Transcript No Slide Title

A Needs Analysis of University of Johannesburg
First Year Students
Students’ Needs Assessment Project 2005
Auckland Park Kingsway Campus
Student Services Bureau
South Africa
W. Van Reenen, A. Pretorius & M. Snyman
April 2006
PRESENTATION LAY-OUT

Introduction

Orientation

Methodology

Results

Interpretation of Results

Conclusions

Limitations of Study and Future Work
References
Appendix A: Students’ Needs Assessment Questionnaire
UJ, APK Campus, SSB, South Africa
2
INTRODUCTION
Institutional Change: Historical Background of
the University of Johannesburg
In December 2002 Cabinet announced transformation and

reconstruction of the SA Higher Education landscape into
–
–
–
–
Universities
Comprehensive Universities
Universities of Technology and
National Institutions of Higher Education
(Andrew, Pretorius & Pretorius, 2005).
The University of Johannesburg (UJ) is a
Comprehensive Institution.

The UJ was composed of three different institutions:
UJ, APK Campus, SSB, South Africa
3
INTRODUCTION
Rand Afrikaans University
The Rand Afrikaans
University (RAU) was
traditionally a university for
white students, in the main.
RAU offered a full range of
traditional degree
courses.
RAU incorporated two of the
Vista University campuses
in 2004.
Auckland Park
Kingsway Campus
UJ, APK Campus, SSB, South Africa
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INTRODUCTION
Vista University
Soweto Campus
Vista was established as a university
principally for black students from
disadvantaged backgrounds.
Limited programmes were offered
and students did not always comply
with university entry requirements.
East Rand Campus
UJ, APK Campus, SSB, South Africa
5
INTRODUCTION
Technikon Witwatersrand
In 2005 RAU merged with the
Technikon Witwatersrand
(TWR).
TWR offered only careerfocused programmes.
Auckland Park
Bunting Road Campus
UJ, APK Campus, SSB, South Africa
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INTRODUCTION
GEOGRAPHIC POSITION OF THE UNIVERSITY AS
MULTI-CAMPUS INSTITUTION (45 000 students )
60 km
ERC
1.7%
APK
59%
APB
4 km
DFC
16%
6 km
28 km
19%
10 km
SWC
4.3%
UJ, APK Campus, SSB, South Africa
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INTRODUCTION
Access and Throughput

A total of 120 000 students enrolled in 2000 in the country’s public
higher education institutions.

At the end of 2000, 36 000 (30%) dropped out.

A further 24 000 dropped out between their second and third years.

Of the remaining 50%, less than half graduated within the allocated
minimum period of study.

The majority of the drop-out students were black students.

In financial terms drop-out students cost South Africa about R4.5
billion in subsidies allocated to higher education institutions by the
State.
(HSRC, 2006).
UJ, APK Campus, SSB, South Africa
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ORIENTATION
Problem Statement and Purpose of
Research
The task and challenge of student counsellors are to select,
place, prepare and support students in such a way that not
only the most gifted students will be able to graduate but also
students who would traditionally not be given a chance to be
selected and supported.
UJ, APK Campus, SSB, South Africa
9
ORIENTATION
Problem Statement and Purpose of
Research
Joining these institutions – each with a very different ethos as
well as different goals, backgrounds, institutional characters
and programmes – implies bringing students from different
backgrounds, expectations and needs together in a student
population of more than 45 000 students and five sites of delivery.
UJ, APK Campus, SSB, South Africa
10
ORIENTATION
Problem Statement and Purpose of
Research
The change in student demographics, as well as an increasing
awareness of the personal, academic and career needs of
students, necessitated a re-evaluation of student counselling
services in addressing these needs to enhance throughput. A
pilot study on the needs of first-year students – both first
generation and non-first generation students – was undertaken on
three campuses.
UJ, APK Campus, SSB, South Africa
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ORIENTATION
Description of Relevant Concepts
(for purpose of our study)




