Post Graduate Research Projects: Higher Education

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An analysis of the academic learning challenges faced by first year students in a Durban Private Higher Education Institution
(The IIE, 2020) Razack, Fathima
This study makes visible the experiences of students transitioning to higher education from high school and previously marginalised backgrounds in South Africa. The structure of South African higher education institutions is alleged to perpetuate epistemic deafness through clinging to the past and westernised curriculum. In line with decolonial perspectives, the research adopted the interpretivist paradigm to engage first-year students in sharing academic learning challenges they faced when they transitioned from high school to a higher education institution. Designed as a case study, data for this research was collected using qualitative methodologies to enable an experiential understanding of the challenges faced by students in the transition process. Results reveal that the students in their first year of studying at a higher education institution face several academic learning challenges some of which are necessitated by a lack of preparation and unmet expectations. The institution lacks recognition of students from marginalised contexts, and their limited potential to re-shape higher education is systematically limited at enrolment. Students who grew up in underserved communities find it difficult to quickly adapt to the current online learning styles and access the English language. The study recommends that for students to thrive, the institution has to meet the students at their point of need through carefully designed strategies that include but are not limited to group discussions, extra lessons, tutorials, and workshops on academic writing skills.
An Analysis of the Academic Learning Challenges Faced by First Year Students in a Durban Private Higher Education Institution
(The IIE, 2020) Razack, Fathima
This study makes visible the experiences of students transitioning to higher education from high school and previously marginalised backgrounds in South Africa. The structure of South African higher education institutions is alleged to perpetuate epistemic deafness through clinging to the past and westernised curriculum. In line with decolonial perspectives, the research adopted the interpretivist paradigm to engage first-year students in sharing academic learning challenges they faced when they transitioned from high school to a higher education institution. Designed as a case study, data for this research was collected using qualitative methodologies to enable an experiential understanding of the challenges faced by students in the transition process. Results reveal that the students in their first year of studying at a higher education institution face several academic learning challenges some of which are necessitated by a lack of preparation and unmet expectations. The institution lacks recognition of students from marginalised contexts, and their limited potential to re-shape higher education is systematically limited at enrolment. Students who grew up in underserved communities find it difficult to quickly adapt to the current online learning styles and access the English language. The study recommends that for students to thrive, the institution has to meet the students at their point of need through carefully designed strategies that include but are not limited to group discussions, extra lessons, tutorials, and workshops on academic writing skills.
Assessing the Effectiveness of Tutorial Interventions on Student Academic Performance for Undergraduates in the Department of Public Administration at a University of Technology.
(The IIE, 2020) Sithole, Phillemon
The purpose of the study was to assess the effectiveness of tutorial interventions on student academic performance for undergraduates in the department of public administration at a university of technology. Student academic performance at higher education institutions is one of the major indicators of progress and barometer of success from a teaching and learning perspective. Studies show that institutions of higher learning in South Africa face challenges with regard to undergraduate pass rates, retention rates, throughput rates and graduation rates are well documented in research (Penprase, 2018; McKay, 2016; Badat, 2010; Bhorat et al, 2010). Studies by McKay (2016) and (Badat, 2010) show that first year students in particular are at a greater risk; two in three first year students fail at least one module during their first year of study at university. Penprase (2018), McKay (2016) and Badat (2010) have underscored that undergraduate students, particularly first and second year students, find the content challenging. The study was befitting in this regard to assess the effectiveness of tutorial intervention as a mitigation mechanism to ameliorate some of these challenges, particularly addressing low undergraduate pass rates. To achieve the objectives of the study, a quantitative research approach was adopted. Quantitative research approach was befitting for the study as the study was interested in the relationship between various construct represented in the conceptual model. The study adopted a causation and association in data analysis, which is more suitable in explaining the relationship between constructs and variables. The data was collected from 120 students and 61 tutors through questionnaires. To test the reliability of the research instrument, Cronbach's Alpha test was conducted for tutor questionnaire which yielded alpha coefficient of α = 0.812. For the construct of student questionnaire shows α = 0.804, meaning that the adequate reliability was achieved. The data was analysed using SPSS where a Pearson’s correlation coefficient and P values were used to assess the strength of the relationships between constructs.
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
Best teaching practices for increasing student engagement in large classes within the Faculty of Commerce
(The IIE, 2020) Naicker, Daphanie
School Education and Training. This research project was undertaken to examine problems students face in large classes and to identify from the students perspectives teaching strategies that are used in the classroom. The setting of the research is a private higher educational institution and the research focuses on higher certificate students’. A questionnaire administered via google documents was used to collect data from students. The findings reveal that there is evidence of student engagement in the classroom. Students find that a large class will assist them with peer learning however, a lecture-based approach, using principles of constructivism, in order to balance the learning needs of students is a favored option by students in large classes.
Best Teaching Practices for Increasing Student Engagement in Large Classes Within the Faculty of Commerce
(The IIE, 2020) Naicker, Daphanie
With the increased access to education and massification of education in South Africa and internationally, this may adversely affect the participation and engagement of students in classes that seat between 50 to over 100 students. The trend towards increased enrolment at higher education institutions is also reflected in the South African Department of Higher Education and Training’s (DHET) Green Paper on Post-School Education and Training. This research project was undertaken to examine problems students face in large classes and to identify from the students perspectives teaching strategies that are used in the classroom. The setting of the research is a private higher educational institution and the research focuses on higher certificate students’. A questionnaire administered via google documents was used to collect data from students. The findings reveal that there is evidence of student engagement in the classroom. Students find that a large class will assist them with peer learning however, a lecture-based approach, using principles of constructivism, in order to balance the learning needs of students is a favored option by students in large classes.
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 Explanatory Study of the Perception of the Importance of Soft Skills Development in Higher Education by Hospitality Students.
(The IIE, 2020) van der Merwe, Johan P
The development of Soft skills (generic skills) and Hard skills (academic skills) of students in hospitality through Higher Education (HE) is acknowledged to be both important in HE through research. Identifying specific soft skills of importance for a specific course can greatly help with curriculum development for the course. Research shows that Higher Educational Institutions (HEI) acknowledge the importance of soft skills development in students through the curriculum. In this paper students are asked about their knowledge of the importance of soft skills development in HE and to identify soft skills that they perceive as important for their future employment in hospitality.
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.
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.
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.
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 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.
An Exploratory Study on the Influence of Student- centered Teaching Methods on Student Motivation Towards Education
(The IIE, 2020) Julies, Auldrin
Change is a constant within the educational process with the ever-evolving design of subject matter, change in the dynamics within classrooms, and changes within teaching strategies implemented by educators (Hansen & Laverty, 2010). This is all done in an attempt to reform educational practices to create learning environments that will stimulate student engagement towards subject matter and further encourage them to become capable graduates, that are able to adapt to the workforce and contribute towards the advancement of the industry (Cudney and Ezzel, 2017). The study aimed to establish the value student-centered approaches had on the students’ motivation towards learning and find the most effective approach for educators to create learning environments that will allow for significant learning experience to take place. According to Fink (2013), higher education needs to become more meaningful to the student through educational reform and challenging conventional practices. The dire need for the South African higher education system to produce competent graduates has become crucial towards the advancement and survival of the country’s economy (Mdepa and Tshiwula, 2012). With the increasing popularity of student-centered teaching within classrooms, the focus has shifted from teacher to student (McKenna, 2013). This has challenged higher education institutions to create learning environments that will develop key skills and knowledge within the student, which can be applied to the real-world environment. This has seen a rise in student-centered teaching methods such as constructivism, that encourages student interaction and sharing of feelings, beliefs, and experience to construct new knowledge. One of the many benefits of student-centered teaching is that it encourages interaction. According to Trolian (2019) many students participate in non-academic activities on campuses to build self-confidence, as research showed a direct link between social interaction and how it leads to better academic results. South African higher education faces many challenges that are unique to its socio-economic context. Mckenna (2013) argued that for student-centered teaching to uccessfully be integrated into South African classrooms, there needs to be a clear understanding of the type of student and their needs. The study allowed for the exploration on how educators can utilize student-centered teaching approaches to more effectively motivate the learners to interact with peers and engage with subject matter. The research involved a logical process that firstly involved conducting a review of literature, that allowed for a holistic review of student-centered teaching approaches and its effectiveness within higher education classrooms. The literature provided some critical comparisons between traditional teacher-centered methods and student-centered teaching. It was followed by a critical research investigation, through exposing students at eta College to both teacher and student-centered teaching methods. Students were able to engage through both mediums of delivery to measure if the teaching method had a distinct contribution towards student motivation. The literature focused on both student and teacher-centered practices to identify its effectiveness within higher education.
