Post Graduate Research Projects: Higher Education

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Conducting exploratory research to determine the use of reciprocal teaching methods to promote academic reading and comprehension ability in second year marketing management students
(The IIE, 2015) Pinnoy, Jane
Students leaving school do not seem to be adequately prepared to read and comprehend academic material at the required level for higher education (Department of Education, 2008). The purpose of this exploratory research was to gain understanding of the influence of reciprocal teaching strategies on comprehension of academic reading. The sample comprised of eight second year B. Commerce (B.Com) respondents majoring in marketing management at a private institute of higher education. The student’s ability to succeed in higher education is closely linked with their ability to read and comprehend academic material (Dreyer, 2003). An assignment case study was used to teach the use of reciprocal strategies. The respondents were thereafter required to apply reciprocal strategies to the prescribed academic material. Each respondent answered a questionnaire to establish their perception of the effect these strategies had on their comprehension of the case study. The initial findings are encouraging and would warrant further research.
An exploratory study of the 'creativity toolbox' as a teaching tool to promote creativity in learning.
(2015) Paken, Shakti
The intention of presenting this article on the use of the creativity toolbox, which has been used to explore creativity in teaching and learning which assists educators in, fostering student engagement and student centeredness in the class room . The article further aims to present information on the monitoring and evaluation of the use of the creativity toolbox during lesson planning, classroom activities and behavior management. The research project was prompted due to the lack of poor concentration and literacy levels that contribute to a lack of classroom engagement within the Public Relations Practice module. The research aims to encourage active learning via various teaching strategies such as the use of the creativity toolbox. This proactive approach is linked to the constructive approach to encourage students to interact with content and tools in a creative way that shapes content into learning, knowledge and understanding. The findings of the research present the use of the creativity toolbox emphasising the learning experience in the classroom. Students enjoyed lessons being planned to accommodate a style of learning that catered to their understanding by assisting them absorb content and made the lesson interactive. This study aims to provide a contribution to teaching strategies in a higher educational classroom amongst many different levels of students.
An exploration to include asynchronous learning tools and Web 2.0 applications in a short learning course to enhance the learning experiences for part-time adult students
(The IIE, 2015) Trengove, Racheal
The research article presents exploratory research that considers how the specific educational environment for a short learning course can be evolved with connections enabled by information technology.
Assessing the usefulness of integrated curriculum assessment as a formative assessment tool for first year students
(The IIE, 2015) Williams, Sarah
This study explored the usefulness of integrated curriculum assessment as a formative assessment tool for first year students. Two research questions from a higher education perspective were explored, namely how useful lecturers find Integrated Curriculum Engagement as an assessment tool to encourage student engagement and academic development, and what lecturers think Integrated Curriculum Engagement tasks have (value) to encourage students to actively engage with the learning content? The primary data for this study was generated from questionnaires distributed to 20 higher education respondents (lecturers). Findings that emerged were that the majority of respondents found value in the use of Integrated Curriculum Engagement (ICE) tasks within the classroom environment. Case studies, class tests and revision type questions encouraged the most engagement of students and students are generally more engaged and motivated when ICE tasks assist them with their preparation for assessments. The study provides recommendations for the development of a guide to provide clarity on the ICE requirements and expectations for lecturers
Exploring the use of blended learning to change perceptions towards economics
(The IIE, 2015) Aboobaker, Feroza
The purpose of this exploratory research is to determine the effectiveness of using a blended learning teaching strategy to increase student engagement and changing student sentiment towards the subject of economics. Classroom lessons were extended to an online platform through the use of discussion forums, blogs and online activities. Data was collated using a cross sectional survey design where students were required to provide feedback on the blended learning approach and rank the most enjoyable activities through a questionnaire. The findings revealed that the use of blended learning helped to improve student sentiment towards economics and the relevance of the subject became more apparent. Students preferred activities that included group work and simulation exercises. This would imply that the use of a constructive learning theory in the classroom is an appropriate method to improving student engagement and student attitude towards economics.
An exploratory investigation into factors affecting class attendance in a hospitality management module.