First Year Student
A person registered full-time for the first time for any of the accredited
first year courses offered on three different campuses.
Foundation Programme Student
A student who did not meet the prescribed entry requirements as set
out by the different faculties can be placed in the foundation programme
(also subject to set entry requirements).
First Generation Student
A student whose parents, as well as brothers and/or sisters, have no
experience of post-school training at a college, technikon or university.
Needs
Something that is wanted or required because it is essential or very
important rather than just desirable (Kavanagh, K. (Ed.), 2002).
In the case of this study, important for successful academic
performance.
UJ, APK Campus, SSB, South Africa
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METHODOLOGY
Sampling Method, Target Population and
Sample Size
1. Sampling Method
3. Sample Size
Convenience Sampling Method
was used.
Sample
Size, 1428
(28.6%)
2. Target Population
All 1st year & foundation programme students
who were registered for undergraduate studies
on 3 UJ-campuses, APK, ERC & SWC, in 2005
Variables: Campus; Home Language;
Gender; Racial Group; Study Year; Type of
Accommodation; Faculty.
Target
Population
Size, 4985
Factors: The 5 needs – Career; Academic;
Emotional; Social; Physical.
UJ, APK Campus, SSB, South Africa
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METHODOLOGY
Research Method
A quantitative study.
Questionnaires, Afrikaans
& English, were distributed during
lectures.
Lecturers
allocated time for completion.
Students
returned questionnaires.
One
fieldworker was used.
UJ, APK Campus, SSB, South Africa
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METHODOLOGY
Measurement Instrument: Questionnaire
Time Duration: ± 10 min.
33 Questions: 9 – Open & 24 – Closed.
4 Sections: Biographical Info; Use of Services; Needs; Comments.
The extent of a need is indicated on a 5-point Likert Scale:
1
Not at
all
2
To a lesser
extent
(1–40%)
3
To an
average
extent
(41–60%)
4
To a greater
extent
(61-80%)
5
To a very
large
extent
(81–100%)
The structure reliability and the internal
consistency of the questionnaire are high.
UJ, APK Campus, SSB, South Africa
Needs
N Items
Career
12
Academic
11
Emotional
16
Social
14
Physical
8
15
METHODOLOGY
Statistical Procedures and Analysis
Programmes: Statistical Package for the Social Sciences (SPSS 13.0) &
Microsoft Office Excel 2003.
Data was statistical analysed in cooperation with the UJ
Statistical Consultation Services (STATCON).
Frequencies, Contingency Tables & Mean Calculations to serve as
descriptive statistics.
UJ, APK Campus, SSB, South Africa
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RESULTS
Description of Survey’s Sample
Gender
N = 1428
Female
(691),
50.8%
Male
(670),
49.2%
n = 1361
UJ, APK Campus, SSB, South Africa
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RESULTS
Description of Survey’s Sample
Racial Group
N = 1428
Other (26),
1.9%
White (544),
40.1%
Black (615),
45.4%
Coloured (61),
4.5%
Indian (110),
8.1%
n = 1356
UJ, APK Campus, SSB, South Africa
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RESULTS
Description of Survey’s Sample
