Support strategies to enhance the transition from high school to tertiary educational institutions

The study was conducted after obtaining the approval from from the University of Pretoria Faculty of Education Research Ethics Committee before requesting permission to access the participants. The participants signed informed consent forms prior to data collection. The study employed a qualitative phenomenological research approach. The study made use of case studies and vignette research designs. Six individuals were purposely sampled to participate in the study. The sampled participants were four LO teachers who teach LO to Grade 12 learners at public high schools in the Ngaka Modiri Molema district of the North West province of South Africa, and two higher education student-support staff members from one identified university in the Tshwane district of South Africa’s Gauteng province. Semi-structured interviews, vignettes, observations, teacher diary entries and collected artefacts in the form of photographs were used to generate data with LO teachers.One LO teacher - Thuto did not complete the teacher diary entry citing workload as a key challenge. Only semi-structured interviews were used to generate data with higher- education student support staff members. Data was analysed using both the Braun and Clarke’s six-step thematic data analysis and final vignettes analysis. Refer to the attached files for more information about the themes and sub-themes identified, transcribed data, interview schedule, observation schedule, teacher diary entries and the codes of the participants.

本研究在获得比勒陀利亚大学教育学院研究伦理委员会的批准后进行，并在请求访问参与者之前征求了其同意。参与者签署了知情同意书。研究采用了定性的现象学研究方法。研究采用了案例研究和情景研究设计。六位个体被有意选取参与研究。选取的参与者包括四名在南非西北省纳卡莫迪里莫莱马地区公立高中教授LO（生活导向）课程的LO教师，以及来自南非豪登省茨瓦内地区一所特定大学的两名高等教育学生支持工作人员。半结构化访谈、情景、观察、教师日记条目以及以照片形式收集到的艺术品被用于生成与LO教师相关的数据。其中一位LO教师——Thuto，以工作负担为关键挑战为由，未完成教师日记条目。仅使用了半结构化访谈来生成与高等教育学生支持工作人员相关的数据。数据分析采用了 Braun 和 Clarke 的六步主题数据分析和最终情景分析。有关识别出的主题和子主题、转录数据、访谈日程、观察日程、教师日记条目以及参与者的编码的更多信息，请参阅所附文件。