Assessing the impact of orientation programs for first-time entering undergraduate students on student learning: The case of a selected university in South Africa

Abstract

This study examined the role of orientation programs for first-time entering undergraduate students on student learning at a higher education institution. It is a common practice that South African universities offer orientation sessions for first-time entering students. These orientation programs encompass a rigorous effort to improve student retention and academic performance. Drawing data through a qualitative approach was aimed at emphasizing that making sense of action and meaning always involves understanding the other. Such a qualitative research methodology allowed to better understanding of the experiences of both students and lecturers who are involved in the processes of orientation programs and student learning. Semi-structured interviews were used to interview 12 participants. The interviews gave the most direct and straightforward approach to gathering detailed and rich data regarding the phenomenon of interest. Thematic analysis was used to analyse data. The study findings revealed that students who take part in this program tend to have a better level of academic performance compared to those who do not take part in the orientation program. The study concludes that new strategies must be organised in implementing an orientation program for better student academic performance. The study recommended the enhancement of the role orientation programs that play in facilitating new students’ integration into academic environments, fostering not only academic success but also personal development and retention. This study contributed to the broader scholarship in higher education by highlighting the intricate relationship between orientation programs and student outcomes.