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
| dc.contributor.advisor | Pomuti, Hertha | |
| dc.contributor.author | Bok, Rholene Juliet | |
| dc.date.accessioned | 2025-02-11T08:55:50Z | |
| dc.date.available | 2025-02-11T08:55:50Z | |
| dc.date.issued | 2024 | |
| dc.description | A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Curriculum, Instruction and Assessment studies) | |
| dc.description.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 II included a lack of motivation, frequent absences, low self-esteem, and insufficient support systems | |
| dc.identifier.uri | http://hdl.handle.net/11070/3945 | |
| dc.language.iso | en | |
| dc.publisher | University of Namibia | |
| dc.subject | Pre- entry-to-tertiary-education | |
| dc.subject | Admission requirements | |
| dc.subject | Improvement | |
| dc.subject | Higher education | |
| dc.subject | Gain entry | |
| dc.subject | University of Namibia | |
| dc.subject | Namibia | |
| dc.title | 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 | |
| dc.type | Thesis |