An investigation of factors that lead to student retention at Siyazama Community Learning Centre.

Abstract

The study explores factors that lead to the retention of students at Siyazama Community Learning Centre (CLC) in UMgungundlovu District in Pietermaritzburg. The study focused on retention at this centre because it is one of the centres that have a high rate of retention in the district. This study is guided by a qualitative case study approach located within the interpretive paradigm. The purpose is to explore factors that motivate adult students to register at Siyazama CLC, what drives them to continue to participate and to find out what factors lead to their retention at this centre. Qualitative data collection allowed the study to gather a wide range of data through observations, semistructured interviews, and focus group interviews. In-depth data collection methods were deemed appropriate as the study sought to unravel a phenomenon in its real-life context. Purposive sampling assisted in ensuring that relevant and appropriate participants participated. Inductive and deductive approaches were used to analyse data. The notes and transcripts from interviews, observations and focus group discussions were simplified and organised so as to identify patterns and themes. The study was guided by Tinto's (1993) Model of Student Integration which argues that if an adult student is comfortable and able to integrate socially and academically, this will reinforce his or her goals and commitments which will, in turn, strengthen his or her desire to stay and complete the programme. The main findings revealed that pre-entry characteristics namely family background, skills and abilities as well as prior schooling that the student possesses when coming to register played a vital role in making him or her persist and complete the programme. Inside the CLC, the support they received from the peers, as well as the educators, promoted resilience. Furthermore, the curiculum offered at the CLC, and the balance between the academic and social environment contributed to their decision to stay. The availability of resources, e.g. administrative resources, human resources, as well as learning materials, played an important role in motivating participation in adult education. Financial support was also mentioned as having an influence in increasing the rate of retention as most of the students were unemployed and sometimes absent from classes due to the shortage of taxi fares.The recommendation generated from the study is that the centre should be creative and introduce skills which will be incorporated into AET curiculum. It was also observed that adult learners are no different from other learners and should be financially supported in the same way as other students.