Skip to main content
SpringerLink
Log in

Factors Influencing Poor Performance in Systems Analysis and Design: Student Reflections

  • Conference paper
  • First Online:
ICT Education (SACLA 2017)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 730))

Abstract

Educators in higher education institutions (HEIs) are under constant pressure to improve their educational practices. This study investigates possible causes for the first-year System Analysis and Design (SAD) course failures of Information System (IS) students. First-year failure is a significant contributor to non-progression statistics, which is a major concern for many universities. For this paper, data was collected from 29 IS students who had failed the first-year SAD course at a university in South Africa. The respondents identified factors related to educators, chosen pedagogy, confusion about the course content, and lack of self-responsibility as contributors to poor performance. These experiences are used to make recommendations to educators, especially first-year educators, about how to improve their educational practices.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Examples of responses: “The lecturing staff is extremely friendly and helpful”. “The staff was very welcoming and always willing to assist when needed”.

  2. 2.

    Examples of responses: “It was not as informative as I would have liked, I failed to understand some work”. “I was often confused about tasks we had to do”.

  3. 3.

    Examples of responses: “The way we analyse a scenario or system...diagrams help us understand a system”. “It is practical to a working environment”. “The way of thinking is different”.

  4. 4.

    Examples of responses: “It is difficult to understand”. “I could not put the theory into context”. “It will not help me in my particular field”.

  5. 5.

    Examples of responses: “I did not make enough time to study and revise”. “I barely attended class”. “I did not study hard enough”.

  6. 6.

    Examples of responses: “I need to address academic problems sooner so I can learn and comprehend the work”. “Engage frequently with the educator and other students and explore more ways to implement SAD in the world”.

References

  1. Abdullah, M.R.T.L., Hussin, A.Z., Zakaria, A.R.: mLearning scaffolding model for undergraduate English language learning: bridging formal and informal learning. Turk. Online J. Educ. Technol. 12(2), 217–233 (2013)

    Google Scholar 

  2. Aslam, H.D., Younis, A., Sheik, A.A., Maher, M.Z.A., Abbasi, Z.A.: Analyzing factors affecting students’ satisfaction regarding semester system in Universities of Pakistan. J. Am. Sci. 8(10), 163–170 (2012)

    Google Scholar 

  3. Berkel, J.H.C., Moust, H.J.M.V., Schmidt, H.G.: Signs of erosion: reflections on three decades of problem-based learning at Maastricht University. High. Educ. 50(4), 665–683 (2005)

    Article  Google Scholar 

  4. Cascone, L.: Co-operative learning, structured controversy and active learning. Technical report, George Mason University (2017)

    Google Scholar 

  5. Delisle, R.: How to Use Problem-Based Learning in the Classroom. ASCD, Alexandria (1997)

    Google Scholar 

  6. Fatima, S., Abdullah, S.: Improving teaching methodology in system analysis and design using problem based learning for ABET. Int. J. Mod. Educ. Comput. Sci. 7, 60–68 (2013)

    Article  Google Scholar 

  7. Haque, H.S., Hamid, H.S.A.: Detrimental external factors that influence performance of students who repeat psychological statistics. In: Proceedings of the 11th International Postgraduate Research Colloquium (2014)

    Google Scholar 

  8. Harb, N., El-Shaarawi, A.: Factors affecting students’ performance. J. Bus. Educ. 82(5), 282–290 (2007)

    Article  Google Scholar 

  9. Hornsby, D.J., Osman, R.: Massification in higher education: large classes and student learning. High. Educ. 67(6), 711–719 (2014)

    Article  Google Scholar 

  10. McGhie, V.F.: Factors impacting on first-year students’ academic progress at a South African University. Doctoral Dissertation, Stellenbosch University (2012)

    Google Scholar 

  11. Mulryan-Kyne, C.: Teaching large classes at college and university level: challenges and opportunities. Teach. High. Educ. 15(2), 175–185 (2010)

