Determinants of first year Students’ preparedness for transition from secondary school to University: A case of Moi University, Kenya

Abstract

Universities are taken to have multiple transitions in terms of culture, content (what taught), environment, inter and intra personal relationships. Due to this therefore, transition of students to university is an important aspect that should be examined because despite the expansion of secondary schools and institutions of higher learning in sub Saharan Africa the throughput rate is still very low especially in terms of the skills and competences among the graduates. It is to this end that the current study analyzed students’ preparedness for transition to university in Moi University, Kenya. Specifically, the study determined the effect of parental support on students’ preparedness for transition to University, assessed the effect of secondary school guidance programs on students’ preparedness for transition to University, evaluated the effect of peer support on students’ preparedness for transition to University and established the effect of orientation program received on students’ preparedness for transition to University. The philosophical underpinning for the study is pragmatism whose aim is always to determine practical solutions to problems and actual meanings of the results using what works best. Mixed methods research design was used whereby the researcher generated data using concurrent triangulation approach. Purposive sampling was applied to sample first year students in Moi University and proportionate sampling together with simple random sampling was applied in the selection of 375 sample size comprising both male and female students. Data was collected quantitatively and qualitatively where questionnaires and focused group discussions were used respectively. Quantitative data was analyzed using descriptive (mean and standard deviation) and inferential statistics using SPSS (Pearson Correlation Coefficient), followed by linear regression to test the hypothesis. Thematic analysis was used for qualitative data analysis. The findings of this study revealed that although the determinants of first year students’ preparedness for transition to university (parental support, secondary school guidance, peer support and orientation program received) were being provided, orientation program received at the university was not effective in supporting successful transition to university. Minimal efforts have been put on some areas especially course selection. All the H O hypothesis were rejected in that (parental support, secondary school guidance, parental support and orientation program received) were found to have statistical significance on students’ preparedness for transition to university. It can be concluded that above 85% percent of first tear students are not well prepared for transition to university and that both teaching and non- teaching are not meeting the expectations of first year students at the university. The study recommended that secondary school and university should work in harmony to enhance successful process. Moreover, there should be an orientation follow up in the second semester of first year. This will ensure that first year university students settle down without having to switch from one course to another. Moreover, it will result in improved competency among students graduating from universities hence contributing to the achievement of vision 2030 and Sustainable Development Goals, specifically SDG 4 and 8.