Studiestaking aan landbou-opleidingsinstellings: waarskynlike oorsake en moontlike strategieë vir studente-ondersteuning
Abstract
English: Student dropout in South Africa increasingly receives attention as approximately
one
quarter of students admitted to higher education institutions discontinue their studies
during the first year. This investigation aimed to determine why students discontinue
or extend their studies. Using a qualitative approach and in-depth interviews, data was
generated from seventeen students who dropped out from four acgriculture training
institutions. Findings indicate that dropout can be attributed mainly to academic and/
or social factors. These factors prevent adequate learning integration, essential to studying
successfully. Various factors appear to be responsible for inadequate academic integration
while ineffective social integration could be the result of too little or unbalanced and
unhealthy social activities. A theoretical framework is proposed that could offer improved
understanding and prevention of student dropout. Afrikaans: Studiestaking in Suid-Afrika ontvang toenemend aandag aangesien dat ongeveer ’n
kwart van alle studente hul studies gedurende die eerste studiejaar staak. Hierdie
ondersoek wou vasstel waarom studente aan landbou-opleidingsinstellings studies
staak of verleng. ’n Kwalitatiewe ondersoek en in-diepte onderhoude met sewentien
stakelingstudente van vier landbou-opleidingsinstellings bevind dat studente hul
studies hoofsaaklik staak weens akademiese of sosiale redes en dat dat bepaalde faktore
leerintegrasie verhoed. Laasgenoemde is essensieel vir studiesukses. Bevindinge dui ook
daarop dat ’n verskeidenheid faktore onvoldoende akademiese integrasie bevorder
terwyl die vernaamste faktore wat bydra tot ’n gebrek aan sosiale integrasie, swak
deelname aan of ’n ongesonde balans in sosiale aktiwiteite is. ’n Teoretiese raamwerk
word voorgestel waarmee die uitvalverskynsel in landbou-opleiding beter begryp
en voorkom kan word.