Exploring the impact of the Extended Curriculum Programme (ECP) as a crucial motivating landing space

Abstract

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.

Keywords: {'name': 'Estrangement, student preparedness; student dropout; belonging; student orientation'}

Authors & affiliations

Georgina Mokganya
Affiliation not supplied

Innocent Zitha
Affiliation not supplied

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Supplied references, not a list of publications citing this article.

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