An exploratory study on the influence of student-centered teaching methods on student motivation towards education
(The Independent Institute of Education, 2020) Julies, Auldrin
Change is a constant within the educational process with the ever-evolving design of subject matter, change in the dynamics within classrooms, and changes within teaching strategies implemented by educators (Hansen & Laverty, 2010). This is all done in an attempt to reform educational practices to create learning environments that will stimulate student engagement towards subject matter and further encourage them to become capable graduates, that are able to adapt to the workforce and contribute towards the advancement of the industry (Cudney and Ezzel, 2017). The study aimed to establish the value student-centered approaches had on the students’ motivation towards learning and find the most effective approach for educators to create learning environments that will allow for significant learning experience to take place. According to Fink (2013), higher education needs to become more meaningful to the student through educational reform and challenging conventional practices. The dire need for the South African higher education system to produce competent graduates has become crucial towards the advancement and survival of the country’s economy (Mdepa and Tshiwula, 2012). With the increasing popularity of student-centered teaching within classrooms, the focus has shifted from teacher to student (McKenna, 2013). This has challenged higher education institutions to create learning environments that will develop key skills and knowledge within the student, which can be applied to the real-world environment. This has seen a rise in student centered teaching methods such as constructivism, that encourages student interaction and sharing of feelings, beliefs, and experience to construct new knowledge. One of the many benefits of student-centered teaching is that it encourages interaction. According to Trolian (2019) many students participate in non-academic activities on campuses to build self-confidence, as research showed a direct link between social interaction and how it leads to better academic results. South African higher education faces many challenges that are unique to its socioeconomic context. Mckenna (2013) argued that for student-centered teaching to successfully be integrated into South African classrooms, there needs to be a clear understanding of the type of student and their needs. The study allowed for the exploration on how educators can utilize student-centered teaching approaches to more effectively motivate the learners to interact with peers and engage with subject matter. The research involved a logical process that firstly involved conducting a review of literature, that allowed for a holistic review of student-centered teaching approaches and its effectiveness within higher education classrooms. The literature provided some critical comparisons between traditional teacher-centered methods and student-centered teaching. It was followed by a critical research investigation, through exposing students at eta College to both teacher and student-centered teaching methods. Students were able to engage through both mediums of delivery to measure if the teaching method had a distinct contribution towards student motivation. The literature focused on both student and teacher-centered practices to identify its effectiveness within higher education. The research looked at traditional teaching approaches and the advantages and disadvantages of employing its use within current higher education classrooms. It was important to identify the past, present and future teaching approaches, and its impact on student motivation. The review of literature was expanded towards student-centered teaching approaches within higher education and its value towards student engagement. The research looked at which of these approaches had the best potential of producing a self-autonomous learner and a graduate that will be able to fully function in the workforce while contributing to the advancement of the industry. The study aimed to address questions around students’ taking an active role in the learning process to enhance motivation. The research study was conducted through identifying a sample group of Sport Management students currently studying at Pretoria eta College. The sample group only included second and third-year students, as these groups could further draw from past exposure to various teaching methods used throughout their years studying at eta College. The students were provided with qualitative questionnaires to gain a deeper understanding of factors influencing their learning experience. The study sample was firstly exposed to a traditional theory orientated class, where the educator was the central figure within the learning environment. Students were then exposed to a practical student-centered teaching session where they were responsible for learning and the process relied immensely on their interaction with peers in constructing own understanding of key concepts. Preliminary results concluded that there was a direct link between active learning strategies and its impact on student’s enjoyment of the educational process. There was however a greater preference amongst third year students for practical student-centered approaches to teaching, whereas second year students still showed some interest in teacher-centric approaches. This was a key indicator that students at a higher level within the educational process starts showing a greater interest in how to apply their knowledge to solve real-world issues, as they are at the phase of entering into the workforce.
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 Lecturers' Perceptions on the Use of Inclusive Pedagogical Strategies in Higher Education Contexts: A Case Study of Lecturers at a Private Higher Education Institution in Johannesburg, South Africa
(The IIE, 2020) Chindomu, Rodwell
Inclusive pedagogy is often narrowly associated with increasing enrolment and access to education for “disadvantaged” groups. This study sought to explore the wider view, which holds that inclusive pedagogy transcends the mere integration of students with disabilities into mainstream institutions or the admission of blacks into formerly white schools and universities. This notion is derived from the argument explored in literature, which purports that presence in an institution alone does not automatically translate to inclusion, as there is a myriad of barriers that limit effective learning for students of diverse dispositions and backgrounds. This research study followed the qualitative paradigm to explore lecturers’ levels of awareness and perceptions of inclusive pedagogy. The study also sought to establish if there was any correlation between lecturers’ perceptions of inclusive pedagogy and their classroom practices. This was done by analysing the participant lecturers’ teaching philosophies, preferred pedagogical strategies and perceptions towards teaching styles, differentiated learning styles, assessment preparation and parental involvement in the teaching and learning process at tertiary level. The results of the study showed that the respondents had varied perceptions on many issues although they converged on the notion that teaching style had an impact on student learning. In the concluding chapter, the thrust of the recommendations was that inclusive pedagogy was not limited to the lecture room, therefore, all stakeholders needed to work together to ensure its success.
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 effectiveness of problem- based learning (PBL) to improve the application of theory amongst tourism students.
(The IIE, 2017) Ramouthar, Shayna
Tourism and hospitality students struggle to apply their theoretical knowledge acquired in the actual workplace (Pan and Jamnia, 2014, p.36; Pez`ua and Bayardo, 2012, p.33). According to Clegg (2005, p. 415) tourism and hospitality employers deem that struggle with applying solutions to problems experienced in the industry. Problem Based Learning (PBL) is a learning pedagogy employed within the classroom to assist students to apply theory attained. In line with PBL pedagogy, students were presented with a case study depicting poor customer service in the tourism and hospitality. Based on the theory learnt, students were requested in groups to role play what they would have done to achieve good customer service if placed in that scenario. A cross sectional survey was employed to analyse the success of the PBL pedagogy. The findings of the study depicted that the PBL successfully promoted that integration of theory in the practical setting. Furthermore, the learning pedagogy showed to enhance students’ problem-solving skills.
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.

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