Abstract:
Many learners who complete Grade 12 do so with the hope and expectation of eventually being able to access tertiary educational institutions. However, preparing for and making the transition from high school to tertiary institutions often proves to be challenging. Teachers teaching Life Orientation (LO) can play a critical role in supporting learners during this period of change. The purpose of this qualitative phenomenological study was to investigate the ways in which LO teachers can support Grade 12 learners in transitioning to tertiary institutions. The study made use of case studies and vignette research designs. Six individuals were purposely sampled to participate in the study. The sampled participants were four LO teachers who teach LO to Grade 12 learners at public high schools in the Ngaka Modiri Molema district of the North West province of South Africa, and two higher education student-support staff members from one identified university in the Tshwane district of South Africa’s Gauteng province. Semi-structured interviews, vignettes, observations, teacher diary entries and collected artefacts in the form of photographs were used to generate data. Data was analysed using both the Braun and Clarke’s six-step thematic data analysis and final vignettes analysis.
The findings of this study confirmed that LO teachers use varied support strategies in helping Grade 12 learners to transition to tertiary education. The support strategies involve providing information about career options and related topics, guidance and motivation, academic support interventions, and coordination and participation in career guidance and career information-sharing activities. Furthermore, LO teachers confirmed that they assist learners with online applications for studying at tertiary institutions, teach study skills and methods, provide opportunities to participate in extra-mural activities, use appropriate teaching and learning resources, avail supplemental materials and use learner-centred teaching methods. Two additional support strategies were proposed by higher education student support staff, namely empowering the learners with life skills and organising peer-to-peer information-sharing sessions which can be used by LO teachers to support the transitioning journey of Grade 12 learners to tertiary institutions.