    Article  Google Scholar 

  12. OECD: Education at a Glance 2013: OECD Indicators. Technical report, Paris (2013)

    Google Scholar 

  13. Pretorius, H.W., Pretorius, J.J.: A higher education maturity framework for outcomes based education. In: Proceedings of the SAARDHE International Conference (2007)

    Google Scholar 

  14. Richardson, I., Delaney, Y.: Problem-based learning in the software engineering classroom. In: CSEET Proceedings of the 22nd Conference on Software Engineering Education and Training (2009)

    Google Scholar 

  15. Ruggeri, K., Dempster, M., Hanna, D., Cleary, C.: Experiences and expectations: the real reason nobody likes stats. Psychol. Teach. Rev. 14(2), 75–83 (2008)

    Google Scholar 

  16. Saulnier, B.M.: Towards a 21st century information systems education: high impact practices and essential learning outcomes. Issues Inf. Syst. 17(1), 168–177 (2016)

    Google Scholar 

  17. Scott, J., Graal, M.: Student failure in first year modules in the biosciences: an interview-based investigation. Biosci. Educ. 10(1), 1–8 (2007)

    Article  Google Scholar 

  18. South Africa Council on Higher Education: South African higher education reviewed—two decades of democracy. CHE 27(6), 795–808 (2016)

    Google Scholar 

  19. Strauss, A., Corbin, J.: Basics of Qualitative Research: Grounded Theory Procedures and Techniques, 2nd edn. SAGE, Thousand Oaks (1998)

    Google Scholar 

  20. Tamblyn, R.M., Barrows, H.S.: Problem-Based Learning: an Approach to Medical Education. Springer Series on Medical Education, vol. 1. Springer, Heidelberg (1980)

    Google Scholar 

  21. Tepper, J.: Assessment for learning systems analysis and design using constructivist techniques. Technical report, The Higher Education Academy (2014)

    Google Scholar 

  22. Walsham, G.: The emergence of interpretivism in IS research. Inf. Syst. Res. 6(4), 376–394 (1995)

    Article  Google Scholar 

  23. Williamson, J., Pretorius, E., Jacobs, M.: An investigation into student performance in first year biology at the University of Johannesburg. In: Proceedings of the International Conference on Mathematics Science and Technology Education, p. 181 (2014)

    Google Scholar 

  24. Yamagata-Lynch, L.C.: Activity Systems Analysis Methods Understanding Complex Learning Environments. Springer, Heidelberg (2010). https://doi.org/10.1007/978-1-4419-6321-5

    Book  Google Scholar 

  25. Zellars, K.L., Tepper, J., Duffy, M.K.: Abusive supervision and subordinates’ organizational citizenship behavior. J. Appl. Psychol. 87(6), 1068 (2002)

    Article  Google Scholar 

  26. Zhang, Y.L., Sun, J., Hagedorn, L.S.: Homesickness at college: its impact on academic performance and retention. J. Coll. Stud. Dev. 57(8), 943–957 (2016)

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Informatics, University of Pretoria, Pretoria, South Africa

    Henk W. Pretorius & Marie J. Hattingh

Authors
  1. Henk W. Pretorius
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Marie J. Hattingh
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Henk W. Pretorius .

Editor information

Editors and Affiliations

  1. North-West-University , Potchefstroom, South Africa

    Janet Liebenberg

  2. University of Pretoria , Pretoria, South Africa

    Stefan Gruner

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Pretorius, H.W., Hattingh, M.J. (2017). Factors Influencing Poor Performance in Systems Analysis and Design: Student Reflections. In: Liebenberg, J., Gruner, S. (eds) ICT Education. SACLA 2017. Communications in Computer and Information Science, vol 730. Springer, Cham. https://doi.org/10.1007/978-3-319-69670-6_18

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-69670-6_18

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-69669-0

  • Online ISBN: 978-3-319-69670-6

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation