Appraisal of Transition Challenges and Adjustment of First-Year Students at a Nigerian University

Authors

DOI:

https://doi.org/10.34142/2709-7986.2024.29.2.05

Keywords:

transition challenges, coping strategies, adjustment, first-year students, university experience

Abstract

Advancement in educational pursuit seems to be an ideal dream for the majority of students preparing to leave secondary school to enter university. Students at this stage have conceptualized courses and professions they would like to follow, the types and names of universities they would like to attend, and are mostly overwhelmed by the euphoria of leaving secondary school for university without the knowledge of the demands, the challenges and the expected behavior awaiting them in their envisioned dream of an institute of higher learning.

Purpose: This paper appraised the transition challenges and adjustment strategies of first-year students in Obafemi Awolowo University, Ile-Ife, Nigeria.

Methodology: A descriptive survey research design was employed. A simple random sampling technique was used in selecting five of the eight departments in the Faculty of Education. A convenience sampling technique was used in selecting 200 participants in the departments selected for the study. A questionnaire titled ‘First Year Students Transition Challenges and Adjustment Questionnaire’ (FYSTCAQ) made up of four sections was used to obtain data from the sample.

Results: The findings showed that first-year students experience transition challenges among which are cultural, social and economic. Separation, identification, and integration into the university lifestyle were coping strategies employed by the first-year students.

Conclusion: Raising the consciousness of the university community (management, lecturers and non-teaching staff, and even older colleagues) to render necessary assistance, provide necessary support, and motivate first-year students to develop workable strategies that will help them cope with the university demands were recommended.

Downloads

Download data is not yet available.

Author Biographies

Oluwatimilehin Emmanuel Fabeku, Universidade federal De Santa Maria

  • Ph.D. in Public Policy in Education, Centro de Educação, Universidade Federal de Santa Maria, Brasil. RS.

Success Ayodeji Fasanmi, University of Johannesburg, South Africa.

  • Ph.D., Department of Education Leadership and Management, University of Johannesburg, South Africa.

References

Azpeitia, J., Meza Lazaro, Y., Ruvalcaba, S. A., & Bacio, G. A. (2023). “It’s easy to feel alone, but when you have community, it makes [college] a lot easier”: First-generation students’ academic and psychosocial adjustment over the first year of college. Journal of Adolescent Research. https://doi.org/10.1177/07435584231170040

Babushko, S., Solovei, M., & Solovei, L. (2022). How to smooth international university students’ adaptation in Ukraine. Revista Romaneasca Pentru Educatie Multidimensionala, 14(1), 93–114. https://doi.org/10.18662/rrem/14.1/509

Barringer, A., Papp, L. M., & Gu, P. (2023). College students’ sense of belonging in times of disruption: Prospective changes from before to during the COVID-19 pandemic. Higher Education Research and Development, 42(6), 1309–1322. https://doi.org/10.1080/07294360.2022.2138275

Bayaga, A., Lekena, L. L., Selepe, C., du Plessis, A., Blignaut, S., & Morar, T. (2022). Academic, social and economic experiences of first-year students: Case study. South African Journal of Higher Education, 36(2), 8–24. https://doi.org/10.20853/36-2-4592

Birbeck, D., McKellar, L., & Kenyon, K. (2021). Moving beyond first year: An exploration of staff and student experience. Student Success, 12(1), 82–92. https://doi.org/10.5204/ssj.1802

Brisset, C., Safdar, S., Lewis, J. R., & Sabatier, C. (2010). Psychological and sociocultural adaptation of university students in France: The case of Vietnamese international students. International Journal of Intercultural Relations, 34(4), 413–426. https://doi.org/10.1016/j.ijintrel.2010.02.009

Cameron, R. B., & Rideout, C. A. (2022). ‘It’s been a challenge finding new ways to learn’: First-year students’ perceptions of adapting to learning in a university environment. Studies in Higher Education, 47(3), 668–682. https://doi.org/10.1080/03075079.2020.1783525

Chetveryk, V., & Veretiuk, T. (2024). Elements of content and language integrated learning (CLIL) in higher education conditions. In Modern scientific challenges are the driving force of the development of scientific research: XXIV International Scientific and Practical Conference (pp. 175–179). Bruges, Belgium.