(2015) Braak, Doulette
The research investigates various factors that influence student class attendance in a Hospitality Management module. Using survey questionnaires, the research aimed to determine factors that may negatively affect class attendance of first year students. The research was embarked upon to determine reasons for students not attending class as a possible variable for low throughput and high dropout rates. The research findings will indicate which factors affects class attendance the most in a Hospitality Management module. The data was analysed according to biographical information, external factors influencing class attendance, students’ motivation, respondents’ perceptions and internal factors to the institution. The biographical information does not play a factor in absenteeism. External factors do play a very small factor in non-attendance, what but no a significant role. The research found that motivation, respondents’ perceptions and internal factors to the institution do play a role in non-attendance in group of students.
Exploring the use of learning and teaching strategies in visual communication to improve the use of drawing and sketching
(The IIE, 2015) Graaff, Christiaan
The purpose of this paper is to explore how teaching and learning strategies in the module Visual Communication can be adapted to include drawing and sketching methods to encourage design students to utilise freehand drawing and sketching during the first phase of the design process. Quantitative research was conducted based on a cross-sectional survey design. Students were asked to solve a design problem before and after an intervention. Data was captured using a questionnaire and results were analysed through the use of numerical counts-frequencies, and is presented graphically. Findings indicate that teaching and learning strategies can be successfully adapted to include drawing and sketching methods to encourage design students to better understand, and make use of these abilities and techniques, during the initial phase of the design process.
An exploratory research on the benefits of a web-based cognitive training programme for higher education students.
(2015) Weimann, Tanya
Prior research has revealed that benefits of cognitive training include greater ability to carry out daily activities in adults (Willis et al: 2006), reduced risks of being involved in a motor vehicle accident (Ball et al: 2010) and improvements in academic performance (Merzerich et al: 1996; Holmes et al: 2009). The study explores whether a web-based cognitive training programme supported any improvement on the cognitive skills of higher education students. The quantitative research study was conducted with the use of a survey questionnaire on a group of third-year Travel and Tourism Management students after participating in the brain training over a 4-week period. Results showed positive cognitive outcomes being perceived by the respondents in the areas of working memory, attention, speed of processing and problem-solving skills. Respondents found a positive general result in their daily activities, such as overall improvement in their visual attention. Respondents indicated a small improvement in their memory skills such as being able to remember the content of a lecture more accurately. The results of the study also show that respondents found an improvement in their concentration in the classroom, their ability to react faster to questions and their ability to work faster with less errors. Problem-solving skills such as being able to calculate figures mentally also showed an improvement. It is recommended that further exploration on the ability of the mind to change in all phases of the life-cycle be pursued and further attention be given to present such a programme to higher education students as an added value to their studies and daily activities.
Exploring collaborative teaching strategy as method to improve English language proficiency in an English module
(The IIE, 2015) Sibanda, Brian
The study aims to determine the role of collaborative learning in improving students’ English language competency in an English module. This quantitative study’s population was first year students at a private Higher Education Institution (HEI) enrolled in English as module in their Diploma in Journalism qualification. Data was gathered through the use of a questionnaire. Respondents indicated that collaborative learning improved their English language proficiency and learning of language due to its social setting communicative nature. It was established that the interactive interaction provided a support system through collaborative group dynamics. This study is exploratory and therefore limited in scope and depth. No generalisations from the results could be made.
Exploring the use of small group work as an effective teaching strategy to improve concept understanding
(2016) Roelofse, Elizabeth
This article explores the use of small group work as a teaching strategy through investigating the conditions under which small groups can be conducted effectively and in what way can support concept understanding. This research was prompted due to public relations students struggling to understand and interpret new concepts in class when instructed to complete tasks autonomously. This article? support a critical realist approach to learning which encourages students to construct knowledge socially and lastly, recommendations are made on how small group work can be improved as a teaching strategy in the classroom to accommodate millennial students.
