Abstract:
There has been debate among policy makers, educators, and academics concerning students’ poor
performance in their first year of study. Furthermore, failure among first year students has been
alarming over the years. This study sought to establish the factors that contributed to poor
performance by first year students at the University of Namibia, Hifikepunye Pohamba (HP)
Campus, Ongwediva specifically focusing on the effects of learning facilities, class attendance,
student accommodation, and socio-economic status of learners on their academic performance.
The data used in this study were collected from both primary and secondary sources. The primary
data were collected through survey questionnaires distributed to targeted respondents who were
first year students while the secondary data were collected through a review of related literature.
Out of 150 questionnaires that were distributed, 104 were returned and valid for analysis. The
returned questionnaires amounted to 69% response rate. Furthermore, the validity of the study was
established through factor loading metrics which included the Kaiser-Meyer-Olkin (KMO) test,
Bartlett test of sphericity (BTS), and Average Variance Extracted (AVE). The findings of the study
revealed that the significance and impact of the factors (learning facilities, class attendance,
campus accommodation and socio-economic status) on the academic performance of first year
students. These factors contributed meaningfully towards improving the academic performance of
first year students if they were appropriately managed. This study provides the Ministry of Higher
Education and the Namibia government with first-hand information that will assist them in coming
up with policy aimed at the improvement of learning in Namibian tertiary education institutions
especially at the first-year level.
