SciELO - Scientific Electronic Library Online

 
 issue68Cognitive justice and the higher education curriculumDoes financial assistance undermine academic success? Experiences of 'at risk' students in a South African university author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

Related links

  • On index processCited by Google
  • On index processSimilars in Google

Share


Journal of Education (University of KwaZulu-Natal)

On-line version ISSN 2520-9868
Print version ISSN 0259-479X

Abstract

NYAMUPANGEDENGU, Eunice. Investigating factors that impact the success of students in a Higher Education classroom: a case study. Journal of Education [online]. 2017, n.68, pp.113-130. ISSN 2520-9868.

South African Higher Education Institutions (SAHEIs) were rocked by student protests in 2015 and 2016. While the main issue that sparked the protests was unaffordable fee hikes which were negatively impacting equitable access to HE, the protests also brought to the fore, other issues impacting students' success such as lack of transformation and the manner in which universities deliver their curricula which does not cater for the now diverse student body. The main educational challenge is not the diversity of the student body but rather the failure by institutions and individuals to tailor the standard teaching and learning processes to the realities of the great majority of the current student body. This was the motivation for this study in which I sought to investigate factors that impact students' success in my classroom. Data was collected from students in the form of students' responses to an open-ended question at the beginning of a course and to semi-structured group interviews at the end of the course. Students' responses were analysed using various bodies of literature as a lens. The factors that are likely to impact the success of the diverse student body in a Higher Education classroom were identified and discussed and recommendations were made.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License