**4. Results and discussions**

with other academic or social subsystems, there is a highly likelihood that such students may leave the institution [14]. In expanding this theory during the Regional Symposia on Student Success held in South Africa, Tinto stated that access to higher education without support is not opportunity. Tinto further mentioned that any improvement in the student success rates requires intentional and structured action, which is systematic and coordinated in nature and

The study used a quantitative approach, and data was collected through a feedback questionnaire or form. Part one of the feedback questionnaire gathered data on learner's biographical details, including gender, age and grade. Part two of the feedback questionnaire requested

• Indicate which skills they have applied among those that they had learnt in the workshops.

• Indicate if their academic performance has improved from the moment they started apply-

The feedback questionnaire was administered to a target population of 302 learners at Ikamva Youth (Ivory Park and Ebony Park branches). Before administering the feedback questionnaire to the sample, a pilot study was conducted with a selected number of students who do not form part of the target population, in order to measure its quality and appropriateness, and redesign it for clarity. This pilot sample of students did not experience any difficulties in

A stratified random sampling technique was used to select the sample in such a way that identified subgroups (according to grades) were represented in the sample [31]. Sixty participants were randomly selected from the grade 10 and grade 11 stratum, except for the last stratum (grade 12 learners), where only thirty respondents were represented. There were therefore 150 randomly selected participants in total (50% of the total population of 302).

According to Opie [32] ethics has to do with the prevention of any harm or wrongdoing against others and the promotion of good faith, respect and fairness. The anonymity of all participants was upheld in the data collection instrument, and the researcher informed the respondents that they could withdraw participation at any time without penalty and that their information would remain confidential. Since the participants' were minors, consent forms were completed and signed by their parents or guardians, who gave permission for the learners' participation. Permission to conduct the study was also granted by the Ikamva

involves many people across campus [30].

• Indicate the workshops they have attended.

ing the skills learnt in the workshop.

Youth (Ebony Park and Ivory Park branches).

• Give their views on the workshops.

understanding the questions.

**3. Research methodology**

202 Health and Academic Achievement

learners to:

This section presents the participants' biographical detail as well as their perceptions about the contribution of academic study skills towards their academic performance. Part one (biographical information) and part two (three closed-ended questions) are presented descriptively in the form of frequencies count, percentages and mean. The open-ended question in part two was qualitatively presented.

**Part one**: biographical information presentation

The profiles of the participants in terms of gender, current grades and their ages are presented below.

The data presented in **Table 1** shows that most learners who participated in this study are females (57%) and the males (43%) are few. These results are in line with the fact that there are more females than males in South Africa. Fifty percent of the respondents are in grade 11, and only 10% are in grade 12. The profile of the respondents also shows that the majority (53%) of them are within the age of 14 and 16 years. The concern is that some of the participants are above the age of 19 years (7%). In South Africa, learners are expected to start their basic schooling at the age of seven in order to complete their final grade 12 at the age of 18 [33].

**Part two:** Learners' results on the workshops

In part two, three (3) closed-ended questions and one (1) open-ended question were asked.

#### **4.1. Close-ended questions**

The purpose of Question 1 in **Table 2** was to determine the workshops that each of the participants attended. The following are the close-ended question results:

The participants' responses in **Table 2** show that the least attended workshop session was on goal setting (16%). This signifies that learners are not aware that goals are the building blocks


**Table 1.** Biographical details of the participants.


**Table 2.** Indication of the workshops attended by the participants. Mean ≥ 2.50 is accepted and Mean < 2.50 is rejected.

of success and learning, as they may assist a learner to stay focused and accomplish his/her personal and academic desires. Locke and Latham [26] state that goals direct our attention to the task at hand. The researcher is also of the opinion that goals are guides for action and may serve as a source of motivation.

the application of all the presented academic study skills by learners in their learning content contributes to positive academic success. The researcher's position is supported by [24], who argues that the knowledge and application of effective study skill and study behaviours have long been associated with overall academic achievement. These effective study skills and

The purpose of Question 3 in **Table 4** was to determine whether the participants' performance

