EXPLORING ACADEMIC SUPPORT NEEDS FOR TRANSITIONAL ADJUSTMENT OF NEWLY ADMITTED STUDENTS IN CAMEROON STATE UNIVERSITIES
Keywords:
Abstract
The study was carried out on academic support and its influence on the social adjustment of newly admitted students in Cameroon state Universities. The transition from secondary school to the University is one of the most stressful events in adolescents’ life and can have a negative impact on their social adjustment. The researcher made used of be mixed method with a concurrent nested research design. The instruments used for data collection was questionnaire, interview guide and open group discussion. The sample was made up of 759 students and 13 Guidance counsellors proportionately selected five state Universities (Univerity of Bamenda, University of Buea, University of Maroua and University of Yaounde 1 and university of Betoua). The quantitative data were analyzed using the descriptive and inferential statistical tools. The descriptive statistical tools used are frequency count, percentages and multiple responses set which aimed at calculating the summary of findings for each variable for a quick comprehension of the overall findings. To test the hypotheses of the study, the Spearman rho test was used. In addition to the Spearman’s rho test, the Cox and Snell test was equally computed to explain the explanatory between the variable in the hypothesis in terms of percentage to ease comprehension. On the other hand, the qualitative data derived from open ended questions were analysed using the thematic analysis approach with the aid of themes, groundings/frequency and quotations. Finding showed that academic support (r-value 0.280**, p-value < 0.001) influence the social adjustment of newly admitted University students. The positivity of the influence implied that newly admitted University students are more likely to be socially adjusted when they have good academic support. The implications of this finding is that an increase in academic support will increase the student level of social adjustment in the state Universities in Cameroon. Based on the finding, it was recommended that the guidance counselors, lecturers and the community should help adolescents in their transition process from secondary school to the University so that the can easily adjust in their social and learning environment.
Similar Articles
-
THE ROLE AND IMPORTANCE OF DIGITAL TECHNOLOGIES IN THE DEVELOPMENT OF ENTERPRISES
The American Journal of Social Science and Education Innovations: No. 02 (2022) / Suyunov Dilmurod Kholmurodovich , Tukhtamisheva Dilrabo Shermonovna, -
THE CONCEPTION AND SIGNIFICANCE OF FREE ECONOMIC ZONES AS SPECIAL AREA OF ACCOMPLISHING OF ENTREPRENEURIAL ACTIVITY
-
PROSPECTS AND CURRENT TRENDS IN IMPROVING PLANT LEGISLATION
The American Journal of Social Science and Education Innovations: No. 01 (2024) / Durbek MAKHKAMOV, -
Digitization Of Education At The Present Stage Of Modern Development Of Information Society
The American Journal of Social Science and Education Innovations: No. 05 (2021) / Urokova Sharofat Bahodir Qizi, -
The Significant Of Economic Activities Around Lake Alou Area Of Borno State
The American Journal of Social Science and Education Innovations: No. 09 (2021) / Umar Mohammed Ali , -
EFFECTS OF HUMAN CAPITAL ON ECONOMIC GROWTH IN BENIN
-
IMPROVING STUDENTS’ PARAGRAPH WRITING SKILLS THROUGH BLENDED LEARNING TECHNOLOGIES AT HIGHER PEDAGOGICAL EDUCATION
-
AND NOW WHAT (PART 2)? LANGUAGE TEACHING: WHAT DID WE LEARN AND WHAT REMAINS AFTER THE LOCKDOWNS?
-
PRINCIPLE OF ACQUISITION PRESCRIPTION IN INTERNATIONAL LAW ON SEA AND ISLAND DISPUTE SETTLEMENT: A CASE OF VIETNAM’S SOVEREIGNTY OVER THE HOANG SA AND TRUONG SA ARCHIPELAGOES
-
Modern Technology And Competence In Dispute Management And Resolution (In The Context Of Mediationtion In Family)
The American Journal of Social Science and Education Innovations: No. 05 (2021) / Mohira Xoliqova , Beknazarova Saida Safibullaevna,
References
Anderson, L. (2000). Taxonomy of Teaching and Learning: A Revision of Bloom’s Taxonomy of Educational Objectives. Educational Psychology, 479-480.
