Facilitating adjustment, commitment and academic success of a first year
student from a historically disadvantaged background: A case study
Matete Diako, Student Counselling Department
University of Johannesburg, South Africa
(in collaboration with Dr. T Mkhatshwa, HOD)
ABSTRACT
Even after 10 years of democracy, the socio historical context of first year
students in South Africa affect their adjustment and academic success.
The medium of instruction is often not modified to address the needs of
the culturally and linguistically diverse population and this contributes to
poor adjustment and academic progress.
The presentation illustrates
through a case study, how support services can significantly facilitate
adjustment
and
academic
success
of
first
year
students
from
disadvantaged backgrounds.
1.
INTRODUCTION
For many students, the first year of university is one transition in which academic
and social challenges are encountered. The outcome of these challenges can
result in success, disappointment, failure or discontinuation of studies. According
to Tinto (1995) the first year is the most important year in the overall degree
progression. It is also reported that 75% of students who do not complete their
studies attribute the reasons to problems experienced in the 1 st year of study.
According to the Self-determination theory of Deci & Ryan (2000), each
individual has an innate need to develop, the need to strive to master ongoing
challenges and to integrate their experiences into a coherent sense of self. The
theory focuses on the degree to which people endorse their actions at the
highest level of reflection and engage in the actions with a full sense of choice.
However for this to happen, environmental support is found to be essential, i.e.
1
the social context can either support or thwart the natural tendencies to grow
(Deci & Ryan, 2000).
In addition to the above theory, Dweck & Leggett (1988) identified two types of
achievement goals that affect students' academic performance (cited in Heyman
& Dweck, 1992).
a. Performance goals which are associated with the desire to achieve
favorable grades and social approval. Students with this orientation are
typically concerned with the outcome rather than with the actual process
of learning and are more likely to subscribe to an entity theory of
intelligence, believing that intelligence is a fixed attribute. They tend to
perform well on easier tasks where a positive evaluation can be achieved
but when faced with difficult tasks, students with performance goals often
become discouraged and give up easily, attributing their failure to a lack of
ability.
In contrast
b. Learning-goal oriented students are interested in and enjoy mastering new
material and tend to subscribe to the incremental theory that intelligence is
malleable. These students display "mastery-oriented" behavior, showing
more persistence on difficult tasks, using alternative strategies and
attributing failure to a need to work harder rather than to a lack of ability
(Heyman & Dweck, 1992).
It is not uncommon for students to loose courage in developing and mastering
the challenges they face during their academic lives and in particular during the
first year of their tertiary life. A counselor serves as a change agent, as someone
who is there to revitalize and bring back a sense of control that most students
2
loose. My motto as a counselor is that, “ when students are self-determined they
will experience a sense of ownership towards their studies and strive to achieve
the best.”
This motto has been found useful in the process of facilitating
academic success, commitment and adjustment of a first year student from a
historically disadvantaged background as will be illustrated in the paper.
To provide context the social background and the educational background of
South Africa as well as admission requirements of the University of
Johannesburg will precede the case discussion.
1.1 Social background of South Africa
South Africa is a country that boasts its diversity in terms of culture,
multilingualism, race and social background. In the past South Africa has been a
country in which race was largely used to discriminate and uplift members of the
society. Opportunities and privileges in South Africa have purely been on the
basis of race (Seroka, 1999). Although the government is striving to correct the
imbalances created by apartheid, the unfair practices of the past are still
continuing to remain inescapable. Their effects are evident in how black students
from historically disadvantaged backgrounds find adjustment to tertiary life a
