This study investigates the impact of out-of-class experiences on student success in the context of South African higher education, amidst the unique challenges posed by the COVID-19 pandemic and ongoing socio-economic disparities. Focusing on first-year engineering students at a South African university, this research utilised root cause analysis through an online questionnaire to explore how out-of-class factors such as study groups, mentorship programmes, and extracurricular activities influence academic outcomes. Employing John Bean’s model of student attrition, the study delves into the interplay between psychological, organisational, and socio-economic factors shaping student retention and success. It reveals that despite existing interventions aimed at enhancing student well-being and academic performance, there is a critical gap between the interventions provided and the actual needs of students, particularly in addressing time management, organisational skills, and mental health challenges. The research advocates for a re-evaluation of current support structures and the implementation of more tailored approaches such as structured learning communities and integrated mental health practices within the curriculum. The study contributes valuable insights into enhancing student retention and well-being by highlighting the essential role of out-of-class experiences in the holistic development of students within the challenging landscape of the Global South.
Versfeld et al. (Wed,) studied this question.