Support strategies to enhance the transition from high school to tertiary educational institutions

The study was conducted after obtaining the approval from from the University of Pretoria Faculty of Education Research Ethics Committee before requesting permission to access the participants. The participants signed informed consent forms prior to data collection. The study employed a qualitative phenomenological research approach. 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 with LO teachers.One LO teacher - Thuto did not complete the teacher diary entry citing workload as a key challenge. Only semi-structured interviews were used to generate data with higher- education student support staff members. Data was analysed using both the Braun and Clarke’s six-step thematic data analysis and final vignettes analysis. Refer to the attached files for more information about the themes and sub-themes identified, transcribed data, interview schedule, observation schedule, teacher diary entries and the codes of the participants.