hassle, as will be illustrated in the case presentation.
There are nine provinces in the country which still enjoy different benefits and
success due to various issues. In each province, there is the urban and the rural
areas, with people in urban areas being better off than those in rural areas.
1.2 Educational background of South Africa
Distribution of resources
During the era of apartheid a lot of money was pumped into White schools at the
expense of Black schools. This led to the great variance in terms of quality,
3
financial resources, ethos and size.
The forty years of apartheid has left
backlogs and a lot still needs to be done especially within the black communities.
Although the majority of schools fall under the auspices of the state, White
schools also rely on their own communities for additional funding. For example,
the government provides the minimum and parents contribute to basics and
extras in the form of school fees. In the White and middle class communities, the
fees are hyped to include building of additional classes and payment of additional
teachers. All this is possible due to the social status that Whites hold in South
Africa; and this in turn improve the quality of the education offered, improve the
educator/learner ratio and keep class sizes manageable.
Schools in townships and in rural areas struggle for resources and rely on the
minimum resources provided by the government. Due to the poverty level in
townships and rural areas, it is not possible for parents to pay a lot of fees to
improve the status of the school. Majority of this parents at times can not afford
a minimum school fee of R150,00 ($24,39) as opposed to the affordable fee of
R7 500,00 ($1219) in White schools.
At White schools, it is not uncommon for parents to pay additional R350,00
($56,91), to pay for extra presentations in study skills, time management and life
skills. These presentations are done at both the primary and secondary phases
of the children’s academic years. Black children on the contrary do not receive
the best possible assistance due to their social background (financial problems,
uneducated parents, unemployment, etc.).
Effects of Apartheid on the education system
The backlogs from years of apartheid are immense:
I. Black teachers are poorly trained which in turn affect the quality of
education received by learners in townships. For example, while there is
4
89% qualified teachers who teach Mathematics and Science, only 48 % of
those teachers are qualified to teach these subjects.
II. Teaching instruction in South African Schools:
Before the change in
government in 1994, the medium of instruction at schools beyond the first
four years of school (i.e. Grade R to Grade 3) had to shift to either Afrikaans
or English as the “official languages”. Black learners were forced to learn in
second language, moving away from learning in their competent and
comfortable language. Ngwenya (2003) found that as a result learners from
historically disadvantaged townships and rural areas experience a diversity
of learning problems, which include reading comprehension. According to
Donald et al. (1997) language, thinking and learning are interrelated and
therefore if a child’s process of formal learning is abruptly cut from their first
language, their cognitive development and scholastic performance can also
be negatively affected.
This explains why majority of black students
experience academic problems.
Exner (2003) refers to a research
conducted by Probyn (2001), whose findings indicate that both learners and
teachers experience stress in teaching and learning in a language in which
they are unable to communicate confidently (cited in Ngwenya, 2004).
III. Due to overcrowding, high educator/learner ratio, inadequately qualified
teachers, etc., learners do not receive the necessary support to break
through the educational system confidently. Majority of learners proceed to
tertiary without significant support to overcome such problems.
1.3 Summary
Education for blacks has been characterized by neglect and inadequacies. Even
though the government is now attempting to rectify the imbalances in education,
the apartheid legacy still lingers on. Up to now Black schools still lack basic
resources such as classrooms, laboratories, libraries and equipment for special
5
subjects. The education system is now referred to as “two tiered” where certain
basic constitutional rights and educational benefits are only enjoyed by English
and Afrikaans speakers (Heugh, 2004).
2.
ENTRY REQUIREMENTS AT THE UNIVERSITY OF JOHANNESBURG

