Researching of academic progress of students. Statistical determination of factors that, in opinion of students, considerably influence on their academic successes or failures. Development of measures of interference with the process of educating.
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Дослідження проведено на основі кількісного підходу шляхом опитування студентів другого курсу, (саме вони підходять під контекст, в якому це дослідження визначає успіхи і невдачі). Ключевые слова: факторы неуспеваемости, факторы успеха, восприятие, высшее образование, Технологический университет, академическая успеваемость. academic progress student Introduction and background This study trails a previous study (Sibanda, Iwu & Benedict, in press) which simply identified the factors that lead to success and or failure amongst second year students of Entrepreneurship in a university of technology (UoT) in South Africa. That study aimed at identifying the factors so as to generate discussions that could possibly bring about interventions for failure as well as suggestions to improve success. Institutions of higher learning in South Africa and a number of others worldwide have reported high rates of student failure and dropout which have heaped severe burdens on management of these institutions especially considering that most of the institutions are public funded. Following the pressure from government for the institutions to arrest this malaise, there has been increased clamor for workable interventions. This is perhaps why several studies have been undertaken in recent years to try to unearth the factors that influence student failure and or success. In Trinidad and Tobago for instance, Mlambo (2011) reported that chronic high failure rates had warranted a surge of studies intentioned to unravel the reasons for suboptimal academic performance. Also, in the United States of America, Benford and Gess-Newsome (2006) decried what they called ‘moderate or low levels of success in college’. According to Morgan (2001: 234) information on students’ success and failure factors provide both academic and support staff with data to assist with intervention where necessary. (2003: 147) however assert that the high attrition rates problem is not unique to South Africa as countries that have shifted the focus of higher education from elitism to mass opportunity experience this trend.
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