Programme
N = 1428
First Year
(860), 66.8%
Foundation
Year (427),
33.2%
n = 1287
UJ, APK Campus, SSB, South Africa
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RESULTS
Description of Survey’s Sample
Type of Accommodation
N = 1428
Parents (683),
50.6%
Residence
(164), 12.1%
Other Family
(189), 14.0%
On your own
(216), 16.0%
Friends (28),
2.1%
Other (70),
5.2%
n = 1350
UJ, APK Campus, SSB, South Africa
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RESULTS
Mean and Median
3.5
3
2.5
2
1.5
1
0.5
0
Career
Academic Emotional
UJ, APK Campus, SSB, South Africa
Social
Physical
Mean
Median
21
RESULTS
Racial Groups
4
3.5
3
2.5
2
1.5
1
0.5
0
Career
Academic Emotional
Social
Physical
White
Coloured
UJ, APK Campus, SSB, South Africa
Black
Indian
22
RESULTS
Programme
4
3.5
3
2.5
2
1.5
1
0.5
0
Career
Academic Emotional
Social
Physical
Foundation Year
First Year
UJ, APK Campus, SSB, South Africa
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RESULTS
Career Needs
(Average)
RESPONDENTS
Black
ITEMS
All
White
Foundation
First
Year
All
Foundation
First
Year
All
Foundation
First
Year
Job placement
3.3719 1
3.7681 1
3.2163 1
3.8976 1
4.0379 4
3.7752 1
2.7776 1
2.9213 2
2.7529 1
Effective job-searching strategies
3.3348 2
3.7564 2
3.1477 2
3.8472 3
4.0586 2
3.6510 3
2.7555 2
2.9213 1
2.7459 2
Bursary info
3.3218 3
3.6862 4
3.1174 3
3.8683 2
4.1345 1
3.6544 2
2.7040 3
2.7191 6
2.7435 3
Company information
3.2545 4
3.7447 3
3.0093 4
3.8130 4
4.0414 3
3.5805 4
2.6232 4
2.8427 3
2.5882 4
How to cope with the
uncertainties of work tendencies
in SA
3.0509 5
3.5152 6
2.8151 6
3.6325 6
3.8069 9
3.4664 6
2.3934 5
2.7528 5
2.3247 6
Web-based career services
3.0336 6
3.4871 10
2.8163 5
3.7187 5
3.9000 5
3.5638 5
2.2592 10
2.4382 12
2.2329 10
Career guidance
3.0078 7
3.4918 9
2.7779 7
3.5626 8
3.8379 6
3.3121 10
2.3805 6
2.5506 10
2.3482 5
Coping with financial concerns
2.9776 8
3.4356 11
2.7349 10
3.5577 9
3.7552 11
3.3993 7
2.3217 8
2.6404 7
2.2635 8
Development of entrepreneurial
skills
2.9758 9
3.5363 5
2.7500 9
3.5171 11
3.8069 8
3.2785 1
2.3640 7
2.7865 4
2.2965 7
Study course guidance
2.9758 10
3.5105 7
2.7523 8
3.5642 7
3.8138 7
3.3322 8
2.3107 9
2.6180 8
2.2635 9
What are the correct work ethics
2.9310 11
3.5012 8
2.6802 11
3.5431 10
3.7793 10
3.3255 9
2.2390 11
2.6067 9
2.1694 11
What are the correct time ethics
2.8369 12
3.4028 12
2.5988 12
3.4325 12
3.6724 12
3.2483 12
2.1636 12
2.5281 11
2.0965 12
UJ, APK Campus, SSB, South Africa
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RESULTS
Academic Needs
(Average)
RESPONDENTS
ITEMS
Black
White
All
Foundation
First
Year
All
Foundation
First
Year
All
Foundation
First
Year
Effective study methods
3.1890 1
3.5340 1
3.0628 1
3.7545 1
3.8138 1
3.6544 1
2.5496 1
2.8202 1
2.5200 1
How to make decisions easily
regarding degree programmes
2.9836 2
3.4848 2
2.7837 3
3.5789 2
3.7759 2
3.3826 3
2.3107 2
2.7079 2
2.2471 3
How to make subject choices
easily
2.9474 3
3.3466 4
2.8116 2
3.5236 3
3.6448 5
3.4094 2
2.2960 3
2.4944 5
2.2659 2
Development of thinking skills
2.8706 4
3.3653 3
2.6535 6
3.4715 4
3.6724 3
3.2517 6
2.1912 5
2.5843 4
2.1271 6
Development of problem-solving
skills
2.8516 5
3.1827 8
2.7291 4
3.4390 5
3.4759 8
