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Assignment 1 for HMEMS80

Research Methodology (University of South Africa)

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HMEMS80 2020
ASSIGNMENT 01 FOR SEMESTER 1 (Unique number: 873964)
DUE DATE 09 March 2020

SURNAME AND INITIALS: Tiffany Solomon

(Indicate your name and initials above)

STUDENT NUMBER: 68915097

Note that there are two documents for this Assignment.

1) An INSTRUCTION document that provides the task and the information that you need
to correctly complete the assignment.

2) This TEMPLATE FILE (that you must RENAME to indicate your own details) and on
which you will complete your answers. This is the ONLY file that you will submit for
this assignment via the MyUnisa Assignment Submission system.

Please make sure that you have correctly named the file and that you have indicated all
your answers on this file BEFORE submitting it as your assignment by the due date. It
needs to be completed in Word format and then submitted online as a PDF document.
Only assignments in PDF format may be submitted. [If you need more guidance on
how to create a PDF document – review the FAQ’s on your HMEMS80 myUnisa site].

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SECTION A: MULTIPLE CHOICE QUESTIONS

See the INSTRUCTION document for the material that you need to work through and the
multiple-choice questions to complete this section.

Correct answer: Indicate ONLY the letter for the

Question number correct answer below for each of the 10 questions.
Question 1 B
Question 2 A
Question 3 A
Question 4 C
Question 5 A
Question 6 D
Question 7 B
Question 8 A
Question 9 A
Question 10 C

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SECTION B: LITERATURE REVIEW

Table of context
1. Introduction Page 4

2. Variables Page 5
2.1. Variable 1 – student support Page 5
2.2. Variable 2 – Retention Page 5

3. Previous research Page 7

3.1. Modules Page 7
3.2. Tutors Page 7
3.3. Student Services Page 8

4. Conclusion/Problem Statement Page 10

5. Reference List Page 11

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1. Introduction

According to Arko-Achemfor (2017) there has been an increase in the demand for distance
learning. Distance learning is increasingly relevant in today’s world as it is more easily
accessible and creates new areas for development (Sánchez-Elvira Paniagua & Simpson, 2018).
This method of learning experiences its own issues, as student interactions are limited. These
interactions include contact between students and lecturers, students and their tutors, students
and their peers as well as students and their study materials (Mayanja, Tibaingana & Birevu,
2019). Research has shown that these limited interactions are the root cause of the main
challenge faced by distance learning institutions; reduced student retention (Arifin, 2018).

Student retention has proven to be a huge challenge faced by distance learning institutions,
resulting in increasingly high rates of student drop outs (Arifin, 2018). Mayanja et al., (2019)
argue that the role of tutors and peers play a vital role to reinforce the students engagement with
their study material. They continued to suggest that students felt isolated when they experience
difficulties with regards to these vital interactions (Mayanja et al, 2019). Similarly, Makoe and
Nsamba (2019) state that inadequate support services, like tutors, study material and other
services, can manifest feelings such as isolation which causes students to abandon their studies.
One of the main reasons why student services are perceived to be inadequate by students is that
there is gap between the students’ expectations of services and their actual experiences (Makoe
& Nsamba, 2019).

Researchers have mainly explored the relationship between student support from the universities
perspective, however there is research that suggest that this should be congruent with the
student’s perspective and expectations relating to courses and student support (Tinto, 2017).
Similarly Mpofu (2016) mentions that a lack of understanding on how students contribute to
their own learning support. Consequently, it is possible there are two different views that can be
explore when looking into the impact of student support on retention. The first view namely
considers the resources available to the students and the second considers the expectations of the
student compared to their actual experiences with student support (Mpofu 2016).

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2. Variables

2.1. Student Support

Student support can be defined in as both academic and non-academic. The main purpose of
academic support is to develop a student’s learning and cognitive skills. Whereas the purpose of
non-academic support is to develop student’s affective and organizational skills (Sánchez-Elvira
Paniagua & Simpson, 2018). Therefore, student support include any services for the individual
student or group of students that compliment study material, learning environment or resources
(Arifin, 2018). According to Arifin (2018) student support possess three primary interdependent
functions in retaining students. The first function being cognitive. This is described as support
and development through course material and resources for each student (Arifin, 2018).
Secondly, affective function which is described as an environment that promotes student success.
Consequently, the student will be more committed and confident completing and engaging with
their material (Arifin, 2018). The last function is systematic which includes all administrative
processes and management systems that the student engaging in when completing their studies
(Arifin, 2018). Similarly, Mpofu (2016) indicates that student support involves the premise of
systematic, affective and cognitive functions to help the student succeed academically.