**Table 4** shows that the majority (87%) of the participants are of the opinion that their academic performance has improved because they applied the skills learned in the workshops in their academic work. The researcher agrees with the assumption that because learner academic performance is a factor of various variables, other academic support inputs could be added as a contributory factor. In his study, Garikai [5] concluded that the determinant factor of academic performance for students is a factor of variables such as the distance travelled to school, age of students, sex, language spoken at home, education status of parents and nutrition levels. This is summarised in this empirical model, which stipulated as, PERF = ƒ {AGE, SEX, DIST, LANG, PARENT, NUTR}. In as much as empirical studies show that learners' academic performance is a factor of various variables, the researcher concluded based on the positive feedback given by the learners who participated in this academic support sessions that academic support also contributed to their academic performance. Hence, it is justifiable for the researcher to argue that this empirical model can be expanded to include academic

has improved from the time they started applying the skills learnt in the workshops.

**Workshop Frequency Percentage Mean Remarks** Goal setting 18 12 4.5 Accepted Time management 40 27 10 Accepted Note making 24 16 6 Accepted Examination preparations 68 45 15 Accepted

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support (AS), to read as, PERF = ƒ {AGE, SEX, DIST, LANG, PARENT, NUTR, AS}.

**Question 3: Has your academic performance improved since applying the skills learned in the workshops?**

**Table 4.** Indication of learners' academic improvement. Mean ≥ 2.50 is accepted and Mean < 2.50 is rejected.

**Scale Frequency Percentage Mean Remarks** Yes 130 87 65 Acceptable No 20 13 10 Acceptable

**Total 150 100**

study behaviours, however, often need to be taught explicitly to students.

**Table 3.** Application of the skills learned. Mean ≥ 2.50 is accepted and Mean < 2.50 is rejected.

**Question 2: Which of the skills you learnt in the workshop have you applied?**

**Total 150 100**

The data also shows that participants are struggling with time management, the second workshop with the least attendance (21%). Time management is one of the most determinant factors of student academic success. The researcher has the opinion that unnecessary disruptions such as being in the company of friends all the time could be avoided if learners were able to allocate sufficient and realistic time to study. One of the benefits that learners will enjoy when they are able to manage their time will be being able to overcome procrastination and avoid waiting until the last minute [27]. The highest attended workshop session was on examination preparation with 40% of participants. The researcher has the opinion that if learners are well prepared for examinations, they will be able to manage the feelings of anxiety and tension, which learners normally experience before and after examinations.

Authors such as Turner et al. [34] posit that examination anxiety and tension could lead to the development of interfering thoughts, which could undermine a learners' ability to recall previously learned material and prevent learners from focusing on the examination tasks at hand. Deb et al. [35] confirm that the association between examination-related anxiety and tension with psychiatric problems. He notes that because the coping abilities of learners vary from one learner to another, learners with poor coping capabilities become prone to anxiety and fear of academic failure. The two models, which explain the negative effects of anxiety, are the Interference model and the learning deficit model. According to Sansgiry et al. [36], in the interference model, anxious learners are distracted due to task irrelevant to and negative thoughts about examinations, whereas the learning deficit model proposes that it is the learners' ineffective study habits during examination preparation that causes high levels of anxiety.

Question two in **Table 3** was asked in order to find out if the learners are applying the skills learned during the workshops in their respective learning subjects.

The results presented in **Table 3** give rise to a concern that most participants' indicated to have applied the skills learnt in two of the workshops sessions, namely, examination preparation (45%) and time management (27%). The concern is based on the researchers' opinion that



**Table 3.** Application of the skills learned. Mean ≥ 2.50 is accepted and Mean < 2.50 is rejected.

of success and learning, as they may assist a learner to stay focused and accomplish his/her personal and academic desires. Locke and Latham [26] state that goals direct our attention to the task at hand. The researcher is also of the opinion that goals are guides for action and may

**Table 2.** Indication of the workshops attended by the participants. Mean ≥ 2.50 is accepted and Mean < 2.50 is rejected.