Exploring the value of online games to promote students’ engagement in an IT module
(2016) Munyanyi, Givemore
This quantitative research sought to determine the value of using online games in improving students’ motivation and understanding of Information Technology related modules for first year students at a Higher Education Institution (HEI). The study’s population consists of first year students enrolled for a Bachelor of Information Technology in Business Systems degree. Data was gathered through the use of a questionnaire. Results indicate that the use of online games improved their engagement in IT modules such as Programming Logic and Design. It was also established that playing the online game Tetris improved interactive and mathematical skills which are critical in creating the foundational knowledge for Information technology modules. This study is exploratory and therefore limited in scope and depth. No generalizations from the results could be made
Exploring the effectiveness of using cooperative teaching strategies towards advancing teamwork skills
(2016) Schuin-Dorfling, Trudi
Sources such as Rossouw (2001); Rhodes University (2010) as well as Fallows and Steven (2000) indicate that students are ill equipped for the working environment as they lack core competencies such as teamwork, problem-solving and communication skills. Therefore, this research focuses on the effectiveness of cooperative teaching strategies to advance teamwork skills in higher education and explore how students may be assisted to increase their core competencies and teamwork skills, to present themselves as employable. This article reflects on the research results produced using a survey questionnaire on a sample group of higher education first-year students enrolled for an Introduction to Project Management module. The findings discussed herein, provide interesting and valuable insight for educators as to which cooperative teaching and learning strategies inspires significant learning experiences. The final recommendation is to seek support to extensively increase the use of these specific cooperative teaching and learning strategies in the classroom.
Exploring the Effectiveness of the Flipped Classroom as a Teaching Strategy for Improving Student Learning
(2016) Archibald, Gail
This research is driven by a lack of student engagement, with content and peers, specifically in a third year business management module. Linked to this, the purpose of this article is to present the findings from research conducted into the value of adopting a ‘flipped classroom’ teaching approach, in higher education, with the intention of enhancing student engagement which Strydom, Metz and Kuh (2010) have identified as an attributing factor to student success. The research follows an interpretivist approach in an attempt to understand student behaviour and determine whether the ‘flipped classroom’ approach improves student engagement, leading to better information retention and recall. Findings reveal that the students, from the sample population, found the elements of the flipped classroom both entertaining and engaging and revealed that their understanding of content was deepened and their ability to retain and apply information was heightened through the various elements of the flipped classroom.
Exploring the use of role play to Develop Verbal Communication Skills in Public Relations Students
(2016) Govindasamy, Genola
South Africa is a diverse country, boasting eleven official languages. This poses a challenge for higher education spaces to provide multilingual classes. English is currently the official language at tertiary institutions. As a result, many students are English Second Language (ESL) speakers who have difficulty understanding the language on all levels; speaking, writing and comprehending. Public Relations (PR) students need the ability to speak the language, as it is vital to the profession. This research explores the concept of using role-play as an educational tool by which to develop verbal communication skills among PR students. The students participated in a role-play activity, after which a self-administered questionnaire as the data collection tool was used to obtain feedback on their experience. The questionnaire results have been presented in a graphic analysis. Results proved that the majority of students have accepted role-play enthusiastically and became more confident in the use of verbal communication skills through the application of this teaching method. Students showed signs of improved pronunciation, presentation skills and verbal communication confidence. In this study, role-play has indicated that it can be used as an educational tool in developing verbal communication skills among PR students.
Exploring the use of the Flipped Classroom as an Education Delivery Method
(2016) Daniel, Barbara
#RhodesMustFall and #FeesMustFall are slogans that characterise the current state of protest, unrest, and crisis in South African higher education. Tension stems from disparate expectations and misalignment regarding the purposes, policies and functional processes of education, as well as the needs of students. Providing relevant education requires a dynamic and socially-referenced curriculum, including the delivery of teaching and learning (Van Rooyen, 2016). This exploratory research investigates how the tools and activities of the Flipped Classroom can contribute to an active learning environment based on student-centred learning, at a private higher education institution. This mode of education delivery, with its element of blended learning, has potential for redressing some of the negative effects of hidebound education traditions and colonisation. It does so by promoting a milieu wherein students are encouraged in self-reliance and self-determination, in keeping with the stated desires of students (Kamanzi, 2016a). Recommendations are also made for informing best practice in a B Ed (Foundation Phase) Programme
Exploring the Use of Wiki as a Technology Tool to Facilitate Student Engagement in a Business Management Module
(2016) Gouws, Gareth
The majority of literature supports the idea that student engagement is critical in achieving student throughput rates. This study investigated the function technology serves in meeting the needs of students in a first-year Sport Marketing course. Students’ perception of their level of engagement, pertaining to the learning material of a Business Management module, through the use of a technology tool known as “wiki”, is investigated. The data collection tool was in the form of a questionnaire, and findings indicated students viewed wiki as a successful online tool which promotes content engagement. Findings also suggest wiki promotes collaborative learning, improves overall student participation and cognitive engagement. The study affirms the premise that students enjoy incorporating technology into the classroom, thus affirming the idea that by applying a blended learning approach, millennial students experience and achieve greater learning outcomes.
