Difficulties of First Year Students - Essay Example

Introduction It has been assumed that students joining first year have the basic academic skills and abilities needed to succeed and earn degree. The corollary to this assumption is that students who cannot cope with life in their first year were not well prepared. In fact, contemporary commentators in the field of education believe there are certain goals that are shared by first year students in their aspiration to succeed. This utopia ignores simple facts such as different study modes in high school and university. For instance, students in university initiate learning by printing notes from Moodle among other things. Contemporary commentators in the field of education agree that there are several challenges facing first year students and if not well planned for, life can be daunting for such students. Building from recent researches, this essay seeks to critically support the argument that though life can be daunting for first year students, there are strategies that can remedy the experience. This will be achieved through available theories and researches dedicated to this issue. Challenges and Remedies Recently debated issue that affects first year students is the problem of peer group. Keeling (2000) defines peer group influence as the tendency of a person or group of persons to imitate certain behavior(s) from an individual or a group. The type of a friend a first year student chooses has detrimental effects on their general choices and life while in the school. This is reported to be a serious issue that causes lackadaisical attitude towards studying. Peer group is a big barrier to learning and affects general communication between the student and other members in the university. When a first year student finds him or herself in group of people culturally or linguistically diverse, the general behavior and communication is affected either positively or negatively. Some become anxious and cannot communicate effectively. As Adler et al. (2007) put it, “communication is a dynamic process, not isolated and static event” (p.23) ---meaning that when students are subjected to unfriendly or dictatorial environment they may have to make decisions that favour other peer members. When this happen classroom communications and such student becomes linear. According to Griffin (2009) peer group influence is prevalent in first year than any other year and the level of persistence depends on measures taken by the institution. Some of the effects it has on first year students are; wrong choices, poor performances and indulgence in drug trafficking However, there are comprehensive measures that have been put in place to help deal with students under peer pressure. For instance, Alberts et al. (2010) suggest a need for clearer understanding of career and academic plans. In doing this, the university needs to have constant forum with first year students and this forum should obey the necessary theories of communications such as interactive model (Kossen et al., 2013) and the necessary feedback given so that the forum can act as a link to change. Another remedy to this problem is controlling the influence the peer pressure has on individuals. This can be done through mentoring process. The third solution to this problem is the creation of students’ access to the necessary support needed within the institution. The second problem first year students grapple with is the failure by such students to understand communication protocols in the university. Communication is a very vital element for the success of first year students. Communication as a topic has been debated on extensively and contemporary researchers such as Kossen et al. (2013) reflect on different classes of communication theories one of such being linear model where they explain that when process of communication lacks feedback then the process may be futile. This is actually what first year students go through. In the process, they fail to understand basics of communication within the institution therefore not able to get the needed feedback. When this problem persists for long students will not only be isolated but also miss important processes of the university. Furthermore, according to Gass and Selinker (2008), by average, 45 percent of first year students in college and university suffer from lack of proper communication. This translates that at any given time, almost half of first year students enrolled will struggle adapting to communication protocols available at the institution. This trend is worrying owing to the fact that unlike high school, first years will be expected to initiate learning. This is the issue as they may find it difficult if the communication is not streamlined. Strategies students can use to understand communication protocols in the university are multifaceted. To begin with, there need to be liaison activities such as scheduled tutoring or career and study handouts. This will help integrate students with the system. There is substantive research indicating that when students are involved in liaison activities they are more likely to persist (Brown, 2000). These are but not limited to first-year seminars, academic activities and supplemental instruction. The second available strategy that can help first year students cope with communication problems is development of mutual relationship with other students and staff members. Developing good relationship will ensure that first year students understand the institution and their career objectives. In addition to this, there need to be provision of platforms that compliment their professional pursuits as well as unique programmes that will help them towards achieving career demands. Online survey conducted by Boutelle (2008) indicates that discrepancy between what first students think about the course and the actual contents. According to 35 first year students interviewed, 26 of them explained that by the time of enrolment, they never imagined that the course could be such involving and that adapting to heavy workloads was difficult owing to the fact that they were just coming from high school where there was spoon feeding. In a separate study, Kuhn (2007) finds that at first year students are always relaxed during the first few weeks of their enrolment believing that they can be up to the demand of their career choices. However, as time goes by, such students realise that the actual content is demanding and the need to study for long hours becomes difficult. Literature reviews done Boutelle (2008) indicates that this problem is even prevalent among students joining first year at advanced age. This is because such students have family responsibilities which constrain their general participation and involvement in the university. The research further adds that when the pressure of workload overwhelms some opt out and others go part time. To remedy this challenge, there is need for development of interpersonal skills that will help students understand the area of study. This will equip them with information about the course and make them have focused career goals and a stronger motivation to complete the degree. In addition to this, allowing students to participate in activities that best suit then should be priority. This should be communicated to with greater levels of understanding so that there are minimal effects resulting from misinterpretations of meanings. Another strategy to such discrepancies is the provision of course programmes that enable students to focus on future expectations of the course. Another evidenced problem that gives first year students challenging times in the university is the level of confidence. It has been documented that most students in first year lack the needed confidence to tackle the challenges and issues directly affecting them (Griffin, 2009). Griffin adds that most of first year students must have inherited this problem from lower level of learning, particularly college or high school. Other students lack confidence in their first year of study in university due harsh treatment they receive from their colleagues or unhelpful feedback from tutors and lecturers. When this problem persist for long, this students feel a sense of fatalism about their performance in the university and my ultimately impede the effectiveness of their performance. There have been documented evidences by different scholars suggesting mechanisms that can be used to help raise confidence among students. To begin with is a need for integrated peer learning and support. In so doing, victims will be able to have forums where they can champion their concerns and slowly adapt to the system. Another alternative that has been suggested is the provision of social network systems where first year students can comfortably voice their concerns (Griffin, 2009). Griffin suggests that the social media have the ability of giving students the needed feedbacks in a formal way which ultimately integrates them into the system. Lastly, there are some students who by nature need special attention to realise their potential. In this case, these students need to be focused on core issues of the institutions. Conclusion Literatures reviewed support the fact that almost all first-year students share a common goal - to be successful at university. Many entering students bring with them records of high achievement. However, such ambitions are shattered as they make the transition to a more independent, learner-centred environment. Indeed there are more challenges that have not been captured in the essay. However, it will be fallacious to argue that there are no strategies that can be used to mitigate the above mentioned challenges. Contemporary scholars have even started engaging theoretical frameworks in their studies with a view of devising methods of diminishing such challenges. References Adler, R.B., Proctor II, R.F. & Towne, N (2007). Looking out/looking in, 12th edn, Thomson Learning, Belmont, California. Alberts, JK, Nakayama, TK & Martin, JN (2010). Human communication in society, Pearson Education, New Jersey. Boutelle, M. (2008) Uniforms: Are they a good fit? Education Digest, 73(6), 34-37. Retrieved from Eric database. (EJ798993). Brown, D. H. (2000). Principles of language learning and teaching. (4th ed.). New York Longman. Gass, S. and Selinker, L. (2008) Second Language Acquisition: Routledge, New York and London. Print. Griffin, E 2009, Communication: a first look at communication theory, 7th edn, McGraw-Hill, New York. Keeling, R. P. (2000). Social norms research in college health. Journal of American College Health, 49, 53–56. Kossen, C, Kiernan, E & Lawrence, J 2013, Communicating for success, Pearson Education, Frenchs Forest, NSW. Kuhn, M. J., (2007). Student Dress Codes in the Public Schools: Multiple Perspectives in the Courts and Schools on the Same Issues, Journal of Law and Education 25 83106. Read More