Socio- educational experiences of black accounting III students who dropped out of the University of Fort Hare in 2009
| dc.contributor.advisor | Maxakato, Pamella | en |
| dc.contributor.advisor | Surname, Firstnames | en |
| dc.contributor.author | Morrison, Renee Fiona | en |
| dc.date.accessioned | 2026-08-14T01:44:51Z | |
| dc.date.available | 2026-08-14T01:44:51Z | |
| dc.date.issued | 2011 | en |
| dc.description.abstract | In South Africa there is an increasing concern regarding retention among Black students (who constitute the majority of the population) in general and in particular regarding the costs of student failure to both the students and for the institution. This thesis endeavours to obtain an understanding of the socio-educational experiences which led to Black Bachelor of Commerce in Accounting Students in 2009 dropping out of Accounting III at the University of Fort Hare. In a field in which much of the literature is quantitatively orientated, a phenomenological investigation offered a unique way of understanding the experiences of the students as it allowed their voices to be heard. Insights contained in the data were synthesised and integrated into a consistent description of the essential nature of the experience, the primary endeavour of the phenomenologist being to transform naïve experience into more explicitly detailed conceptual knowledge. The use of in-depth interviews with three students, all of whom had dropped out of Accounting III at UFH, allowed the researcher interaction on a personal level with people not viewed as experimental objects but as human subjects. The findings revealed that the students‘ social and educational background, together with the language of teaching and learning not being their mother tongue, caused students great difficulty. Interaction between lecturers and students and the subject content proved very challenging due to the language barrier. The introduction of General Accounting III in the same class as Accounting III in 2009 compounded the students‘ confusion and this ultimately led to students feeling demotivated. These findings contributed significantly to an understanding of why these three students dropped out of Accounting III in 2009, and at the same time provided an answer to the research question relating to how Black students who dropped out of the Accounting III programme in 2009, experienced the course. | en |
| dc.format | 173 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Morrison, Renee Fiona. 2011 | en |
| dc.identifier.other | vital:27582 | en |
| dc.identifier.other | http://hdl.handle.net/10353/1906 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4762 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | College dropouts -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- South Africa --Eastern Cape | en |
| dc.subject | Folk music -- Zimbabwe | en |
| dc.subject | College dropouts -- South Africa -- Eastern Cape | en |
| dc.subject | Education, Higher -- South Africa -- Eastern Cape | en |
| dc.subject | Universities and colleges -- South Africa --Eastern Cape | en |
| dc.title | Socio- educational experiences of black accounting III students who dropped out of the University of Fort Hare in 2009 | en |
| dc.title.alternative | Socio- educational experiences of black accounting III students who dropped out of the University of Fort Hare in 2009 | en |
| dc.type | Thesis | en |
| dc.type | Masters | en |
| dc.type | M Ed | en |