Repository logo

Browsing by Author "Letseka, Lefa."

Filter results by typing the first few letters
Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Exploring the impact of increasing class size on the quality of learning in higher education: perspective of students at the University of KwaZulu-Natal.
    (2022) Letseka, Lefa.; Maharaj, Pranitha.
    Like many countries in Sub-Saharan Africa, South Africa’s higher education sector is grappling with the issue of large classes, having accommodated 473000 students in 1993, the number rose to 799388 in the period between 1993 and 2008 and the student headcount was 975837 in 2016 (Department of Higher education and Training (DHET), 2017). The rise in the number of students enrolling in tertiary institutions has led to an increase in class size. The focus of this qualitative study is to explore students’ perceptions of large classes concerning their learning. The study was conducted at the University of KwaZulu-Natal in the KwaZulu-Natal province of South Africa. Data was generated through telephonic interviews; this was done to adhere to covid lockdown regulations in South Africa which encourage social distancing, hence discouraging face-to-face interviews. The main findings of the study show that students in large classes are mainly affected by classroom incivility which often leads to disruptions and limited student and lecturer interactions. Students themselves describe the large class size learning environment as ‘stressful’ and less productive when compared to a smaller class size environment. Students of large classes are affected by conditions such as resource constraints, minimal student and lecturer interactions, and disruptive student behaviour. Findings show that some lecturers can mitigate large class size negative effects using effective classroom management techniques, such as establishing and preventing undesirable behaviour during lectures. The findings also show that students use certain techniques to overcome some undesired consequences of large classes. These include joining study groups and consulting academic tutors and lecturers when struggling to understand the course material. The participants of this study also advocate for greater self-reliance and thorough preparation before attending any lecture. It is recommended that lecturers incorporate teaching methods that encourage students’ participation in large classes. The study highlighted the need to investigate the aspects of a large class size environment that promote classroom incivility.