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Possible risks related to student academic success in Income Tax N6 at two TVET colleges in the Western Cape province

dc.contributor.advisorBitzer, E. M.en_ZA
dc.contributor.authorViljoen, Philippus Johannesen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Educational Psychology.en_ZA
dc.date.accessioned2020-02-05T08:11:08Z
dc.date.accessioned2020-04-28T12:02:11Z
dc.date.available2020-02-05T08:11:08Z
dc.date.available2020-04-28T12:02:11Z
dc.date.issued2020-03
dc.identifier.urihttp://hdl.handle.net/10019.1/107755
dc.descriptionThesis (MPhil)--Stellenbosch University, 2020.en_ZA
dc.description.abstractENGLISH 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.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING : In die lig van die verbreding van toegang tot hoër onderwys is studente toenemend minder voorbereid op hoëronderwysstudies en loop hulle ʼn groter gevaar om hul studies te staak of langer te neem om hul studies te voltooi. Hierdie studie voldoen aan die behoefte om moontlike risiko’s te bepaal wat die akademiese sukses van studente in Inkomstebelasting N6 by twee Tegniese en Beroepsgerigte Onderwys- en Opleiding- (TBOO-)kolleges in die Wes-Kaap, Suid-Afrika beïnvloed. Vir die empiriese deel van die studie is abduktiewe logika binne ʼn pragmatiese kennisperspektief gebruik om deur ʼn gemengde navorsingsontwerp moontlike risikogebiede te ondersoek wat die student se sukses in Inkomstebelasting N6 kan beïnvloed. Op grond van hierdie resultate word ʼn voorlopige suksesprofiel voorgestel, gegrond op potensiële risikofaktore wat studentesukses kan beïnvloed. Hierdie benadering bied die potensiaal om praktiese toepassings en oplossings voor te stel rakende studenteondersteuning en -intervensies vir verbeterde studiesukses in Inkomstebelasting N6. Die navorsing betrek beide kwantitatiewe en kwalitatiewe data om die aard en omvang van die gekontekstualiseerde probleem te bepaal. ʼn Totaal van 142 uit ʼn moontlike 150 studente in Inkomstebelasting N6 by twee TBOO-kolleges het aan ʼn vraelysopname deelgeneem. Kwantitatiewe data is vir die eerste vyf kategorieë van die vraelys, bestaande uit 18 onderafdelings gegenereer met die oog op die identifisering van moontlike risikogebiede te identifiseer. Die sesde afdeling van die vraelys het bestaan uit kwalitatiewe data, waar studente gevra is na terugvoer wat dosente kon help om klas-onderrig en –leer te verbeter. Die vraelysopname is opgevolg deur individuele onderhoude met twee voltydse dosente in Inkomstebelasting N6 by een van die deelnemende TBOO-kolleges. As ʼn verdere databron is dokumentasie van die twee deelnemende TBOO-kolleges ontleed. Wat data-ontleding betref, is die kwantitatiewe data met behulp van die ‘Statistical Package for Social Sciences’-sagteware ontleed om veranderlikes te identifiseer wat kon dui op ʼn moontlike profiel van ʼn suksesvolle student in Inkomstebelasting N6. Studente se terugvoer op die oop vraelysitems en die getranskribeerde onderhoude met onderwyspersoneel in Inkomstebelasting N6 is vervolgens ontleed vir temas en kategorieë van betekenis deur van standaardprosedures vir inhoudsontleding gebruik te maak. Die gevolgtrekkings uit die studie dui daarop dat die kwalifikasies van ʼn student se ouer of voog bepalend is vir studente-ondersteuning en studentesukses. ʼn Verdere risiko vir studentesukses is die verbreding van toegang tot hoëronderwysinstellings teen die agtergrond van die beskikbaarheid van beurse van die Nasionale Finansiële Hulpskema vir Studente. Dit blyk dat studente met ʼn ondergemiddelde vlak van voorafgaande akademiese prestasie tipies ʼn swak voorspellende toetskalibrasie en ʼn oorskatting van hul werklike prestasies toon, terwyl studente met ʼn betreklik hoër akademiese vlak ʼn akkurater voorspelling lewer. Institusionele studentesteun blyk ʼn verdere belangrike faktor te wees wat tot studentesukses kan bydra. Sodanige steunstrukture behels hoofsaaklik ondersteunende dosente en bykomende strukture soos gratis sielkundige dienste om studente met persoonlike en ander probleme te help. Dit sluit ook gespesialiseerde personeel in vir die uitvoering van konsessieopdragte vir studente met gestremdhede. ʼn Finale gevolgtrekking uit die studie is dat dosentervaring ʼn belangrike rol in akademiese sukses van studente kan speel. Daar is gevind dat ʼn sorgsame of empatiese houding van ʼn departement/fakulteit tot studente se sukses bydra. Studente van alle ouderdomsgroepe en afkomstig van verskillende kulturele en opvoedkundige agtergronde, registreer in die TBOO-kollegesektor - ook in die Finansiële Bestuursprogram. Om suksesvol te wees in die vak Inkomstebelasting, met sy vele jaarlikse aanpassings, bly ʼn groot uitdaging – nie net vir studente nie, maar ook vir dosente aan TBOO kolleges. Ondanks baie uitdagings slaag sommige instellings steeds daarin om ʼn hoë vlak van studente-deurset en -retensie te handhaaf. Hierbenewens word daar voortgesette navorsing benodig wat die veelvuldige redes kan bepaal waarom TBOO studente nie suksesvol is in hul studies nie.af_ZA
dc.format.extentxix, 288 pages ; illustrations, includes annexures
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.subjectPrediction of scholastic successen_ZA
dc.subjectIncome Tax -- Study and teaching -- Western Cape (South Africa)en_ZA
dc.subjectVocational education facilities -- Western Cape (South Africa)en_ZA
dc.subjectUniversities and colleges -- Western Cape (South Africa)en_ZA
dc.subjectUCTD
dc.titlePossible risks related to student academic success in Income Tax N6 at two TVET colleges in the Western Cape provinceen_ZA
dc.typeThesisen_ZA
dc.description.versionMastersen_ZA
dc.rights.holderStellenbosch Universityen_ZA


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