3.3691 4
2.1875 6
2.4045 3
2.1553 5
How to resolve specific subject
problems by using tutors
2.8387 6
3.2389 6
2.6814 5
3.3691 7
3.4724 9
3.2651 5
2.2390 4
2.5955 8
2.1859 4
Effective use of info sources
2.7593 7
3.1335 9
2.5698 7
3.3203 8
3.4379 10
3.2114 7
2.1250 7
2.3820 10
2.0706 7
Language development
2.6911 8
3.2904 5
2.3965 10
3.3951 6
3.6517 4
3.1443 8
1.8952 10
2.3708 9
1.8141 10
Development of writing skills
2.6601 9
3.2131 7
2.4105 9
3.2748 9
3.5172 6
3.0369 10
1.9651 8
2.3820 7
1.8918 9
Development of computer
literacy
2.6480 10
3.0913 10
2.4163 8
3.2634 10
3.5034 7
3.0671 9
1.9522 9
2.1124 10
1.9271 8
Campus orientations
2.2994 11
2.6440 11
2.1360 11
2.7675 11
2.9103 11
2.6242 11
1.7702 11
1.9888 11
1.7459 11
UJ, APK Campus, SSB, South Africa
25
RESULTS
Emotional Needs
(Average)
RESPONDENTS
Black
ITEMS
All
White
Foundation
First
Year
All
Foundation
First
Year
All
Foundation
First
Year
How to increase own motivation
3.1337 1
3.6417 1
2.8884 3
3.8309 1
4.0517 1
3.6242 1
2.3456 2
2.6742 1
2.2776 2
How to cope with test or examination anxiety
3.0854 2
3.5433 2
2.8953 2
3.7707 2
3.9172 3
3.6208 2
2.3107 3
2.4831 4
2.2753 3
How to manage stress
3.0276 3
3.3747 4
2.8965 1
3.5902 4
3.6897 4
3.4966 3
2.3915 1
2.5730 2
2.3576 1
How to set goals
2.9974 4
3.5246 3
2.7442 4
3.7138 3
3.9310 2
3.4866 4
2.1875 4
2.5506 3
2.1271 4
How to cope with fear of failure
2.8076 5
3.3115 5
2.5593 5
3.5024 5
3.6379 5
3.3792 5
2.0221 5
2.4382 5
1.9153 6
How to control nervousness
2.6255 6
3.0679 6
2.4500 6
3.1886 6
3.3310 6
3.0436 6
1.9890 6
2.2921 6
1.9200 5
How to control anger
2.4280 7
2.9297 7
2.1826 9
2.9789 8
3.2241 7
2.7416 9
1.8051 8
2.1348 7
1.7459 8
How to cope with depression
2.4262 8
2.8548 8
2.2023 8
3.0146 7
3.1586 9
2.8591 7
1.7610 10
1.9551 11
1.7247 10
How to control anxiety
2.4055 9
2.7166 11
2.2756 7
2.8585 10
2.9724 11
2.7685 8
1.8934 7
2.0225 8
1.8518 7
How to cope with conflict
2.3978 10
2.8431 9
2.1372 10
2.9463 9
3.1793 8
2.7047 10
1.7776 9
2.0112 10
1.7365 9
How to control self-destructive behaviour
2.2683 11
2.7564 10
1.9965 11
2.8455 11
3.0586 10
2.6611 11
1.6158 13
2.0112 9
1.5388 13
How to cope with loneliness
2.2381 12
2.6089 12
1.9930 12
2.7854 12
2.9414 12
2.6040 12
1.6195 12
1.8315 13
1.5671 12
How to cope with a broken relationship
2.1631 13
2.4918 13
1.9884 13
2.6293 13
2.7552 13
2.5235 13
1.6360 11
1.8315 12
1.5953 11
How to cope with sexual harrassment
2.0380 14
2.3068 15
1.8860 14
2.4715 14
2.5379 15
2.4228 14
1.5478 14
1.6854 14
1.5271 14
How to control suicidal feelings
1.9456 15
2.3279 14
1.7442 15
2.3984 15
2.6172 14
2.2215 15
1.4338 15
1.5506 16
1.4141 15
Development of sexual identity
1.8456 16
2.1897 16
1.6581 16
2.2764 16
2.4517 16
2.1242 16
1.3585 16
1.5730 15
UJ, APK Campus, SSB, South Africa
1.3176 16
26
RESULTS
Social Needs
(Average)
RESPONDENTS
Black
ITEMS
All
White
Foundation
First
Year
All
Foundation
First
Year
All
Foundation
First
Year
Development of leadership skills
2.8473 1
3.4684 1
2.5756 1
3.5789 1
3.8345 1
3.3624 1
2.0202 2
2.6180 1
1.9271 3
Effective communication skills
2.8343 2
3.4426 2
2.5640 2
3.5024 2
3.8207 2
3.2013 2
2.0790 1
2.4831 2
2.0165 1
Effective communication with
academic staff
2.7834 3
3.3911 3