Chow, K. K., & Healey, M. J. (2008). Place attachment and place identity: First-year undergraduates making the transition from home to university. Journal of Environmental Psychology, 28(4), 362–372. https://doi.org/10.1016/j.jenvp.2008.02.011

Credé, M., & Niehorster, S. (2012). Adjustment to college as measured by the Student Adaptation to College Questionnaire: A quantitative review of its structure and relationships with correlates and consequences. Educational Psychology Review, 24, 133–165. https://doi.org/10.1007/s10648-011-9184-5

Dias, D. (2022). The higher education commitment challenge: Impacts of physical and cultural dimensions in the first-year students’ sense of belonging. Education Sciences, 12(4), 231. https://doi.org/10.3390/educsci12040231

Ding, F., & Yu, B. (2021). First year university students’ perception of autonomy: An individualistic approach. Journal of Further and Higher Education, 46(2), 211–224. https://doi.org/10.1080/0309877X.2021.1905154

Einboden, R., Maxwell, H., Campbell, C., Rickard, G., & Bramble, M. (2023). Improving the first-year student experience: A critical reflection on co-operative inquiry as the ‘last loop’ in an action research project. Educational Action Research, 31(5), 894–908. https://doi.org/10.1080/09650792.2022.2034657

Fabeku, O. E. (2024). First-year students’ challenges and coping strategies in public and private universities in Osun State, Nigeria. Innovare Journal of Education, 12(3), 9–14. https://doi.org/10.22159/ijoe.2024v12i3.50722

Fisher, S., Murray, K., & Frazer, N. A. (1985). Homesickness, health and efficiency in first-year students. Journal of Environmental Psychology, 5(2), 181–195. https://doi.org/10.1016/S0272-4944(85)80016-5

Gill, A. J. G. (2021). Difficulties and support in the transition to higher education for non-traditional students. Research in Post-Compulsory Education, 26(4), 410–441. https://doi.org/10.1080/13596748.2021.1980661

Gosai, S. S., Tuibeqa, A. T., & Prasad, A. (2023). Exploring the transition challenges of first-year College of Business students in Fiji. International Journal of Educational Research, 117, 102131. https://doi.org/10.1016/j.ijer.2022.102131

Greeff, M., Mostert, K., Kahl, C., & Jonker, C. (2021). The #FeesMustFall protests in South Africa: Exploring first-year students’ experiences at a peri-urban university campus. South African Journal of Higher Education, 35(4), 78–103. https://doi.org/10.20853/35-4-4219

Holopainen, L., Waltzer, K., Hoang, N., Lappalainen, K., Nuutinen, H., & Pesonen, H. (2023). The role of educational support in the development of subjective well-being in Finnish general upper secondary education. Psychology in the Schools, 60(8), 2795–2808. https://doi.org/10.1002/pits.22885

Huei-Yi, W. L. (2020). Academic and cultural adjustment among Asian students in graduate music therapy programs. Music Therapy Perspectives, 38(1), 89–98. https://doi.org/10.1093/mtp/miz020

Javed, F. (2020). Adaptation challenges faced by Pakistani university entrants. Student Success, 11(2), 41–51. https://doi.org/10.5204/ssj.v11i3.1164

Kahu, E. R., Ashley, N., & Picton, C. (2022). Exploring the complexity of first-year student belonging in higher education: Familiarity, interpersonal, and academic belonging. Student Success, 13(2), 10–20. https://doi.org/10.5204/ssj.2264

Kanji, Z., Pidgeon, M., & Nilson, M. (2022). Enhancing post-secondary student retention: Lessons learned from stories of former first-year students. Journal of Student Affairs Research and Practice, 59(2), 165–179. https://doi.org/10.1080/19496591.2020.1835670

Khatibi, M., & Sheikholeslami, R. (2016). Greenberger Psychosocial Maturity Model: A brief review. Journal of Educational Management Studies, 6(2), 57–61.