The University of Johannesburg offer degrees, diplomas and certificate
courses.

A matric endorsement is required for degree course while a standard
school leaving senior certificate is required for a diploma or a certificate.
Some limitations of the entry requirement
Once a student meets the minimal requirements and once they are accepted for
registration into a particular course, it is often assumed that they have qualities
needed for success based on observable academic records which are used as
criteria for selection.
Students who get accepted at the University illustrate the diverse historical
background of the country. It is however unfortunate that the same institutions
fail to accommodate the complexities associated with the diversity of their
environment. Historical disadvantages of students registered at the University of
Johannesburg include economic disadvantage, poor educational background and
language difficulties. Their educational background reflects the racial difference
in the education system of the country. Such students have limited vocabulary in
the use of English, which in turn affects academic performance, their self esteem
and their motivational level.
6
3.
FACTORS CONTRIBUTING TO ACADEMIC SUCCESS
a.
Social Background

Limited social skills: One’s social background results in lack of exposure to
other things and thus limits ones’ social skills.

Poverty/financial difficulties: Lloyd & Turale (2001) found that a significant
number of students at tertiary education face a daily struggle living on or
below the poverty line.
In my experience as a Counsellor, I have
counseled a substantial number of students who would go for days without
a full nutritional meal, some stay overnight at railway stations, while others
sleep in public toilets. All these stressors are potentially demotivating and
discouraging and they contribute to poor academic performance.

Poor educational background: Donald et al. (1997) point out that most
learners who are educationally disadvantaged are underachieving,
repeating classes and generally experience frustrations in their academic
life. Ngwenya (2004) also found that students who experience difficulties
tend to develop passive failure which is a sense that no matter what one
does, nothing will help.
b.
Language

Learning in a second language. While academic failure can be attributed
to various things, in the South African context and amongst the historically
disadvantaged group, limitation in English has been found to be
significant.
Ngwenya (2004) found that second language education
contributes to underachievement.
7

The tertiary medium of instruction is often not modified to address such
limitations and unless these students receive appropriate intervention,
they will continue to struggle. Improving the academic performance of
students from non-English backgrounds require a focus on the prevention
of failure and early intervention for struggling learners.
c.
Adjustment problems

Lecturing as opposed to teaching

Difficulty coping with the work load and course demand

Peer pressure

Completely
different
environment
especially
from
the
historically
disadvantaged students
d.
Emotional intelligence:
According to Sookhan Ho (2005) meeting the challenges of a demanding
curriculum requires more than innate intelligence (cited in Ngwenya, 2004). In
a study conducted with 600 undergraduates in the U.S, it was found that
students with higher levels of emotional intelligence had more self-efficacy
which in turn enhanced their academic performance. Emotional intelligence is
defined as the ability to perceive, assess and positively influence personal and
others’ emotions.
e.
Learned Helplessness

Ramirez, Maldonado & Martos (1992) found that if students feel that they
can not control their environment, this lack of control impairs learning.

Dweck et al. (1978) argues that learned helplessness results in lack of
confidence and thus deterioration of performance.
8

Berger (1983) argues that learned helplessness children “know” that they
are failures and will not think otherwise.
f.
Engagement

Research indicates that the key to academic achievement is engagement
i.e. regardless of intelligence, economic status or other social factors,
students who are involved do better in schools.
4.
CASE HISTORY
The student was 19 years when his mother brought him to the Student
Counselling Unit, in July 2001. His mother, a domestic worker complained of his
poor academic progress and indicated that his son was de-motivated to continue
with his studies. The mother expressed a need for intervention. The student
expressed a need for assistance with his level of commitment and motivation
towards his studies as he had lost hope after failing his first semester. The
student could not face another semester because he feared that he would fail.
His mother on the other hand was concerned with seeing his son become
something in life, an opportunity she could not get, given their social background
and the political background of the country. During the first session, the following
were identified:
4.1
That the student had a high level of stress and anxiety.
4.2
He had poor academic skills.
4.3
He presented with difficulty in adjusting to tertiary life.
4.4
He had a poor self-esteem, low confidence and low level of self-efficacy.
4.5
His motivation level was low.
9
5.
FACILITATION/BEING A CHANGE AGENT / THERAPEUTIC PLAN
During the need analysis stage (i.e. initial sessions) and based on the student’s
profile and presenting problems, the counsellor designed an individualized
program for the student. It appeared that the student needed a high level of
motivation and reassurance to assist him in coping with his situation.
The
therapeutic process focused more on helping the student regain a sense of
control over his studies.
The student was seen on a weekly basis for the
program, but was also given the leeway to see the counsellor when he felt he
was not coping and his progress was threatened.
6. THERAPEUTIC PROCESS
First session: As outlined earlier, this session focused on gathering data from
both the student and the parent. Part of this session was used to extensively
focus on his career choice (to identify if he was really in the right career path).
The possible reasons for his poor performance were also explored in this session
and his motivation and commitment to therapeutic intervention was also
assessed. The information gathered during this session was used to compile an
effective and individualized program.
Second Session: The session focused on assisting the student to re-focus by
addressing the stressors in his life, his motivation level and how all those impact
on his academic progress.
Third Session: This session focused on addressing his study techniques and
time management skills. The rationale was that the student had to gain control
and see immediate progress in his academic success.
Fourth Session: The session was a continuation of the study skills session as
well as a session aimed at reviewing the study skills program presented in the
10
previous session and monitoring the students’ progress. At this point, the student
was beginning to regain his confidence and felt in control of his life.
Fifth Session: At this point the student was showing confidence and a high level
of motivation. Issues relating to adjustment to the demands of tertiary life were
addressed and the student was guided to set new goals.
Sixth Session: This session focused on giving the student practical skills on
exam preparations (which was also dealt with during the study skills session).
SUMMARY
The sessions with the student involved:
 Psychotherapy and counselling
 Providing practical skills
 Providing study skills
 Foster small peer study groups.
 Continuously monitor progress
 Offering extensive support by allowing the student free access to the
counselor.
7. EVALUATION
a. Success of the program