2.5140 3
3.4780 3
3.7862 3
3.2013 3
1.9982 3
2.3596 4
1.9365 2
Development of social skills
2.6972 4
3.2342 4
2.4326 4
3.3236 4
3.5793 4
3.0738 4
1.9890 4
2.3820 3
1.9153 4
Effective relationships with parents
2.5108 5
3.0773 5
2.2488 5
3.1740 5
3.4586 5
2.9060 5
1.7610 6
2.1236 6
1.7035 6
Effective relationships with friends
2.4806 6
2.9789 6
2.2326 6
3.0618 6
3.3069 6
2.8054 6
1.8235 5
2.2472 5
1.7482 5
How to adjust to campus life
2.3822 7
2.8712 7
2.1337 7
2.9821 7
3.1897 7
2.7685 7
1.7040 7
2.0899 7
1.6447 7
How to cope with women's
expectations
2.2554 8
2.7143 8
2.0256 8
2.8260 8
2.9931 8
2.6812 8
1.6103 10
1.9551 9
1.5529 10
How to cope with cultural concerns
2.2235 9
2.6370 10
2.0081 9
2.7447 9
2.9379 10
2.5436 10
1.6342 9
1.8764 10
1.5859 9
How to cope with the roles of women
2.1898 10
2.6112 11
1.9919 10
2.7382 10
2.8931 11
2.6208 9
1.5699 11
1.8090 12
1.5341 11
How to cope with peer pressure
2.1544 11
2.6557 9
1.9151 12
2.6927 11
2.9724 9
2.4128 12
1.5460 12
1.8315 11
1.5012 12
Development of assertive behaviour
2.1277 12
2.5855 12
1.9349 11
2.5301 14
2.8241 12
2.2685 14
1.6728 8
2.0225 8
1.6212 8
How to cope with men's expectations
2.0682 13
2.4660 13
1.9000 13
2.5821 12
2.7517 13
2.4295 11
1.4871 13
1.6517 14
1.4682 13
How to cope with the roles of men
2.0207 14
2.4356 14
1.8198 14
2.5333 13
2.7103 14
2.3691 13
1.4412 14
1.7303 13
1.3953 14
UJ, APK Campus, SSB, South Africa
27
RESULTS
Physical Needs
(Average)
RESPONDENTS
Black
ITEMS
All
White
Foundation
First
Year
All
Foundation
First
Year
All
Foundation
First
Year
How to cope with irregular
sleeping patterns
2.5582 1
2.7916 2
2.4430 1
3.0195 1
3.0000 3
3.0268 1
2.0368 1
2.2584 1
1.9718 2
How to cope with recurrent
headaches
2.4400 2
2.8056 1
2.2860 2
2.9073 2
3.0690 2
2.7819 2
1.9118 3
2.0674 3
1.8847 3
How to cope with anxiety
about HIV/AIDS
2.2269 3
2.6862 3
1.9860 4
2.8260 3
3.0793 1
2.6208 3
1.5496 4
1.7303 6
1.5176 5
How to control weight
2.2123 4
2.4145 4
2.1616 3
2.4081 6
2.5241 6
2.3087 6
1.9908 2
2.1461 2
1.9788 1
How to cope with recurrent
stomach aches
2.0828 5
2.3911 5
1.9721 5
2.5577 4
2.6379 4
2.5034 4
1.5460 5
1.7191 7
1.5224 4
How to cope with concerns
about sexual functioning
1.9914 6
2.3185 6
1.7605 6
2.4813 5
2.5655 5
2.3893 5
1.4375 6
1.8090 5
1.3812 6
How to control drinking
1.7179 7
1.9766 7
1.5721 7
1.9821 7
2.0724 7
1.8658 7
1.4191 7
1.8090 4
1.3365 7
How to control the use of drugs
1.6117 8
1.8735 8
1.4593 8
1.9203 8
2.0448 8
1.7886 8
1.2629 8
1.5169 8
1.2259 8
UJ, APK Campus, SSB, South Africa
28
INTERPRETATION OF RESULTS
The majority of students from the sample were:
Female
Black
First
(50.8%)
(45.4%)
year (66.8%)
Living
with parents (50.6%)
UJ, APK Campus, SSB, South Africa
29
INTERPRETATION OF RESULTS
The extent of the need to gather more information on the five
different needs, measured as follows (ranked from highest to
lowest):
Need
Mean
Career
3.2714
Academic
2.8665
Emotional
2.5010
Social
2.4101
Physical
2.1180
UJ, APK Campus, SSB, South Africa
30
INTERPRETATION OF RESULTS
Black students, especially those in the foundation programmes, had the
greatest need to gather more information on all the needs.
There were significant differences between the following:



Racial groups: Black; White; Coloured; Indian
Type of programmes: Foundation programme; First year
Type of accommodation: Parents; Other family; UJ-residence; Friends;
On your own; Other
There were no significant differences between the two genders, female
and male.
UJ, APK Campus, SSB, South Africa
31
INTERPRETATION OF RESULTS
The item that measured the highest, per need, is as follows:
Need
Career
Item
Job placement
Average
3.3719
Academic Effective study methods
3.1890
Emotional How to increase own motivation
3.1337
Social
Development of leadership skills
2.8473
Physical
How to cope with irregular sleeping patterns 2.5582
UJ, APK Campus, SSB, South Africa
32
CONCLUSIONS

With the merger of the different institutions, the
student population of the UJ changed.

It is imperative to establish the needs of the current
students of the UJ to provide and render services,
support and counselling in line with the needs.

Highest needs according to the 2005 sample were
career, academic and emotional needs.
UJ, APK Campus, SSB, South Africa
33
LIMITATIONS OF STUDY AND
FUTURE WORK
1. Limitations of study


Small samples on campuses.
First generation students could not be identified.
2. Future work
•
•
•
•
Explore alternative sampling method.
Identify first generation students.
Focus groups to identify themes and specific needs.
Follow-up study annually or bi-annually.
UJ, APK Campus, SSB, South Africa
34
Student Services Bureau
Contact us
University of Johannesburg
P.O.Box 524
Auckland Park
2006
Johannesburg
Republic of South Africa
Tel.: +27 11 489 3324
Fax: +27 11 489 2157
Email: [email protected]; [email protected]; [email protected]
Website: http://www.uj.ac.za/
REFERENCES
Andrew, T.N., Pretorius, L. & Pretorius, J.C. (2005). Negotiating a
Merger between Two Paradigms of Engineering Education –
Dealing with the Cultural Constraints. University of Johannesburg.
HSRC (2006). Research project on high drop-out rate of black
students. Retrieved March 14, 2006 from the World Wide Web:
http://www.hsrc.ac.za/media/2006/2/20060208_1.html
Kavanagh, K. (Ed.) (2002), South African Concise Oxford
Dictionary. Oxford University Press.
UJ, APK Campus, SSB, South Africa
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APPENDIX A
Students’ Needs Assessment Questionnaire
BIOGRAPHICAL INFORMATION
1.
WHAT IS YOUR UNIVERSITY OF JOHANNESBURG (UJ) STUDENT
NUMBER?
2.
ON WHICH UJ CAMPUS ARE YOU STUDYING?
Auckland Park Bunting Road Campus / Auckland Park Kingsway Campus /
Doornfontein Campus / Eloff Street Campus / East Rand Campus / Soweto
Campus
3.
WHAT IS YOUR HOME LANGUAGE
Afrikaans / English / isiNdebele / isiXhosa / isiZulu / Sepedi / Sesotho /
Setswana / siSwati / Tshivenda / Xitsonga / Other
4.
WHAT IS YOUR GENDER?
Male / Female
5.
WHAT IS YOUR RACE?
Indian / Coloured / Black / White / Other
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APPENDIX A
Students’ Needs Assessment Questionnaire
6.
WHAT IS YOUR CURRENT AGE IN COMPLETED YEARS?
7.
WHAT IS YOUR CURRENT STUDY YEAR?
Foundation year / First year
8.
IN WHICH YEAR DID YOU START YOUR STUDIES AT UJ?
9(a)WHERE DO YOU LIVE DURING THE ACADEMIC YEAR?
Residence / Parents / Other family / Friends / On your own / Other
9(b) IF YOU DO NOT LIVE IN ANY UJ RESIDENCE, DO YOU BELONG TO ANY
UJ DAY-HOUSE?
Yes / No
10. WHAT TYPE OF STUDENT ARE YOU?
Full-time student / Part-time student / Distance education student / Other
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APPENDIX A
Students’ Needs Assessment Questionnaire
11. AT WHICH FACULTY ARE YOU CURRENTLY REGISTERED?
Engineering and the Built Environment / Science / Health Sciences / Humanities
/ Art, Design and Architecture / Management / Economic and Financial Sciences
/ Law / Education
12. WHAT IS YOUR MOTHER’S HIGHEST SCHOOL QUALIFICATION?
Lower than Grade 8 / Grade 8 / Grade 8 to Grade 10 / Grade 8 to Grade 12 / Do
not know
13. WHAT IS YOUR FATHER’S HIGHEST SCHOOL QUALIFICATION?
Lower than Grade 8 / Grade 8 / Grade 8 to Grade 10 / Grade 8 to Grade 12 / Do
not know
14(a)DOES YOUR MOTHER HAVE ANY EXPOSURE TO ANY POST-SCHOOL
EDUCATION AT ANY OF THE FOLLOWING?