Kong, E., Harmsworth, S., Rajaeian, M., Parkes, G., Bishop, S., Al-Mansouri, B., & Lawrence, J. (2016). University transition challenges for first-year domestic CALD students from refugee backgrounds: A case study from an Australian regional university. Australian Journal of Adult Learning, 56(2), 170–197.

Koo, K., Baker, I., & Yoon, J. (2021). The first year of acculturation: A longitudinal study on acculturative stress and adjustment among first-year international college students. Journal of International Students, 11(2), 278–298. https://doi.org/10.32674/jis.v11i2.1726

Kuh, G. D. (2001). Organizational culture and student persistence: Prospects and puzzles. Journal of College Student Retention: Research, Theory & Practice, 3(1), 23–39. https://doi.org/10.2190/U1RN-C0UU-WXRV-0E3M

Kumsa, M. J., Lemu, B. N., & Nguse, T. M. (2020). Lack of pocket money impacts Ethiopian undergraduate health science students' learning activities. PLOS ONE, 15(12), e0243634. https://doi.org/10.1371/journal.pone.0243634

Lapon, E., & Buddington, L. (2024). The impact of peer mentoring in first-year education students. International Journal of Mentoring and Coaching in Education, 13(1), 73–87. https://doi.org/10.1108/IJMCE-01-2023-0002

Lavoie-Tremblay, M., Sanzone, L., Aubé, T., & Paquet, M. (2022). Sources of stress and coping strategies among undergraduate nursing students across all years. The Canadian Journal of Nursing Research, 54(3), 261–271. https://doi.org/10.1177/08445621211028076

Lekena, L., & Bayaga, A. (2018). Trend analysis of first-year student experience in university. South African Journal of Higher Education, 32(2), 157–175. https://doi.org/10.20853/32-2-1934

McLean, L., Gaul, D., & Penco, R. (2022). Perceived Social Support and Stress: A Study of 1st Year Students in Ireland. International Journal of Mental Health and Addiction, 21(4), 2101–2121. https://doi.org/10.1007/s11469-021-00710-z

Moosa, M., & Langsford, D. (2021). “I haven't had the fun that is portrayed”: First-year student expectations and experiences of starting at university. Journal of Education (University of KwaZulu-Natal), 83, 127–145. https://dx.doi.org/10.17159/2520-9868/i83a07

Moore, A., Nguyen, A., Rivas, S., Bany-Mohammed, A., Majeika, J., & Martinez, L. (2021). A qualitative examination of the impacts of financial stress on college students' well-being: Insights from a large, private institution. SAGE Open Medicine, 9, 20503121211018122. https://doi.org/10.1177/20503121211018122

Morton, B., & Ramos, A. I. (2023). Summer bridge programs for first-generation students in the Christian college context: Strengths and challenges. Christian Higher Education, 22(3–4), 180–199. https://doi.org/10.1080/15363759.2023.2219236

Museus, S. D., Yi, V., & Saelua, N. (2018). How culturally engaging campus environments influence sense of belonging in college: An examination of differences between white students and students of color. Journal of Diversity in Higher Education, 11(4), 467–483. https://doi.org/10.1037/dhe0000069

Nguyen, L., Chester, A., Herbert, A., & Lugg, A. (2020). First-year transition through a cultural lens: Face strategies of Vietnamese students. Student Success, 11(2), 82–90. https://doi.org/10.5204/ssj.1675

Owusu-Agyeman, Y., & Mugume, T. (2023). Academic adjustment of first-year students and their transition experiences: The moderating effect of social adjustment. Tertiary Education and Management, 29, 189–209. https://doi.org/10.1007/s11233-023-09120-3

Panadero, E., Fraile, J., & García-Pérez, D. (2022). Transition to higher education and assessment: A one-year longitudinal study. Educación XX1, 25(2), 15–37. https://doi.org/10.5944/educxx1.29870