Bauer, J. J., & McAdams, D. P. (2004). Personal Growth in Adults' Stories of Life Transitions. Journal of Personality, 72(3), 573–602.
Bowman-Perrott, L., Heather, S. D., Kimberly, V., Lauren, W., Greenwood, C. R. and Parker, R. (2013). Academic Benefits of Peer Tutoring: A Meta-Analytic Review of Single-Case Research. School Psychology Review 42(1): 39-55.
Brophy, J. E. (2000). Looking in Classrooms (8th éd.). New York: Longman.
Chidzonga M. M. (2014). Transition from High School to University: Perspectives of first year students at the University of Zimbabwe College of Health Sciences. Master’s thesis. Stellenbosch University.
DeBerard, M. S., Spielmans, G. I., & Julka, D. L. (2004). Predictors of academic achievement and retention among college freshmen: A longitudinal study. College Student Journal, 38(1), 66–80.
Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39(3), 305–316.
Herrera, E. (2004). Maternal touch and maternal child-directed speech: effects of depressed mood in the postnatal period. J Affect Disorder, 81(1):29-39.
Ivankova, N. V. (2014). Implementing Quality Criteria in Designing and Conducting a Sequential QUAN → QUAL Mixed Methods Study of Student Engagement With Learning Applied Research Methods Online. Journal of Mixed Methods Research, 8(1), 25–51.
Kingery, N. J., Erdley, C. A., M. and Marshall, K. C. (2011). Peer Acceptance and Friendship as Predictors of Early Adolescents' Adjustment Across the Middle School Transition. Merrill-Palmer quarterly (Wayne State University. Press) 57(3):215-243.
Marzano, R. J., & Kendall, J. S. (2008). Designing and Assessing Educational Objectives: Applying the New Taxonomy. Thousand Oaks, CA: Sage Publications.
Mertens, D. (2007). Transformative Paradigm: Mixed Methods and Social Justice. Journal of Mixed Methods Research 1(3):212-225.
Poyrazli, S., & Grahame, K. M. (2007). Barriers to Adjustment: Needs of International Students within a Semi-Urban Campus Community. Journal of Instructional Psychology, 34(1), 28–45.
Rawlings, M. S. & Sue, E. (2013). Preparedness of Chinese students for American culture and communicating in English. Journal of International Students, 3(1), 29-40.
Schlossberg, N. K. (1981). A model for analyzing human adaptation to transition. The Counseling Psychologist, 9(2), 2–18.
Somers, C. and Piliawsky, M. (2004). Drop-Out Prevention among Urban, African American Adolescents: Program Evaluation and Practical Implications. Preventing School Failure, v48 n3 p17-22.
Stewart, F. ed., (2008). Horizontal Inequalities and Conflict: Understanding Group Violence in Multiethnic Societies. Hampshire: Palgrave Macmillan.
Tinto, V. (1975) Dropout from Higher Education: A Theoretical Synthesis of Recent Research. Review of Educational Research, 45, 89-125.
Van der Westhuizen, Philip C.; Mosoge, M. J.; Swanepoel, L. H. & Coetsee, L.D., (2005). Organizational Culture and Academic Achievement in Secondary Schools. Education & Urban Society, v38 n1 p89-109.
Waters S., Lester L., Wenden L., Cross D. (2012) A theoretically grounded exploration of the social and emotional outcomes of transition to secondary school. Australian Journal of Guidance and Counselling 22(2): 190-205.
Whitaker, R. C. (2004). Predicting preschooler obesity at birth: the role of maternal obesity in early pregnancy, Pediatrics;114(1):e29-36.
Winemuller, D. R., Mitchell, M. E., Sutcliff, J., & Cline, D. J. (1993). Measurement strategies in social support: A descriptive review of the literature. Journal of Clinical Psychology, 49(5), 638-648.
