Navigating the Transition to Higher Education: Understanding the Experience among First-Year University Students

Abstract

The transition from high school to university is a pivotal period in students’ educational journey and personal development. This study assesses the transitional experience of first-year university students through the lens of Schlossberg’s Transition Theory. A quantitative survey design was employed, and data was collected from 614 first-year university students. Descriptive (mean and standard deviation) and inferential (independent sample t-test and One-way ANOVA) statistics were employed to analyse the data. The results showed that first-year students experienced significant high transitional challenges, including academic, social, financial, and emotional difficulties. There were no statistically significant differences in transitional experience (academic, social, financial and emotional difficulties) based on gender and age. However, a significant difference was found in social challenges based on age category, with students aged 20-25 years experiencing more severe social challenges than those above 25 years. The study’s findings supported the transition theory, highlighting the importance of considering the interplay of individual and environmental factors in facilitating a smooth transition to university. Implications for practice and recommendations for future research are discussed.