**Workshop Frequency Percentage Mean Remarks** Goal setting 24 16 6 Accepted Time management 34 23 8.5 Accepted Note making 32 21 8 Accepted Examination preparations 60 40 15 Accepted

The data also shows that participants are struggling with time management, the second workshop with the least attendance (21%). Time management is one of the most determinant factors of student academic success. The researcher has the opinion that unnecessary disruptions such as being in the company of friends all the time could be avoided if learners were able to allocate sufficient and realistic time to study. One of the benefits that learners will enjoy when they are able to manage their time will be being able to overcome procrastination and avoid waiting until the last minute [27]. The highest attended workshop session was on examination preparation with 40% of participants. The researcher has the opinion that if learners are well prepared for examinations, they will be able to manage the feelings of anxiety and tension,

Authors such as Turner et al. [34] posit that examination anxiety and tension could lead to the development of interfering thoughts, which could undermine a learners' ability to recall previously learned material and prevent learners from focusing on the examination tasks at hand. Deb et al. [35] confirm that the association between examination-related anxiety and tension with psychiatric problems. He notes that because the coping abilities of learners vary from one learner to another, learners with poor coping capabilities become prone to anxiety and fear of academic failure. The two models, which explain the negative effects of anxiety, are the Interference model and the learning deficit model. According to Sansgiry et al. [36], in the interference model, anxious learners are distracted due to task irrelevant to and negative thoughts about examinations, whereas the learning deficit model proposes that it is the learners' ineffective study habits during examination preparation that causes high levels of anxiety. Question two in **Table 3** was asked in order to find out if the learners are applying the skills

The results presented in **Table 3** give rise to a concern that most participants' indicated to have applied the skills learnt in two of the workshops sessions, namely, examination preparation (45%) and time management (27%). The concern is based on the researchers' opinion that

which learners normally experience before and after examinations.

learned during the workshops in their respective learning subjects.

serve as a source of motivation.

204 Health and Academic Achievement

**Question 1: Which of the following workshops have you attended?**

**Total 150 100**

the application of all the presented academic study skills by learners in their learning content contributes to positive academic success. The researcher's position is supported by [24], who argues that the knowledge and application of effective study skill and study behaviours have long been associated with overall academic achievement. These effective study skills and study behaviours, however, often need to be taught explicitly to students.

The purpose of Question 3 in **Table 4** was to determine whether the participants' performance has improved from the time they started applying the skills learnt in the workshops.

**Table 4** shows that the majority (87%) of the participants are of the opinion that their academic performance has improved because they applied the skills learned in the workshops in their academic work. The researcher agrees with the assumption that because learner academic performance is a factor of various variables, other academic support inputs could be added as a contributory factor. In his study, Garikai [5] concluded that the determinant factor of academic performance for students is a factor of variables such as the distance travelled to school, age of students, sex, language spoken at home, education status of parents and nutrition levels. This is summarised in this empirical model, which stipulated as, PERF = ƒ {AGE, SEX, DIST, LANG, PARENT, NUTR}. In as much as empirical studies show that learners' academic performance is a factor of various variables, the researcher concluded based on the positive feedback given by the learners who participated in this academic support sessions that academic support also contributed to their academic performance. Hence, it is justifiable for the researcher to argue that this empirical model can be expanded to include academic support (AS), to read as, PERF = ƒ {AGE, SEX, DIST, LANG, PARENT, NUTR, AS}.


**Table 4.** Indication of learners' academic improvement. Mean ≥ 2.50 is accepted and Mean < 2.50 is rejected.

Embedding academic study skills in the learners learning content may also contribute positively to their academic performance. It is against this background that [19] posits that skill enhancement initiatives do not thrive if they are divorced from the students' overall teaching and learning experience. Hence, for skills teaching to be effective, it must be well anchored and contextualised within the subject. The researcher is also of the opinion that students who possess strong academic study skills are likely to achieve academically.

*Theme 2: confidence in taking examinations*

*Theme 3: improvements in academic performance*

master their schoolwork with ease.