Student was able to regain control over his education and thus improve
performance.

He was assisted to deal with own thoughts and feelings
11

Moved from being performance goal oriented to learning goal oriented.
Instead of associating failure with being incapable, the student was taught
to perceive failure as a need to work harder rather than lacking in ability.
This increased his motivation level and helped the student adjust well.

The student never failed another test and qualified for his diploma within 2
years of being on the program.

The student who was once a poor performer, was employed by his
department in the institution for an internship program. He is still assisting
in the department on a regular basis and is currently doing his degree
(BTech) at the institution.

Three years down the line, the student’s parent still remembered the
counsellor by name in a telephone conversation and she still extended her
appreciation.
b.
Limitations of the program

Only a limited number of students can receive such intense program due
to the number of student/counsellor ratio.
c.
Recommendations

Universities
should
begin
providing
support
to
students
from
disadvantaged backgrounds. Such support will in turn improve the overall
throughput rate of the institution.
12
8. REFERENCES:
Berger, K. S. (1983). The school year: Psychosocial development. Retrieved
from http://www.ematusov.com/cd170.
Deci, E.L. & Ryan, R.M (2000). The “what” and “why” of goal pursuits: Human
needs and the self-determination of behavior. Psychological Inquiry, 11, 227268.
Donald, R.D., Lazarus,S., Lolwana, P. (1997). Educational Psychology in social
context. Oxford University Press, Cape Town.
Dweck, C. S., Davidson, W., Nelson, S., & Enna, B. (1978). Sex differences in
learned helplessness: II. The contingencies of evaluative feedback in the
classroom: An experimental analysis. Development Psychology, 14, 268-275.
Exner, J. R. (2003). The identification of psycho-educational factors that inhibit
first year student performance. Unpublished dissertation, UNISA.
Heugh, K. (2004). Language policy and democracy in South Africa: the prospects
of equality within rights-based policy and planning.
Centre for Research on
Bilingualism, Stockholm University.
Heyman & Dweck (1992). Motivation and performance in college students
enrolled in self-paced versus lecture-format remedial mathematics courses.
Retrieved from http://www.findarticles.com.
Lloyd, D. & Turale, S. (2001). New Conceptions of Students Neediness and
Directions for Better responses. Retrieved from http://www.aare.edu.au
Ngwenya, M.D. (2004) The imaging technique as learning support for
educationally disadvantaged learners in the secondary school, to improve
reading comprehension [electronic resource] University of Pretoria
13
Ramirez, E., Maldonado, A., & Martos, R. (1992). Attribution modulate
immunization against learned helplessness in humans. Journal of Personality
and Social Psychology, 62, 139-146.
Seroka, S. G. (1999).
Implementation of affirmative action in schools: A
Teacher’s perspective. Thesis submitted for a Doctoral Degree, RAU.
Tinto, V. (1994). Educational Communities and Student Success in the First Year
of University.
Paper prepared for the Conference on the Transition from
Secondary School to University. Monash University, Melbourne.
14