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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. |
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