South African at-Risk Undergraduate Engineering Students’ Perceptions of the Remedial Intervention Designed to Enhance Their Academic Performance in Mathematics as a Key Knowledge Domain

Abstract

The complexity of the articulation gap between school and higher education poses enormous challenges to institutions of higher learning in South Africa. In response to this predicament, various strategic interventions were adopted with a view to adequately address student under-preparedness for tertiary studies. As a gateway knowledge domain, mathematics forms an integral part of various curriculum programs geared towards the cultivation of skills required by the mainstream economy. However, inadequate student academic performance in mathematics remains a pervasive pedagogic challenge afflicting meaningful enhancement of human capital development through inculcation of critical skills. In recognition of this fundamental challenge, this study explored at-risk undergraduate engineering students' perceptions of the remedial intervention which was implemented to enhance their academic performance in mathematics at a South African university. Additional critical academic support was provided to this cohort of students as mathematics repeat students in order to maximise opportunities for success with a view to subsequently ensure their survival of academic exclusion on the basis of sustained inadequate academic performance. The students expressed positive sentiments about the efficacy of the remedial intervention implemented as it provided meaningful opportunities to improve their academic performance in mathematics as a key knowledge domain. The students indicated that the implementation of remedial interventions of this nature serves to safeguard future prospects for under-prepared students while boosting the throughput rates of higher education institutions. Furthermore, the students provided contextually appropriate recommendations for strengthening remedial interventions of this nature to ensure the academic survival of at-risk students in particular. Implications for meaningful enhancement of human capital development are discussed.

The Academic Journey of Entrepreneurship Students in Higher Education Institutions. The Systems Theory Approach

“…Instead of focusing on it at the tertiary level, policies should instead integrate entrepreneurial development at an early stage, such as on the primary and secondary levels of education (Iwu et al, 2020). Research points out the under-preparedness of students is a critical factor towards the academic performance of students at the tertiary level (Ramaila & Seloane, 2020). Thus, teaching entrepreneurship at an early stage would positively contribute to the graduate attributes and student academic success at the tertiary level.…”