An analysis of the influence of the Pre-Entry Tertiary Education (PETE) programme on Grade 12 (NSSC) students' admission to higher education: A case study of the NAMCOL Head Office Centre
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Date
2024
Authors
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Publisher
University of Namibia
Abstract
The purpose of the study was to assess the extent to which the Pre-entry to Tertiary
Education Programme (PETE) improves the grades of Gr 12 NSSC (high school)
students to meet the admission requirements at institutions of higher learning. PETE
was introduced in 2008 at the Namibian College of Open Learning (NAMCOL) to
address the mismatch between exit skills at the secondary level and the required entry
skills at the higher education level. The main objectives of PETE are (a) to improve
the grades of high school students to enable them to meet the admission requirements
of higher education and (b) to be able to cope with curriculum demands at the tertiary
level. Since its inception in 2008, little research study has been conducted that assesses
the extent to which PETE improves the grades of high school students and enables
them to meet the admission requirements of higher education. This case study
employed a mixed-methods approach, to investigate the influence of the PETE
programme on Gr 12 NSSC students' grades. The study aimed to determine the extent
to which the programme improves student academic performance and facilitates
students' eligibility for higher education admission requirements. Findings revealed
that there was improvement among participants. Eighty per cent (16) of the selected
20 students with documented grades before and after the programme demonstrated
improved academic performance. The results further showed that there were
improvements in subjects and only 20% (4) of the students had at least one ungraded
subject. The study identified several factors affecting students' success in PETE studies
and potentially influenced their access to higher education. Positive factors included
commitment, motivation, supportive social circles (friends and family), self confidence, encouragement from tutors, dedicated study time on campus, effective
examination preparation, and emotional support. Conversely, negative factors
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included a lack of motivation, frequent absences, low self-esteem, and insufficient
support systems
Description
A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Curriculum, Instruction and Assessment studies)
Keywords
Pre- entry-to-tertiary-education, Admission requirements, Improvement, Higher education, Gain entry, University of Namibia, Namibia