Question
by using a simplest simplest english please pharapharse this try to cover everthing write as an essay remeber it is a subheading so do not include introduction and conclusion please Academic Risk Factors please write as an essay please that will grab the readers attention and remember that it should about the students at the University of the Free state
Many studies show that academic risk factors are among the strongest predictors of student struggle. These are things like weak preparation in high school, language difficulties, low self-efficacy, poor study skills, and lack of academic support.
Weak preparation / prior schooling: Students who come from under-resourced schools (especially rural or township schools) often enter university less prepared in core subjects such as mathematics, science, or academic writing. For instance, learners from rural schools score significantly lower than counterparts from suburban schools, partly due to language familiarity and school resources (e.g. 63 points lower in some tests) (Du Plessis et al., cited in “Exploring Particular Learner Factors …” 2022)
Taylor & Francis Online
. These gaps may persist in university, making the transition hard.
Language and writing skills: Many students do not speak the language of instruction (often English) as their home language. This slows down reading, writing, comprehension, and class participation. Poor academic writing is a well-known risk factor.
Self-efficacy, motivation, and time management: Students’ belief in their ability to do well (academic self-efficacy), their internal drive, and how well they manage time influence whether they can cope with university demands. A South African study showed that poor self-efficacy, lack of motivation, and weak adjustment skills negatively affected academic success (Student factors affecting academic success …)
ResearchGate
.
Lack of academic support / supplementary instruction: When students do not have access to tutoring, writing centres, or remedial programmes, they are more likely to struggle. One case study in a South African university examined how students experienced academic support and found that institutionalised support programmes are needed to respond to student challenges (Academic intervention experiences …)
ResearchSpace
.
Risk in early years / first year: The transition into university is a vulnerable period. One study in South Africa looked at risk factors for first-year students dropping out. It found that students who had weaker academic performance or less adaptation were more likely to consider quitting (Risk factors associated with first-year students’ intention to drop out
Many studies show that academic risk factors are among the strongest predictors of student struggle. These are things like weak preparation in high school, language difficulties, low self-efficacy, poor study skills, and lack of academic support.
Weak preparation / prior schooling: Students who come from under-resourced schools (especially rural or township schools) often enter university less prepared in core subjects such as mathematics, science, or academic writing. For instance, learners from rural schools score significantly lower than counterparts from suburban schools, partly due to language familiarity and school resources (e.g. 63 points lower in some tests) (Du Plessis et al., cited in “Exploring Particular Learner Factors …” 2022)
Taylor & Francis Online
. These gaps may persist in university, making the transition hard.
Language and writing skills: Many students do not speak the language of instruction (often English) as their home language. This slows down reading, writing, comprehension, and class participation. Poor academic writing is a well-known risk factor.
Self-efficacy, motivation, and time management: Students’ belief in their ability to do well (academic self-efficacy), their internal drive, and how well they manage time influence whether they can cope with university demands. A South African study showed that poor self-efficacy, lack of motivation, and weak adjustment skills negatively affected academic success (Student factors affecting academic success …)
ResearchGate
.
Lack of academic support / supplementary instruction: When students do not have access to tutoring, writing centres, or remedial programmes, they are more likely to struggle. One case study in a South African university examined how students experienced academic support and found that institutionalised support programmes are needed to respond to student challenges (Academic intervention experiences …)
ResearchSpace
.
Risk in early years / first year: The transition into university is a vulnerable period. One study in South Africa looked at risk factors for first-year students dropping out. It found that students who had weaker academic performance or less adaptation were more likely to consider quitting (Risk factors associated with first-year students’ intention to drop out
Answers
GPT-5 mini
Academic Risk Factors
At the University of the Free State, many students face clear academic risks that make university life hard. One big problem is weak preparation from high school. Students from under-resourced rural or township schools often come to UFS with gaps in maths, science, and academic writing. These gaps make the jump to university work much harder.
Language and writing problems also slow students down. Many students do not use English as their home language. This makes reading, writing and joining class discussions more difficult. Poor academic writing is a common reason students struggle with assignments and exams.
Students’ belief in themselves and their study habits matter a lot. Low self-confidence, weak motivation, and bad time management make it harder to handle UFS course demands. When students doubt they can do the work, they are less likely to keep trying or to use study time well.
Not having enough academic support raises risk too. If students cannot get tutoring, help with writing, or remedial classes, small problems become big ones. At UFS, students who do not access support services are more likely to fall behind.
The first year is the most risky time. New students who are not ready academically or who do not adapt quickly often think about dropping out. Early struggles without help can lead to poor results and loss of confidence.
All these factors—poor prior schooling, language and writing challenges, low self-efficacy and study skills, and lack of support—combine to make some UFS students especially vulnerable. Identifying these risks early and offering the right help can keep more students on track.
At the University of the Free State, many students face clear academic risks that make university life hard. One big problem is weak preparation from high school. Students from under-resourced rural or township schools often come to UFS with gaps in maths, science, and academic writing. These gaps make the jump to university work much harder.
Language and writing problems also slow students down. Many students do not use English as their home language. This makes reading, writing and joining class discussions more difficult. Poor academic writing is a common reason students struggle with assignments and exams.
Students’ belief in themselves and their study habits matter a lot. Low self-confidence, weak motivation, and bad time management make it harder to handle UFS course demands. When students doubt they can do the work, they are less likely to keep trying or to use study time well.
Not having enough academic support raises risk too. If students cannot get tutoring, help with writing, or remedial classes, small problems become big ones. At UFS, students who do not access support services are more likely to fall behind.
The first year is the most risky time. New students who are not ready academically or who do not adapt quickly often think about dropping out. Early struggles without help can lead to poor results and loss of confidence.
All these factors—poor prior schooling, language and writing challenges, low self-efficacy and study skills, and lack of support—combine to make some UFS students especially vulnerable. Identifying these risks early and offering the right help can keep more students on track.