**5. Conclusions**

Another theme that emerged from the data is 'confidence in taking examinations'. The participants' responses indicate that exam preparation is also a crucial academic study skill, which learners should be taught. From the verbatim responses from some of the participants' responses, there is a perception from participants that one of the benefits of examination preparations is that it could boost their confidence in taking examination. One of the participants stated, 'the workshop have helped me with the method on how to approach exams'. Another participant indicated that 'when answering questions in the exams … I did not panic so I make less mistakes'. Sharing their positive views about this workshops, another participant pointed out that 'I have gained a lot and helped during exams … I would like if one day this workshop to be done at my school'. This later participant indicated that he/she would appreciate if this kind of workshops could be extended to his/her school, given that the participants at this NPO (Ikamva Youth) were from various secondary schools around Ebony Park and Ivory Park areas.

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Many researchers have indicated that teaching academic study skills by integrating and embedding these study skills into their curriculum may contribute to learners' academic success. Authors such as Bloxham [21] are of the opinion that study skills are most beneficial when instruction occurs within the content area classroom. Integrating academic study skills into the learners' study material is the only viable option, and for skills teaching to be effective, it must be well anchored and contextualised within the subject specialism [18, 19]. In line with assertions, one participant pointed out, 'Since I have attended the workshop I have improved my history'. Another participant said 'I think I have learnt more and I have improved even my marks in mathematics have improved … I have applied these skills and they are working'. Another participant further emphasised, 'they are inspiring, pity my marks have changed a bit'. Lastly, another participant said, 'it has impacted on my studies positively … I would like to attend again'.

It can be inferred that there is a positive correlation between the learners' academic improvement and their self-perception. Self-perception according to [39] is an awareness and perception about oneself in achievement situations. Bong and Skaalvik [40] define self-concept as students' overall feelings of doing well or poorly in a given subject area. In this study, self-perception and self-concept are used interchangeably. In the same vein, [41] opined that learners with high academic self-perception outperform their counterparts academically and

This study sets out to determine whether the academic study skills workshops offered at IY contributed to academic achievement. The empirical evidence gather in the study showed that the least attended workshops by the learners were goal setting, time management and note making. Even though time management was one of the least attended workshops, the respondents' perception in this regard is positive, as some of the learners claimed to have seen the benefits of using their times wisely. The results showed that learners' academic performance

## **4.2. Open-ended questions**

The researcher used the following procedures in analysing the open-ended question responses.

After collecting the data gathered from the participants, the researcher organised and worked to make sense of the data in three stages, namely, data condensation, data display and draw conclusion [37].

#### *Stage 1: data condensation*

According to Miles and Huberman [37], data condensation is a process through which data is selected, summarised, labelled and coded. Data condensation enabled the researcher to select the data chunks to code and labels, which are suitable for the data, developing categories and themes in the process. As a researcher, I read, further read and re-read the transcripts until the data have been fully absorbed.

Thereafter, the data was coded manually. Saldanha [38] argues that manual coding is regarded as a precoding strategy which is suitable for novice coders.

#### *Stage 2: data display*

Data was displayed to indicate the relationship between concepts and coded information.

#### Stage *3: draw conclusion*

Based on the themes that emerged, conclusions were drawn to interpret the respondents' responses.

The themes that emerged based on the participants' responses are presented below verbatim, namely:

#### *Theme 1: ability to manage time*

The participants' responses foregrounded time management as one of the most important skills. The participants were able to see the benefits of managing time, as shown in the following responses: '… this workshops help us a lot because now I can manage my time'. Another participant added '… they helped me a lot and now I know that I should be committed in my school work and avoid to waste my time with friend…'. Another participant stated, 'they do help, but the problem is that I am just being lazy and I do not do my school work on time …'.

It can be seen from these responses that the participants' perceptions of the workshops are that they are beneficial and can help them use their time wisely. This is supported by Bailey and Onwuegbuzie [27] who confirm that the benefit of time management is that learners will know how to prioritise time.

