Abstract:
The focus of the study is on a strategic guide to improve poor academic performance of first year Accounting students at a University of Technology. Students’ academic performance is the sole responsibility of all educational stakeholders. The University through its inhabitants are expected to turn students into knowledge workers, ensure intelligence growth and avail educational opportunities to all. The study was tethered in the constructivism theory, where qualitative research methodology was adopted in order to address the main and sub-research questions of the study.
The population of the study consists of all Accounting lecturers and students repeating Accounting at first year level at the Central University of Technology, Free State. Five lecturers and sixty students were purposively sampled. Qualitative data was collected through interviews with lecturers and open-ended questionnaires distributed to students. A thematic content approach strategy was employed to analyse data.
Information gathered from questionnaires and interviews revealed that there is insufficient support provided to first year students; most participants viewed Accounting as a critical subject that needs full preparedness and continuous interaction; students and lecturers were aware of the factors that are hindering a positive pass rate of first year Accounting students. Furthermore, it became evident that the university falls short on full control over some of its intervention programmes. Students claimed that they do not fully benefit from those intervention programmes. They also had some suggestions that can be employed by the institution in order to realise positive academic performance of such students. The institution needs to re-visit their intervention programme model for the risky and first year students.
Based on the findings and recommendations of the study, a strategy guide model to improve academic performance for first year Accounting students is proposed.