2.2. Retention

As mentioned above, student retention is a huge challenge for distance learning institutions
(Arifin, 2018). Research done by Lee and Choi (2011) argues that there are three factors that
significantly contribute to retaining students. Firstly, student factors relates to the students
personal characteristics, experiences and skills (Lee & Choi, 2011). Secondly, course or
programme factors, relates to modules, course designs and materials. Lastly, environmental
factors, relates to the support the student receives from peers, family or tutors (Lee & Choi,
2011). Research continues to emphasize the important role of student support services in
retaining students (Makoe & Nsamba, 2019). However, Tinto (2017), researched a new
perspective by involving students in the process. Research has discovered from a student’s

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perspective they do not look at reunion, but rather persistence. This is because their interest is in
perusing their degree (Tinto, 2017). Arifin, (2018) elaborates on student persistence and relates it
to a student’s continuous learning behaviour. When looking at student persistence we have to
look at what motivates them. There are three key aspects that can help us understand student
motivation or persistence; self-efficacy, sense of belonging and perceived value of the
curriculum (Tinto, 2017).

Self-efficacy is best described as the belief one has in themselves to complete certain tasks
(Mpofu, 2016). The theory of self-efficacy states that an individual’s effort to complete a task
can predict persistence. Therefore, students with high self-efficacy are students that are
committed to executing tasks successfully because they will readily engage with the task and put
in more effort into completing it even when difficulties arise (Tinto, 2017). On the Contrary, a
student with low self-efficacy are students would be easily discouraged from completing tasks
when difficulties arise (Tinto, 2017).

Sense of belonging develops when students actively engage with peers or staff that value their
membership (Tinto, 2017). Sense of belonging develops when students actively engage with
peers or staff that value their membership (Tinto, 2017). Sense of belonging increases the sense
of commitment that a student has towards the institution resulting in persistence towards their
goals. Tinto (2017) states that students that have a great sense of belonging to an institution are
more likely to be willing to be involved in other ways that promote persistence. However,
students that feel out of place will then experience loneliness as they long for that connection
with others. This results in a decrease of motivation to complete their degree (Tinto, 2017).

Lastly, study material students receive need to be perceived as relevant (Tinto, 2017). When
material is seen as irrelevant, students are less interested and disengagement occurs. However,
when material is perceived as relevant, students are excited to engage with the material, their
tutors and their peers (Tinto, 2017). Information on this can be difficult to keep track of and
address as perceptions vary across the student body.

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3. Previous research

3.1. Modules

Sánchez-Elvira Paniagua and Simpson (2018) mentions that a clear course design is an effective
way to retain students. Similarly, Lee and Choi (2011) rendered that course/program factors are a
vital in the process of retaining student. Unsatisfactory experiences with course factors result in
barriers being created for the student. Furthermore, it challenges the student’s efforts to complete
courses which influences their decision to continue or abandon their studies (Lee & Choi, 2011).
In research done by Arifin (2018), a student commented that modules seemed rushed as it
contained spelling errors and lacked clear communication. Consequently, if this challenges
students significantly and there is little self-efficacy, agreeing to the self-efficacy theory, it will
influence the student negatively (Tinto, 2017).

3.2. Tutors

Tutors were seen as an important area of student support as they can create a sense of
connectedness with the university (Arko-Achemfor, 2017). This can be seen to increase the sense
of belonging students feel when interacting with tutors. However, according to Tinto, (2017) it
can only be seen as affective if the student’s interaction is viewed as valued. Interactions consist
of tutorial or assignment feedback or responding to questions and comments on assignments and
course material (Arifin, 2018). Further research indicated that if tutors lacked the aspect of
cognitive support it is most likely to affect student retention negatively (Arifin, 2018).

Students that that experienced the low quality of tutors impacted their persistence in various
ways. One students stated that the lack of responsiveness from the tutors had contribute to them
withdrawing from the university completely (Arifin, 2018). This illustrates how a sense of
belonging had not developed because of a lack of interaction (Tinto, 2017). However, it can also
show how low student persistence can impact students when faced with a difficult situation
during their studies (Tinto, 2017). On the contrary, another student from the same study stated

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that this has no impact on their studies as they had a bigger goal in mind (Arifin, 2018). This
illustrates that if self-efficacy is high, students are committed to achieving their given tasks
(Tinto, 2017). It is crucial that institutions select tutors carefully and train them sufficiently for
their role to assist and guide learning (Arko-Achemfor, 2017)

3.3. Student Services

Student services refers to assistance that is related to general enquiries, exams or support that the
regional offices provide (Arifin, 2018). Negative experiences such as delayed and ineffective
feedback is known to increase feelings of isolation to students that struggle with distance
learning (Mayanja et al., 2019). This links to students not feeling like they belong to the institute
which increases the possibility of withdrawal from the institution (Tinto, 2017).

