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The smooth transition of students into higher education is crucial for laying a strong foundation for success at the university level. This paper investigated students’ perceptions and responses to enrolling in an Extended Curriculum Programme (ECP) and lecturers’ efforts to motivate students and understand the factors that may hinder student success. To achieve this, the research utilised a mixed methods approach, incorporating both qualitative and quantitative dimensions. The researchers purposefully selected 150 ECP students enrolled in the 2024 academic year. Data collection involved the use of free listing techniques and semi-structured interviews, which allowed for a comprehensive understanding of the students' experiences. The collected research data was organised, transcribed, and analysed using thematic analysis, ensuring a systematic and in-depth exploration of the data. Additionally, the findings were statistically analysed using Microsoft Excel to compare the challenges faced based on gender and age, providing a nuanced understanding of the factors influencing student transition. The students, while enthusiastic about their university experience, also expressed feelings of being lost and overwhelmed during their transition. Many students, particularly those who linked their early academic performance to future opportunities, felt unprepared for independent study at the university, which was distressing. Ignoring such experiences and the lack of a sense of belonging can hinder students' academic success. Therefore, it is crucial for lecturers to identify students’ emotions early and implement supportive strategies, such as a well-planned orientation program, recognition, and rewards for high-achieving students. The paper recommends strategies and techniques that should be implemented to facilitate a smoother transition for students into higher education.

This study seeks to explore the factors contributing to gender disparities in academic achievement among tertiary students at an educational institution in Botswana. While academic achievement among male and female students has garnered increased attention, limited research has focused on the tertiary level. Employing a transformative qualitative research approach, the study utilized in-depth interviews and documentary analysis for data collection. Thematic Content Analysis was employed for data analysis. Results indicated that, although male students outperformed female students in all subjects, the gender gap was not significantly pronounced. Factors affecting female students included biological aspects such as menstruation, mood swings, menstrual pain, and absenteeism, along with challenges related to unplanned pregnancies, psychological stress due to financial strain, and economic difficulties. The study recommends the implementation of an Intersectional Gender Mainstreaming Framework in higher education institutions to address gender gaps in academic achievement.

This paper examines the financial and psychological impacts of the current grade system in South African universities, particularly on students funded by the National Student Financial Aid Scheme (NSFAS). The system, designed to enhance the quality of education by ensuring students grasp core concepts before advancing, often extends the duration of study for student. This extension leads to significant financial burdens, including additional tuition fees, accommodation costs, and subsistence expenses. The rigid structure of grading can prevent students from progressing in their programs, as failing a core module often disqualifies them from taking multiple subsequent modules. The literature review highlights international practices and the unique socio-economic context of South Africa. Findings reveal that the system contributes to high dropout rates, increased student debt, and psychological distress. This paper argues for a reform in the grading system, suggesting a cap at 40% pass, instead of 50% pass for progression at undergraduate level, which would alleviate some of these pressures. Discussions focus on the potential benefits of such a reform, including reduced financial strain on NSFAS, improved student retention, and better mental health outcomes. The conclusion reiterates the necessity of policy changes to create a more equitable and sustainable higher education system. By addressing these challenges, South African universities can ensure that more students complete their degrees in a timely manner, benefiting both the students and the broader economy.

The smooth transition of students into higher education is crucial for laying a strong foundation for success at the university level. This paper investigated students’ perceptions and responses to enrolling in an Extended Curriculum Programme (ECP) and lecturers’ efforts to motivate students and understand the factors that may hinder student success. To achieve this, the research utilised a mixed methods approach, incorporating both qualitative and quantitative dimensions. The researchers purposefully selected 150 ECP students enrolled in the 2024 academic year. Data collection involved the use of free listing techniques and semi-structured interviews, which allowed for a comprehensive understanding of the students' experiences. The collected research data was organised, transcribed, and analysed using thematic analysis, ensuring a systematic and in-depth exploration of the data. Additionally, the findings were statistically analysed using Microsoft Excel to compare the challenges faced based on gender and age, providing a nuanced understanding of the factors influencing student transition. The students, while enthusiastic about their university experience, also expressed feelings of being lost and overwhelmed during their transition. Many students, particularly those who linked their early academic performance to future opportunities, felt unprepared for independent study at the university, which was distressing. Ignoring such experiences and the lack of a sense of belonging can hinder students' academic success. Therefore, it is crucial for lecturers to identify students’ emotions early and implement supportive strategies, such as a well-planned orientation program, recognition, and rewards for high-achieving students. The paper recommends strategies and techniques that should be implemented to facilitate a smoother transition for students into higher education.

This paper examines the financial and psychological impacts of the current grade system in South African universities, particularly on students funded by the National Student Financial Aid Scheme (NSFAS). The system, designed to enhance the quality of education by ensuring students grasp core concepts before advancing, often extends the duration of study for student. This extension leads to significant financial burdens, including additional tuition fees, accommodation costs, and subsistence expenses. The rigid structure of grading can prevent students from progressing in their programs, as failing a core module often disqualifies them from taking multiple subsequent modules. The literature review highlights international practices and the unique socio-economic context of South Africa. Findings reveal that the system contributes to high dropout rates, increased student debt, and psychological distress. This paper argues for a reform in the grading system, suggesting a cap at 40% pass, instead of 50% pass for progression at undergraduate level, which would alleviate some of these pressures. Discussions focus on the potential benefits of such a reform, including reduced financial strain on NSFAS, improved student retention, and better mental health outcomes. The conclusion reiterates the necessity of policy changes to create a more equitable and sustainable higher education system. By addressing these challenges, South African universities can ensure that more students complete their degrees in a timely manner, benefiting both the students and the broader economy.

This study seeks to explore the factors contributing to gender disparities in academic achievement among tertiary students at an educational institution in Botswana. While academic achievement among male and female students has garnered increased attention, limited research has focused on the tertiary level. Employing a transformative qualitative research approach, the study utilized in-depth interviews and documentary analysis for data collection. Thematic Content Analysis was employed for data analysis. Results indicated that, although male students outperformed female students in all subjects, the gender gap was not significantly pronounced. Factors affecting female students included biological aspects such as menstruation, mood swings, menstrual pain, and absenteeism, along with challenges related to unplanned pregnancies, psychological stress due to financial strain, and economic difficulties. The study recommends the implementation of an Intersectional Gender Mainstreaming Framework in higher education institutions to address gender gaps in academic achievement.