar /F irst year

In 2005 - 27% of all CSCD clients were 1st year students.

4%

6%

26%

19%

19%

27%

0 200 400 600 800 1000 1200 1400

N VT/N A

Voornem ende s tudent /P ros pec t iv e s tudent

V ierdejaar+/F ourth y ear+

D erdejaar/Th ird y ear

Tweedejaar/S ec ond y ear

Eers te jaar/F irs t y ear

In 2006 - 26% of all CSCD clients were 1st year students.

4 %

1 %

6 %

1 1 %

1 6 %

2 1 %

1 5 %

2 6 %

0 2 0 0 4 0 0 6 0 0 8 0 0 1 0 0 0 1 2 0 0

N VT / N A

Alumni

Voornemende student / Prospective student

Vyfdejaar en + / F ifth year and +

Vierdejaar / F our th year

D erdejaar / T hird year

T weedejaar / Second year

Eerstejaar / F irs t year

28 27 26

0

5

10

15

20

25

30

35

2004 2005 2006

While there has been a slight decrease in the number of 1st year students visiting the CSCD (thanks to the great work of SOL & the FYA??), they still form the MAJORITY of the CSCD’s clientele!

Demographics of the 1Demographics of the 1stst year year population visiting the CSCDpopulation visiting the CSCD

Private vs residential students Male vs female clients

47

43

46

4445

44

38

40

42

44

46

48

50

2004 2005 2006

PrivateResidence

37

63

40

60

42

58

0

10

20

30

40

50

60

70

2004 2005 2006

MaleFemale

Language groups

25

69

2 4

26

67

3 4

26

68

2 3

0102030405060708090

100

2004 2005 2006

EnglishAfrikaansisiXhosaOther

We know who they are, but what are We know who they are, but what are their needs?their needs?

1st Year students generally face a number of problems as they are, often for the first time, facing life on their own. This results in them presenting at the CSCD with a myriad of both academic and emotional needs – many of which are more severe than in the past.

Academic needs: Difficulty coping with the heavy workload and fast pace Under-developed reading & writing skills Poor time management skills Poor study skills – summarising, goal setting, etc Language difficulties – academic language, language of

tuition Inability to make good notes in class – lecturers go to

quickly! Extreme test anxiety Lack of information regarding academic structures

Inadequate career counselling, planning and goal setting.

Emotional needs: Adjustment difficulties Mood disorder (Depression) Anxiety disorder and stress Substance abuse – dagga, cocaine, alcohol Sexual Orientation issues Sexual & other trauma Grief Eating disorders Relationship difficulties – divorce, conflicts, breakups Pressure from families & communities-expectations, care

of dependents Attention deficit disorder/attention deficit hyper-activity

disorder Guilt – financial pressures, underachievement

We know who they are, but what are their needs?

National & Global Trends Severity of presenting problems has increased.

Depression, social isolation, substance abuse, anxiety and stress levels seem to be on the increase.

Increasing difficulties finding social connections, being faced with many decisions, a lack of role models, and an emphasis on survival often coupled with financial difficulties are increasingly complicating the situation.

High rate of violence and unemployment

Challenges of living in multicultural environment – perception of ‘anything goes’ has blurred certain boundaries and students find it difficult to come to terms with their own identities within society.

We know who they are and what their difficulties are, but how does this relate to

their academics?

Students who have failed experience some or all of the following feelings – very low self-esteem, a sense of hopelessness, feelings of despair and desperation, anxiety, shame, depression or guilt.

Black students who enrol in universities are known and know themselves to be very capable. They often suffer extreme psychological dissonance when they fail

Lack of motivation, difficulty concentrating & asking for help – energy to access resources & courage to consult with lecturers decreases.

Extreme anxiety - tests, talking in class, consulting with lecturers, visiting the CSCD.

Sleep difficulties – inability to sleep, or excessive sleeping Substance abuse – way of escape, pleasurable, social interaction Lack of career counselling – what is the point? Unrealistic perceptions of their studies – or unrealistically negative self-talk or low

self-esteem These (and more more!) factors play a role in the high drop-out rate of 1st year

students!

What can lecturers do to support 1st year students?

Encourage students to make use of available consulting hours – or to work together to improve their academic progress.

Attempt to get to know your students. Refer at-risk students to the CSCD, or to other

appropriate support services. Encourage students to attend study skills, time

management and other workshops. Encourage help seeking behaviour – attempt to

decrease fear of the consequences of seeking help (embarrassment, appearing to be ‘stupid’)

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Wat is ’n wiki?Wat is ’n wiki?A wiki is a collaborative website which can be directly edited by anyone with access to it. Ward Cunningham, developer of the first wiki WikiWikiWeb, originally described it as "the simplest online database that could possibly work".

www0.sun.ac.za/firstyearexperience