A student interviewed by Arifin, (2018) experienced lack of responsiveness from their study
center state that the experience influences her decision to drop out from the university. She also
stated that during registration, the staff on duty did not have the adequate computer skills to fully
assist her which negatively impacted on the quality of service (Arifin, 2018). It is suggested that
staff need to be kept up to date and trained with processes that will improve service quality for
students (Mayanja, et al., 2019).

4. Conclusion/Problem Statement

Evidently we see that student support is essential in retaining students. Student support can be
looked at as both academic and non-academic (Sánchez-Elvira Paniagua & Simpson, 2018).
Furthermore, student support contains three important factors of student characteristics, course
factors and environmental factors (Lee & Choi, 2011). Arifin (2018) goes further to state that
there are three interdependent functions of student support. Thus it is critical to have these three
functions of student support present in the processes to combat student retention. However, these
functions should be complimented by effort from the staff who implement support process
(Arifin, 2018). Where most research focuses on the universities perception of how student

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support impacts student retention, there is little focus on the student’s perception (Tinto, 2017).
Research has shown that when students are then asked about retention, there responses relate
more to their own persistence (Tinto, 2017). Therefore, the question that needs to be asked is
how students persist in completing their degrees via distance learning. Three key aspects of
student persistence is mentioned, namely self-efficacy, sense of belonging and course design
(Tinto, 2017). Mpofu (2016) elaborates that high self-efficacy is a critical in student persistence.
For example, if self-efficacy is high, a student is likely to overcome difficulties easier than a
student that possess low self-efficacy (Arifin, 2018). This perspective would require research to
investigate what motivates students when they encounter difficulties in their journey (Tinto,
2017). Future studies should then focus on investigating this perspective by use of surveys taken
by students that can integrate their level of satisfaction with services and what motivates them to
persist, even after negative experiences (Makoe & Nsamba, 2019)

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5. Reference List

Arifin, M. H. (2018) The role of student support services in enhancing student persistence in the

open university context: Lesson from Indonesia open university. Turkish Online Journal

of Distance Learning, 19(3), 156 - 168. Retrieved from http://0-

search.ebscohost.com.oasis.unisa.ac.za/login.aspx?

direct=true&db=edsdoj&AN=edsdoj.3cdb654fc80148c8a84c9a914f00bc65&site=eds-

live&scope=site

Arko-Achemfuor, A. (2017). Student support gaps in an open distance learning context. Issues in

Educational Research, 27(4), 658-676. Retrieved from http://0-

search.ebscohost.com.oasis.unisa.ac.za/login.aspx?

direct=true&db=eric&AN=EJ1160144&site=eds-live&scope=site

Lee, Y. & Choi, J. (2011) A review of online course dropout research: Implications for practice

and future research. Educational Technology Research and Development, 59(5), 593-618.

DOI: 10.1007/s11423-010-9177-y

Makoe, M. & Nsamba, A. (2019) The gap between student perceptions and expectations of

quality support services at the University of South Africa. American Journal of Distance

Education, 33(2), 132 - 141. DOI: 10.1080/08923647.2019.1583028

Mayanja, J., Tibaingana, A., & Birevu, P.M. (2019). Promoting student support in open and

distance learning using information and communication technologies. Journal of

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Learning for Development, 6(2), 177-186. Retrieved from http://0-

search.ebscohost.com.oasis.unisa.ac.za/login.aspx?

direct=true&db=eric&AN=EJ1222912&site=eds-live&scope=site

Mpofu, N. (2016). What can we still offer? Understanding student support in distance education

teacher preparation programmes. Progressio, 38(1), 33-46. Retrieved from https://0-hdl-

handle-net.oasis.unisa.ac.za/10520/EJC-a3f1a3933

Sánchez-Elvira Paniagua, A., & Simpson, O. (2018). Developing student support foropen and

distance learning: The EMPOWER project. Journal of Interactive Media inEducation,

1(9), 1-10. Retrieved from http://0-search.ebscohost.com.oasis.unisa.ac.za/login.aspx?

direct=true&db=edsdoj&AN=edsdoj.30677fc7ebcf4130b680f074db72a85e&site=eds-

live&scope=site

Tinto, V. (2017). Reflection on student persistence. Student Success, 8(2). 1-8. DOI:

10.5204/ssj.v8i2.376

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