Effects of students’ socioeconomic status on academic performance: a case of first-year students at a South African university

Abstract

Increasing access to quality education in South Africa has led to a rise in enrollment by students from diverse backgrounds at higher education institutions. However, first-entering students transition from secondary school to higher education, and it is hypothesized that this will affect students psychologically, socially, and financially. Financially, many higher education students in South Africa rely on the National Student Financial Aid Scheme (NSFAS). This study investigates the relationship between students’ socioeconomic backgrounds and academic success at a South African university. A mixed-methods approach surveyed 74 first-year students in the Extended Curriculum Programme at the University of Venda, South Africa. Findings from regression and correlation analyses indicate that poor and low socio-economic backgrounds among Extended Curriculum Programme students significantly affect their academic performance and success. These findings challenge the notion that disadvantaged backgrounds necessarily hinder student achievement and emphasize the importance of creating an environment that supports students from all socio-economic backgrounds. Eight policy recommendations and strategies are provided to enhance student success and support for diverse socio-economic backgrounds in higher education institutions.

Keywords: {'name': 'Socioeconomic Status, First-Year Students, Student Performance, Government Grants, Higher Education'}

Authors & affiliations

Vhutshilo Nekhubvi
Affiliation not supplied

Orifha Sinthumule
Affiliation not supplied

Innocent Zitha
Affiliation not supplied

Rosinah Mukhodobwane
Affiliation not supplied

Tshilidzi Mulaudzi
Affiliation not supplied

Deposited references

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

DOI: 10.1186/s40561-020-00118-7

DOI: 10.1080/2331186X.2016.1178441

Budree, A., Fietkiewicz, K., & Lins, E. (2019). Investigating usage of social media platforms in South Africa. The African Journal of Information Systems, 11(4). https://doi.org/10.14421/ajis.2019.114.855-868

DOI: 10.1186/s12939-017-0670-3

DOI: 10.3390/educsci12010050

DOI: 10.7160/eriesj.2019.120403

Letseka, M., & Maile, M. (2020). High university drop-out rates: A threat to South Africa’s future. Pretoria: Human Sciences Research Council.

DOI: 10.1016/j.erss.2020.101776

DOI: 10.1177/0021909616657369

DOI: 10.3389/feduc.2020.00016

DOI: 10.2991/978-2-38476-006-0_19

DOI: 10.20525/ijrbs.v13i10.3793

DOI: 10.1080/2331186X.2019.1592737

NSFAS. (2018). Application for 2019 NSFAS funding open from 03 September 2018. Retrieved July 2, 2022, from www.nsfas.org.za

DOI: 10.20525/ijrbs.v14i1.3820

DOI: 10.20525/ijrbs.v13i6.3571

DOI: 10.1080/01449290512331321910

DOI: 10.19173/irrodl.v11i1.794

DOI: 10.3390/su10020162

DOI: 10.3329/jhpn.v28i5.6150

DOI: 10.1371/journal.pone.0248758

DOI: 10.3390/educsci13121196