Abstract:

The Pandemic has highlighted stark realities of inequality amongst and within institutions, society, communities, and individuals, in general. Most importantly, the pandemic has compelled all HEIs to pause, to reflect, and to rethink our notions of student success while being mindful of the student we cultivate in light of the post-pandemic society that is currently taking shape. The paper will highlight the 2020 and 2021 student success trends in select public universities with the aim of understanding internal institutional data capabilities of HEIs and their relationship to effective decision-making to improve student success amidst the pandemic.

The paper examines:
(i) choices made for teaching, learning and assessment,
(ii) the readiness of the academics in the field, and
(iii) the availability of educational resources during the pandemic impacted on student success and retention;

Mixed methods was employed using existing data (e.g. preliminary undergraduate student success data for November/ December exams in 2020 and the June/ July 2021 exams and findings during the COVID-19), convenience sampling was used to identify participants based on areas of study, year of study and also taking cognisance of urban and rural divide. Mixed research method design as espoused by Creswell and Clark (2017) as comprising a general survey followed by in-depth studies of existing gaps in data and clarity of issues through online facilitated focus group discussion sessions (qualitative survey), document analyses and interviews. Triangulation mixed method is a preferred design (Nigel G. 2012) as the author argues that it assists in ensuring data integration. Data was collected through online survey instrument addressing issues raised by the research questions. Thus, focus group sessions will be scheduled during the course of this study. The qualitative data from focus group were transcribed by a team of researchers who use INVIVO software for analyzing qualitative data. Emerging themes were categorised in respect to their relevance in answering to research questions and also key insights to the phenomenon being investigated. The quantitative data will be entered into a database by the research team qualtrics. Findings suggest there were different strategies employed by students, lecturers and support staff to ensure student success amidst the urgent remote teaching and learning of the Covid-19 pandemic; the costs of the shifts on equity and quality of education provision, and the lessons drawn for the 'new realities' that are likely to continue post-crisis and post-pandemic and there is a need to promote technology enhanced learning (TEL) and quality councils including HEIs must address the emergent challenges to ensure student success.

Keywords:

Access, Equity, Inclusion, Student Success, COVID-19 Pandemic.