Panja, S., Dhali, A., Avinash, B., Chattopadhyay, M., Bhowmick, K., & Biswas, J. (2023). Psychological stress experienced by first-year medical undergraduates: A cross-sectional study from eastern India. Cureus, 15(10), e46725. https://doi.org/10.7759/cureus.46725

Popovich, A., & Aliyeva, O. (2023). Providing education to the 1st-year students at the medical university in the conditions of martial state in Ukraine. Educational Challenges, 28(1), 139–148. https://doi.org/10.34142/2709-7986.2023.28.1.11

Rea, E. M., DeCarlo Santiago, C., Nicholson, L., Heard Egbert, A., & Bohnert, A. M. (2023). Sleep, affect, and emotion reactivity in first-year college students: A daily diary study. International Journal of Behavioral Medicine, 30(5), 753–768. https://doi.org/10.1007/s12529-022-10127-0

Rugbeer, Y., Rugbeer, H., & Naidoo, G. M. (2020). First-year experience at a rural comprehensive university in KwaZulu-Natal. African Journal of Rhetoric, 12(1), 143–166. https://hdl.handle.net/10520/ejc-aar_rhetoric-v12-n1-a10

Smallwood, J., & Allen, C. (2020). The impact of a first-year orientation team-building exercise. Construction Economics and Building, 20(3), 142–159. https://doi.org/10.5130/AJCEB.v20i3.7062

Sun, S. H., & Zoriah, A. (2015). Assessing stress among undergraduate pharmacy students in University of Malaya. Indian Journal of Pharmaceutical Education and Research, 49, 99–105. https://doi.org/10.36877/pddbs.a0000353

Sotardi, V., & Dutton, H. (2022). First-year university students’ authentic experiences with evaluation anxiety and their attitudes toward assessment. Assessment & Evaluation in Higher Education, 47(8), 1317–1329. https://doi.org/10.1080/02602938.2022.2059445

Tajvar, M., Ahmadizadeh, E., Sajadi, H. S., & Shaqura, I. I. (2024). Challenges facing international students at Iranian universities: A cross-sectional survey. BMC Medical Education, 24(1), 210. https://doi.org/10.1186/s12909-024-05167-x

Tormon, R., Lindsay, B. L., Paul, R. M., Boyce, M. A., & Johnston, K. (2023). Predicting academic performance in first-year engineering students: The role of stress, resiliency, student engagement, and growth mindset. Learning and Individual Differences, 108, 102383. https://doi.org/10.1016/j.lindif.2023.102383

Wintre, M. G., & Yaffe, M. (2000). First-year students’ adjustment to university life as a function of relationships with parents. Journal of Adolescent Research, 15(1), 9–37. https://doi.org/10.1177/0743558400151002

Wu, H. P., Garza, E., & Guzman, N. (2015). International student’s challenge and adjustment to college. Education Research International, 2015, 1–9. https://doi.org/10.1155/2015/202753

Xiao, J., Lu, J., Chin, K., Xu, J., & Yao, J. (2010). Cross-cultural learning challenges and teaching strategies for first-year Asian students in Australian universities. In Proceedings of 2nd International Conference on Computer Supported Education (pp. 297–303). INSTICC Press.

Zatkova, T. S., Tokovska, M., & Solcova, J. (2024). What psychosocial support do first-year university students need? A mixed creative methods study. International Journal of Emotional Education, 16(1), 140–153. https://www.um.edu.mt/library/oar/handle/123456789/120913

Zhuhra, R. T., Wahid, M. H., & Mustika, R. (2022). Exploring college adjustment in first-year Gen Z medical students and its contributing factors. Malaysian Journal of Medical Sciences, 29(1), 126–137. https://doi.org/10.21315/mjms2022.29.1.12

Downloads

Published

2024-10-17

How to Cite

Fabeku, O. E., & Fasanmi, S. A. (2024). Appraisal of Transition Challenges and Adjustment of First-Year Students at a Nigerian University. Educational Challenges, 29(2), 80–96. https://doi.org/10.34142/2709-7986.2024.29.2.05

Issue

Section

Original articles