Department of Educational Psychology

Permanent URI for this community

https://scholar.sun.ac.za/handle/10019.1/87

Browse

Browsing Department of Educational Psychology by browse.metadata.advisor "Bitzer, E. M."

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Possible risks related to student academic success in Income Tax N6 at two TVET colleges in the Western Cape province
    (Stellenbosch : Stellenbosch University, 2020-03) Viljoen, Philippus Johannes; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Educational Psychology.
    ENGLISH SUMMARY : Accompanying the widening of access to higher education, students are increasingly less prepared for higher education studies and more at risk of dropping out or taking longer to complete their studies. This study has identified a knowledge gap to determine possible risks that influence student academic success in Income Tax N6 at two Technical and Vocational Education and Training (TVET) colleges in the Western Cape province, South Africa. For the empirical part of the study, abductive logic and a mixed methods design within a pragmatic knowledge perspective was used to investigate possible risk areas that may influence student success in Income Tax N6, thus contributing to a possible success profile based on potential risk factors that could influence student success. This approach provided the space to suggest practical applications and solutions towards student support and interventions for improved study success in Income Tax N6. The research drew on quantitative and qualitative data to determine the nature and extent of the contextualised problem. A self-scored questionnaire survey was conducted among 142 out of a possible 150 students enrolled for Income Tax N6 at two participating TVET colleges. Quantitative data were generated for the first five categories of the questionnaire, which consisted of eighteen sub-sections as fields of information that could help identify possible risk areas. The sixth survey category generated qualitative data, where students answered questions that could assist lecturers to improve classroom teaching and learning. The questionnaire survey was followed by individual interviews with two full-time lecturers in Income Tax N6 at one of the participating TVET colleges. As a further data source, policy documentation from the two participating TVET colleges was also analysed. In terms of data analysis, the quantitative data were analysed using the Statistical Package for Social Sciences software program to identify variables that might point to the possible profile of a successful student in Income Tax N6. Student responses to the open-ended questionnaire items and the transcribed interviews with teaching staff in Income Tax N6 were then analysed for themes and categories of meaning by using standard content analysis procedures. The conclusions drawn from the study indicate that the qualifications of a student’s parent/guardian matter when it comes to student support and increasing student risk. A major risk factor for TVET student success in Income Tax studies appears to be the broadening of access to higher education institutions against the background of the availability of National Student Financial Aid Scheme bursaries. It would further seem that students with below-average levels of prior academic achievement typically demonstrate poor predictive test calibration and an overestimation of their actual performance, whereas students with relatively higher levels of academic standing produce more accurate predictions. Student support seems to be an important factor that might contribute to success for the investigative group. Such structures include supportive lecturers and additional student support structures such as free psychology services to assist students with personal and other problems. Support also involves specialised staff for conducting concession assignments for students with disabilities. A final conclusion that emerged from the study was that lecturer experience might play an important role in the academic success of the research group. Lecturer experience, accompanied by a caring attitude of a department/faculty also seem to contribute towards student success. Students of all age groups and from various cultural and educational backgrounds enrol in the TVET college sector, also in the Financial Management programme. Student success in a subject such as Income Tax, with its many annual adjustments, remains a major challenge – not only for students, but also for lecturers – and could potentially have major implications for any TVET institution. Despite many challenges, certain institutions still manage to maintain high levels of throughput and retention. However, continued research is needed to inquire into the range of reasons why TVET students fail to be successful in their studies.