Exploring Methods to Minimise Procrastination in Higher Education
(2016) Edwards, Candice
The purpose of this article is to examine ways in which to alleviate procrastination by presenting students with possible solutions to minimise the effect of the problem and assessing which methods they deem most helpful. The ultimate aim is to provide students with options to help reduce the occurrence of procrastination has and its negative effect on academic performance. The quantitative research study was conducted by presenting a workshop on methods to alleviate procrastination to final year graphic design students and having them complete a questionnaire to determine the method perceived as most helpful. As part of the literature study the research examined reasons for procrastinating as well as the influence of self-efficacy and motivation to reduce the negative effects of procrastination. Results from the study indicate that there is no universal cause to procrastination as it deals with psychological and therefore individual issues meaning there is no universal ‘cure’. The good news however is that there are some aspects where educators can help to alleviate its symptoms such as giving clear instructions, starting assignments in class and offering additional guidance and skills development beyond the curriculum.
Exploring the use of multiple intelligences in formative assessments as part of a visual course
(2016) Santilhano, Jana
Students enrolled in visual courses often display stronger visual spatial intelligences (Cooper 2009) but are still assessed focusing on linguistic intelligence. The purpose of the article is to explore whether utilisation of Gardner’s multiple intelligence theory in the assessment process will improve the student experience of the assessment process. A questionnaire accompanied by a mock assignment was utilised to obtain views from respondents enrolled in a predominately-visual course where the assessment process is predominantly linguistic. The results do not indicate a preference for a single intelligence, but rather a preference for various questioning style that cater for various intelligences. The recommendation based on this study is that the summative assessment should allow the student the option to choose how to display acquired knowledge according to their individual intelligence.
Exploring the Value of Exposing First Year Students to an Orientation Programme
(2016) Lebitso, Choppo Alfred
While substantial attention is provided to first year students (henceforth FYS) to prepare them for their academic years ahead, more research is still required to determine how much influence orientation programmes (henceforth OPs) have on their academic well-being. OPs do not only serve as a welcoming event for FYS but as a demonstration of an institution’s commitment in the academic success of their students. This study explores the value of exposing FYS to an OP as a way to prepare them to successfully embark on their academic journey. A quantitative research was conducted to a small group of FYS and data collected through a questionnaire. The findings revealed that students that are exposed to an OP felt more prepared to embark on their academic journey. The study recommends an extended OP which will assist in addressing some of the needs that students have beyond the current OP be implemented so that students can receive continuous support and assistance to make the transition from school to studying at a higher education institution.
An Exploratory Study of the Use of Improvisation Games in Enhancing
(2016) Pretorius, Elinza
Prompted by troubling statistics of student throughput and dropout rates in South Africa, the problem of engagement is a key focus in this study. Three types of student engagement were attempted by exposing students to improvisation games in a tertiary environment. The research was conducted within a post-positivistic paradigm using survey questionnaires to determine the level of stimulation and engagement that improvisation offered respondents (Killen, 2010). The data was analysed according to categories that disclosed perceptions and definitions, and gauged levels of behavioural, emotional and cognitive engagement (Mahatmya, et al, 2012; Halverson et al, 2013; Fredericks et al, 2014). The results of the research found that students experienced improved levels of engagement, teamwork and enjoyment of the learning environment when exposed to improvisation games.