#### *Theme 2: confidence in taking examinations*

Embedding academic study skills in the learners learning content may also contribute positively to their academic performance. It is against this background that [19] posits that skill enhancement initiatives do not thrive if they are divorced from the students' overall teaching and learning experience. Hence, for skills teaching to be effective, it must be well anchored and contextualised within the subject. The researcher is also of the opinion that students who

The researcher used the following procedures in analysing the open-ended question responses. After collecting the data gathered from the participants, the researcher organised and worked to make sense of the data in three stages, namely, data condensation, data display and draw

According to Miles and Huberman [37], data condensation is a process through which data is selected, summarised, labelled and coded. Data condensation enabled the researcher to select the data chunks to code and labels, which are suitable for the data, developing categories and themes in the process. As a researcher, I read, further read and re-read the transcripts until the

Thereafter, the data was coded manually. Saldanha [38] argues that manual coding is regarded

Data was displayed to indicate the relationship between concepts and coded information.

Based on the themes that emerged, conclusions were drawn to interpret the respondents'

The themes that emerged based on the participants' responses are presented below verbatim,

The participants' responses foregrounded time management as one of the most important skills. The participants were able to see the benefits of managing time, as shown in the following responses: '… this workshops help us a lot because now I can manage my time'. Another participant added '… they helped me a lot and now I know that I should be committed in my school work and avoid to waste my time with friend…'. Another participant stated, 'they do help, but the problem is that I am just being lazy and I do not do my school work on time …'. It can be seen from these responses that the participants' perceptions of the workshops are that they are beneficial and can help them use their time wisely. This is supported by Bailey and Onwuegbuzie [27] who confirm that the benefit of time management is that learners will

possess strong academic study skills are likely to achieve academically.

**4.2. Open-ended questions**

206 Health and Academic Achievement

conclusion [37].

*Stage 1: data condensation*

data have been fully absorbed.

*Stage 2: data display*

responses.

namely:

Stage *3: draw conclusion*

*Theme 1: ability to manage time*

know how to prioritise time.

as a precoding strategy which is suitable for novice coders.

Another theme that emerged from the data is 'confidence in taking examinations'. The participants' responses indicate that exam preparation is also a crucial academic study skill, which learners should be taught. From the verbatim responses from some of the participants' responses, there is a perception from participants that one of the benefits of examination preparations is that it could boost their confidence in taking examination. One of the participants stated, 'the workshop have helped me with the method on how to approach exams'. Another participant indicated that 'when answering questions in the exams … I did not panic so I make less mistakes'. Sharing their positive views about this workshops, another participant pointed out that 'I have gained a lot and helped during exams … I would like if one day this workshop to be done at my school'. This later participant indicated that he/she would appreciate if this kind of workshops could be extended to his/her school, given that the participants at this NPO (Ikamva Youth) were from various secondary schools around Ebony Park and Ivory Park areas.

#### *Theme 3: improvements in academic performance*

Many researchers have indicated that teaching academic study skills by integrating and embedding these study skills into their curriculum may contribute to learners' academic success. Authors such as Bloxham [21] are of the opinion that study skills are most beneficial when instruction occurs within the content area classroom. Integrating academic study skills into the learners' study material is the only viable option, and for skills teaching to be effective, it must be well anchored and contextualised within the subject specialism [18, 19]. In line with assertions, one participant pointed out, 'Since I have attended the workshop I have improved my history'. Another participant said 'I think I have learnt more and I have improved even my marks in mathematics have improved … I have applied these skills and they are working'. Another participant further emphasised, 'they are inspiring, pity my marks have changed a bit'. Lastly, another participant said, 'it has impacted on my studies positively … I would like to attend again'.

It can be inferred that there is a positive correlation between the learners' academic improvement and their self-perception. Self-perception according to [39] is an awareness and perception about oneself in achievement situations. Bong and Skaalvik [40] define self-concept as students' overall feelings of doing well or poorly in a given subject area. In this study, self-perception and self-concept are used interchangeably. In the same vein, [41] opined that learners with high academic self-perception outperform their counterparts academically and master their schoolwork with ease.
