Determinants of first year students’ preparedness for transition from secondary school to university: a case study of Makerere University

Abstract

This dissertation examines the factors influencing the preparedness of first-year students as they transition from secondary school to university. Drawing on Social Cognitive Theory, Transition Theory, and Cultural Capital Theory, the study investigates various determinants, including self-efficacy, social support, psychological well-being, family income, access to educational resources, quality of teaching, and availability. The findings reveal that self-efficacy significantly shapes students' preparedness (Bandura, 1986). Students with higher self-efficacy exhibit greater readiness for the transition. Social support systems, both within and outside the university, play a pivotal role in facilitating readiness, aligning with Transition Theory (Meleis, 2010). Moreover, psychological well-being is identified as a critical factor influencing students' preparedness, emphasizing the interconnectedness of emotional well-being and academic success (Bronfenbrenner, 1979). Family income significantly influences preparedness, with students from higher-income backgrounds exhibiting greater readiness (Bourdieu, 1986). Access to educational resources, teaching quality, and logistical support are instrumental factors in determining students' preparedness. However, variables such as subject proficiency, motivation, and parental education did not show significant associations with preparedness, challenging traditional assumptions. In conclusion, the research underscores the multifaceted nature of students' preparedness in the transition to university. Recommendations include enhancing self-efficacy, establishing strong social support systems, and prioritizing students' psychological well-being. Addressing income disparities, ensuring resource access, maintaining teaching quality, and providing logistical support are also crucial. Future research should explore cultural and regional variations, peer support, and long-term outcomes of preparedness, contributing to a comprehensive understanding of this complex phenomenon.