College / Technikon / University / Do not know / No / Other
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APPENDIX A
Students’ Needs Assessment Questionnaire
14(b)DID YOUR MOTHER COMPLETE THE POST-SCHOOL EDUCATION?
Yes / No / Do not know / Not applicable
15(a)DOES YOUR FATHER HAVE ANY EXPOSURE TO ANY POST-SCHOOL
EDUCATION AT ANY OF THE FOLLOWING?
College / Technikon / University / Do not know / No / Other
15(b)DID YOUR FATHER COMPLETE THE POST-SCHOOL EDUCATION?
Yes / No / Do not know / Not applicable
16. DO YOU HAVE ANY BROTHERS OR SISTERS WHO ARE AT UNIVERSITY,
TECHNIKON OR COLLEGE AT THE MOMENT OR WERE A STUDENT IN THE
PAST?
Yes / No / Do not know
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APPENDIX A
Students’ Needs Assessment Questionnaire
THE USE OF SERVICES
17(a)TO WHAT EXTENT DID YOU MAKE USE OF UJ SERVICES THIS YEAR?
1 = None / 2 = To a lesser extent (1/2 times) / 3 = To an average extent
(3 times) / 4 = To a greater extent (4/5 times) / 5 = To a very large extent
(more than 5 times)
Student counsellors/psychologists / Career guidance / Peer helper support in
residence or day-house / Support to students with disabilities / Career Centre /
Campus Health Clinic
17(b)IF YOU DID NOT USE ANY OF THE UJ-SERVICES, NAME THE SERVICE
AND GIVE A REASON:
If you are a student with a disability, and if you may need special
support/provisions, please answer QUESTION 17(c).
If you are not a student with a disability continue at QUESTION 18(a).
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APPENDIX A
Students’ Needs Assessment Questionnaire
17(c)STATE THE NATURE / SUPPORT NEEDED.
18(a)TO WHAT EXTENT DID YOU MAKE USE OF THE SERVICES OF THE
LEARNING CENTRE THIS YEAR?
1 = None / 2 = To a lesser extent (1/2 times) / 3 = To an average extent
(3 times) / 4 = To a greater extent (4/5 times) / 5 = To a very large extent
(more than 5 times)
Integrated study and reading course / Study course / Reading improvement
course / Tutor programme / Writing Centre/writing consultants
18(b)IF YOU DID NOT USE ANY OF THE SERVICES OF THE LEARNING
CENTRE, NAME THE SERVICE AND GIVE
A REASON:
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APPENDIX A
Students’ Needs Assessment Questionnaire
NEEDS
19. PHYSICAL
TO WHAT EXTENT WOULD YOU LIKE TO GATHER MORE INFORMATION
ABOUT EACH OF THE FOLLOWING?
1 = None / 2 = To a lesser extent (1 – 40%) / 3 = To an average extent
(41 – 60%) / 4 = To a greater extent (61 – 80%) / 5 = To a very large extent
(81 – 100%)
How to control weight / How to cope with anxiety about HIV/AIDS / How to cope
with recurrent headaches / How to cope with recurrent stomach aches / How to
cope with irregular sleeping patterns / How to cope with concerns about sexual
functioning / How to control drinking / How to control the use of drugs
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APPENDIX A
Students’ Needs Assessment Questionnaire
20. EMOTIONAL
TO WHAT EXTENT WOULD YOU LIKE TO GATHER MORE INFORMATION
ABOUT EACH OF THE FOLLOWING?
1 = None / 2 = To a lesser extent (1 – 40%) / 3 = To an average extent
(41 – 60%) / 4 = To a greater extent (61 – 80%) / 5 = To a very large extent
(81 – 100%)
How to cope with sexual harassment / Development of sexual identity / How to
control anxiety / How to control nervousness / How to manage stress / How to
cope with loneliness / How to cope with fear of failure / How to control selfdestructive behaviour / How to cope with depression / How to control suicidal
feelings / How to cope with a broken relationship / How to control anger / How to
cope with conflict / How to increase own motivation / How to set goals / How to
cope with test or examination anxiety
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APPENDIX A
Students’ Needs Assessment Questionnaire
21. ACADEMIC
TO WHAT EXTENT WOULD YOU LIKE TO GATHER MORE INFORMATION
ABOUT EACH OF THE FOLLOWING?
1 = None / 2 = To a lesser extent (1 – 40%) / 3 = To an average extent
(41 – 60%) / 4 = To a greater extent (61 – 80%) / 5 = To a very large extent
(81 – 100%)
Effective study methods (overcoming procrastination, test and/or examination
