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Perceptions and lived experience : exploring factors that affect student retention in mathematics
Thesis (MA) -- Stellenbosch University, 2022.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University, 2022.
2022
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| _version_ | 1867614034901073920 |
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| access_status_str | Open Access |
| author | Scott, Lesley |
| author2 | Salie, Mariam |
| author_browse | Salie, Mariam Scott, Lesley |
| author_facet | Salie, Mariam Scott, Lesley |
| author_sort | Scott, Lesley |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MA) -- Stellenbosch University, 2022. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/125082 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:45:37.487Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Stellenbosch : Stellenbosch University, 2022. |
| publisherStr | Stellenbosch : Stellenbosch University, 2022. |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/125082 Perceptions and lived experience : exploring factors that affect student retention in mathematics Scott, Lesley Salie, Mariam Stellenbosch University. Faculty of Arts and Social Sciences. Department of Psychology. Dropouts – Prevention -- South Africa College students -- Psychology -- South Africa Mathematical ability -- Testing -- South Africa Mathematics -- Study and teaching -- South Africa Students -- Attitudes -- South Africa Thesis (MA) -- Stellenbosch University, 2022. ENGLISH ABSTRACT: The study, conducted at a South African tertiary education institution, examined factors that influenced student retention in the field of mathematics. The focus was on undergraduate students’ perceptions and lived experiences and how these informed decisionmaking processes regarding further study. The aim was to determine whether any specific perceptions or lived experiences contributed to student retention or attrition. The participants were 12 undergraduate students who had progressed far enough in their programmes to be considering further study. The data were collected through semi-structured focus groups and individual interviews which were analysed using thematic analysis. The study was qualitative and drew on constructivist principles and a phenomenological stance. Perceptions about mathematics and its future relevance were significant factors when deciding whether to study further. The findings suggested that the students’ lived experience, in terms of background, support system, personal challenges, and mental health and well-being influenced decisionmaking processes. Limitations of the study included the small sample size and sampling strategy, that may have failed to identify themes relevant to a broader South African academic landscape. Additionally, individual, and shared realities, perceptions, and lived experiences of the participants may have differed from that of other students, even those appearing demographically or autobiographically similar. Personal and academic factors relating to Covid-19 pandemic may also have directly and indirectly affected student perception and lived experiences. Recommendations as a result of the findings included the implementation of strategies and interventions to support students in mathematics focussed undergraduate studies. Specific recommendations were: providing adequate academic support to students in mathematics focussed programmes, guiding and supporting students considering further study in mathematics, safeguarding the mental health of students in the Department of Mathematical Sciences, and encouraging student uptake into mathematically focussed undergraduate studies. AFRIKAANS OPSOMMING: Die studie, wat by ‘n Suid-Afrikaanse tersiêre instelling uitgevoer is, het die faktore wat studente retensie in die wiskundige wetenskappe beïnvloed ondersoek. Die fokus was op voorgraadse studente se persepsies en geleefde ervarings, en hoe dit besluitnemingsprosesse met betrekking tot vêrdere studie ingelig het. Die doel van die studie was om vas te stel of enige spesifieke persepsies of geleefde ervarings bygedra het tot die retensie of uitval van studente. Die deelnemers was 12 voorgraadse studente wat vêr genoeg in hulle programme gevorder het om vêrdere studie te oorweeg. Die data is versamel deur middel van semigestruktureerde fokusgroepe en individuele onderhoude wat dan ontleed is deurmiddel van tematiese analise. Die studie was kwalitatief van aard en is opgestel volgens konstruktivistiese beginsels en 'n fenomenologiese standpunt. Die gevolgtrekking van hierdie studie dui daaraan dat daar 'n menigte van faktore is wat studente se besluitneming ten opsigte van vêrdere studie beïnvloed. Percepsies oor wiskunde en die toekomstige relevansie daarvan, was buidende faktore by die besluit om vêrder te studeer. Bevindinge dui daarop dat die student se geleefde ervaring insluitend agtergrond, ondersteuningstelsel, persoonlike uitdagings, en geestegesondheid en algemene welstand besluitingsnemingsprosesse beïnvloed. Beperkings van die studie het die klein steekproefgrootte en steekproefstrategie ingesluit. Hierdie beperkings mag verhoed het dat temas relevant tot 'n breër Suid-Afrikaanse akademiese landskap geïdentifiseer is. Individuele en gedeelde realiteite, persepsies en geleefde ervarings van die deelnemers kan ook verskil van dié van ander studente, selfs dié wat demografies of outobiografies soortgelyk voorkom. Persoonlike en akademiese faktore wat verband hou met die Covid-19-pandemie mag ook studente se persepsies en geleefde ervarings direk en indirek beïnvloed het. Aanbevelings as gevolg van die studie se bevindings het die implementering van strategieë en intervensies ingesluit om te verseker dat studente in wiskunde-gefokusde voorgraadse studies ondersteun is. Spesifieke aanbevelings was: die verskaffing van voldoende akademiese ondersteuning aan studente in wiskunde-gefokusde programme, die leiding en ondersteuning van studente wat verdere studie in wiskunde oorweeg, die beskerming van die geestesgesondheid van studente in die Departement van Wiskundige Wetenskappe, en die aanmoediging van studente om wiskunde-gefokusde voorgraadse studies op te neem. Masters 2022-03-08T08:12:08Z 2022-04-29T12:53:11Z 2022-09-10T03:00:12Z 2022-03 Thesis http://hdl.handle.net/10019.1/125082 en_ZA Stellenbosch University xii, 157 pages : illustrations application/pdf Stellenbosch : Stellenbosch University, 2022. |
| spellingShingle | Dropouts – Prevention -- South Africa College students -- Psychology -- South Africa Mathematical ability -- Testing -- South Africa Mathematics -- Study and teaching -- South Africa Students -- Attitudes -- South Africa Scott, Lesley Perceptions and lived experience : exploring factors that affect student retention in mathematics |
| title | Perceptions and lived experience : exploring factors that affect student retention in mathematics |
| title_full | Perceptions and lived experience : exploring factors that affect student retention in mathematics |
| title_fullStr | Perceptions and lived experience : exploring factors that affect student retention in mathematics |
| title_full_unstemmed | Perceptions and lived experience : exploring factors that affect student retention in mathematics |
| title_short | Perceptions and lived experience : exploring factors that affect student retention in mathematics |
| title_sort | perceptions and lived experience exploring factors that affect student retention in mathematics |
| topic | Dropouts – Prevention -- South Africa College students -- Psychology -- South Africa Mathematical ability -- Testing -- South Africa Mathematics -- Study and teaching -- South Africa Students -- Attitudes -- South Africa |
| url | http://hdl.handle.net/10019.1/125082 |
| work_keys_str_mv | AT scottlesley perceptionsandlivedexperienceexploringfactorsthataffectstudentretentioninmathematics |