5 results
Search Results
Now showing 1 - 5 of 5
- This systematic literature review examines the multifaceted challenges of learning and teaching in South African higher education institutions (HEIs). South Africa's higher education landscape is characterised by a unique blend of historical legacies, socio-economic disparities, and a diverse student population, making it a compelling context for investigating the complexities of learning and teaching. Drawing upon a comprehensive search of peer-reviewed journals, conference proceedings, and reports, this review synthesises key findings from the past decade (2012–2022) to shed light on the critical issues faced by HEIs. The review reveals several overarching challenges, which include historical inequalities, inadequate funding and infrastructure, and the demand for curriculum transformation to address 21st-century skills and align with labour market needs, which presents a considerable pedagogical challenge. The review underscores the importance of recognising diverse student backgrounds, languages, and learning preferences in promoting inclusive pedagogical approaches. Recommendations include addressing historical inequalities through targeted interventions, increased funding for HEIs, and faculty development programmes, and leveraging technology to enhance access and engagement. In conclusion, this systematic literature review provides a comprehensive overview of the multifaceted challenges facing learning and teaching in South African higher education. It underscores the need for context-specific solutions to enhance access, quality, and inclusivity in higher education institutions (HEIs)and calls for continued research and policy initiatives to address these critical issues.
- 1
- 4
- 0
- The study investigates the First-Year Experience (FYE) of students in a rural-based university in South African. The study adopted a survey research design. One thousand four hundred and seventynine first-year students were sampled at the end of their six weeks at the University of Zululand. The results reveal that a lack of communication before the commencement of the admission process, poor orientation, poor knowledge of the higher education system, poor educational background of the parents of students, lack of psychological support and lack of accommodation constitutes the challenges affecting the learning abilities of the firstyear students. The study recommends that a special office under the direct line management of the Dean of Students be established. This Office would accommodate Orientation and Placement Testing for first-year students and liaise with the appropriate bodies to ensure that they are properly catered for, guided and assisted in integrating properly to the university system.
- 1
- 4
- 0
- This study explored the interconnectedness between distance to campus and the learning abilities of students cum their academic performances. Mixed Methods Design was adopted for the study. Self-designed questionnaires were administered to 934 randomly selected students, while semi-structured interviews were conducted for 8 conveniently selected lecturers from two rural universities in Nigeria and South Africa. The collected sets of quantitative and qualitative data were analysed using descriptive statistics and themes respectively. The finding of the study shows that rural based universities lack adequate campus-based accommodation facilities; the distance between where students live and campus is far, and that affects their learning abilities as well as academic performances. The study recommends that rural based universities should partner with property and transport agencies. While the former will seek to establish adequate accommodation facilities at affordable prices for students, the latter will provide good and flexible transport system which will serve students at minimal cost regardless of the situation of the community. Meanwhile, the university authority should ensure that the number of students enrolled annually is commensurate to the available facilities.
- 1
- 9
- 0
- The study investigated the influence of high school teacher on the learning challenges experienced by undergraduates in selected institutions of learning in Nigeria and South Africa. Mixed methods research design was adopted for data collection. Quantitative data were obtained from 600 randomly selected undergraduate university students through the use of questionnaires while the qualitative data for the study were collected through interviews conducted with purposively 8 selected university lecturers and 8 high school teachers from 2 selected high schools from Nigeria and South Africa. The quantitative data were analysed through the use of descriptive statistics, while the qualitative data were thematically analysed. The outcome of the study suggests previous learning experiences as a major cause of learning challenges encountered by undergraduates. The paper recommends that the curriculum of teacher education and the type of training given to high school teachers should be revisited, only qualified teachers should be recruited and empowered.
- 1
- 3
- 0
- The study explored the relevance of rural university education based on the experiences of learning challenges among undergraduates in selected rural universities in South Africa and Nigeria. Quantitative research design was adopted for data collection. Simple random sampling technique was used to select 934 students who served as participants for the study. Data were collected through the use of questionnaire which was analysed using descriptive statistics and Statistical Package for Social Sciences (SPSS). The finding of the study reveals that undergraduates in the two selected rural universities experience common learning challenges amongst which include: cognitive, poor academic foundation, and lecturer-students’ relationship. These are caused by lack of facilities, students’ family socio-economic background, amongst others. The study recommends that rural university education should be improved upon in order to make it more relevant, otherwise, it remains irrelevant to both the students and nations.
- 1
- 1
- 0