writing strategies, time management, summaries, taking of class notes,
memorizing and retrieval strategies) / Development of problem-solving skills / How
to make subject choices easily / How to make decisions easily regarding degree
programmes / How to resolve specific subject problems by using tutors /
Development of computer literacy / Language development (improving language
and vocabulary, development of reading skills, development of listening skills) /
Development of writing skills / Development of thinking skills (like creativity,
analytical thinking) / Campus orientation (who, what and where on UJ campuses) /
Effective use of information sources (availability of dictionaries, career literature,
subject literature, study manuals, effective use of library)
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APPENDIX A
Students’ Needs Assessment Questionnaire
22. SOCIAL
TO WHAT EXTENT WOULD YOU LIKE TO GATHER MORE INFORMATION
ABOUT EACH OF THE FOLLOWING?
1 = None / 2 = To a lesser extent (1 – 40%) / 3 = To an average extent
(41 – 60%) / 4 = To a greater extent (61 – 80%) / 5 = To a very large extent
(81 – 100%)
Development of assertive behaviour / How to cope with cultural concerns (cultural
diversity, conflict over values and morals, cross-cultural interactions, adjusting to
cultural norms, coping with cultural prejudice) / How to cope with the roles of men /
How to cope with men’s expectations / How to cope with the roles of women / How
to cope with women’s expectations / Development of social skills (public speaking,
shyness, discomfort in social situations, meeting people, making friends, general
social skills/etiquette) / Effective communication skills / Effective communication
with academic staff / Effective relationships with parents / Effective relationships
with friends / How to adjust to campus life / How to cope with peer pressure /
Development of leadership skills
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APPENDIX A
Students’ Needs Assessment Questionnaire
23. CAREER
TO WHAT EXTENT WOULD YOU LIKE TO GATHER MORE INFORMATION
ABOUT EACH OF THE FOLLOWING?
1 = None / 2 = To a lesser extent (1 – 40%) / 3 = To an average extent
(41 – 60%) / 4 = To a greater extent (61 – 80%) / 5 = To a very large extent
(81 – 100%)
Coping with financial concerns (e.g. personal financial planning, investments,
hire-purchases, buying a house) / Development of entrepreneurial skills / Job
placement (entering the job market - full time, part time, temporary – and
alternative job opportunities in difficult times) / What are the correct work ethics?
/ What are the correct time ethics? / Effective job-searching strategies (writing of
a CV and cover letter, interviewing techniques) / Study course guidance (study
course planning, selecting majors and semester subjects) / Career guidance
(career interest and choices, career abilities, marketability of degree/training,
career information, career maturity) / Company information (company
operations, job opportunities in company) / How to cope with the uncertainties of
work tendencies in South Africa / Bursary information / Web-based career
services
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APPENDIX A
Students’ Needs Assessment Questionnaire
24. RELIGIOUS
DO YOU NEED TO GATHER MORE INFORMATION ABOUT RELIGIOUS CONCERNS?
Yes / No
IF YOU ANSWERED YES TO QUESTION 24, PLEASE WRITE DOWN THE RELIGIOUS
CONCERNS ABOUT WHICH YOU NEED TO GATHER MORE INFORMATION.
25. OTHER NEEDS
DO YOU NEED TO GATHER MORE INFORMATION ABOUT ANY OTHER CONCERNS,
EXCEPT THE ABOVEMENTIONED PHYSICAL, EMOTIONAL, ACADEMIC, SOCIAL,
CAREER AND RELIGIOUS CONCERNS?
26. TO WHAT EXTENT DO YOU THINK YOU KNOW YOURSELF?
1 = None / 2 = To a lesser extent (1 – 40%) / 3 = To an average extent (41 – 60%) /
4 = To a greater extent (61 – 80%) / 5 = To a very large extent (81 – 100%)
27. COMMENTS
IF YOU HAVE ANY FURTHER COMMENTS REGARDING THE UJ SERVICES,
LEARNING CENTRE SERVICES, YOUR NEEDS OR EVEN THIS QUESTIONNAIRE,
PLEASE WRITE THEM DOWN IN THE SPACE PROVIDED BELOW:
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